Reading and Responding (AT3): Current, new and language ladder descriptors
AT3 Reading and Responding
Level Current level description(as on NC online) Modified level description(as on QCA website) Language Ladder(as in their literature)
1 Pupils show that they understand single words presented in clear script in a familiar context. They may need visual cues. Pupils recognise and read out a few familiar words and phrases presented in clear script in a familiar context. They may need visual clues. I can recognise and  read out out a few familiar words and phrases.
2 Pupils show that they understand short phrases presented in a familiar context. They match sound to print by reading aloud single familiar words and phrases. They use books or glossaries to find out the meanings of new words. Pupils show that they understand familiar written phrases. They match sound to print by reading aloud familiar words and phrases. They use books or glossaries to find out the meanings of new words. I can understand and read out familiar written phrases.
3 Pupils show that they understand short texts and dialogues, made up of familiar language, printed in books or word processed. They identify and note main points and personal responses [for example, likes, dislikes and feelings]. They are beginning to read independently, selecting simple texts and using a bilingual dictionary or glossary to look up new words. Pupils show that they understand the main points and personal responses in short written texts in clear printed script made up of familiar language in simple sentences. They are beginning to read independently, selecting simple texts and using a bilingual dictionary or glossary to look up new words. I can understand the main points from a short written text in clear printed script.
BREAKTHROUGH   On completing this stage you should be able to understand a basic range of everyday expressions relating to personal details and needs.  You should have some understand of a few simple grammatical structures and sentence patterns.  You should be familiar with the writing system of the language.  You should be aware of how to address people both formally and informally as appropriate.

 
4 Pupils show that they understand short stories and factual texts, printed or clearly handwritten. They identify and note main points and some details. When reading on their own, as well as using a bilingual dictionary or glossary, they are beginning to use context to work out what unfamiliar words mean. Pupils show that they understand the main points and some of the detail in short written texts from familiar contexts. When reading on their own, as well as using a bilingual dictionary or glossary, they begin to use context to work out the meaning of unfamiliar words. I can understand the main points and some of the detail from short written texts in familiar contexts.
5 Pupils show that they understand a range of written material, including texts covering present and past or future events. They identify and note main points and specific details, including opinions. Their independent reading includes authentic materials [for example, information leaflets, newspaper extracts, letters, databases]. They are generally confident in reading aloud, and in using reference materials. Pupils show that they understand the main points and opinions in written texts from various contexts, including present, past or future events. Their independent reading includes authentic materials. They are generally confident in reading aloud, and in using reference materials. I can understand the main points and opinions in written texts from various contexts. 
6 Pupils show that they understand a variety of texts that cover past, present and future events and include familiar language in unfamiliar contexts. They identify and note main points and specific details, including points of view. They scan written material, for stories or articles of interest, and choose books or texts to read on their own, at their own level. They are more confident in using context and their knowledge of grammar to work out the meaning of language they do not know Pupils show that they understand the difference between present, past and future events in a range of texts that include familiar language in less familiar contexts. They identify and note the main points and specific details. They scan written material for stories or articles of interest and choose books or texts to read independently, at their own level. They are more confident in using context and their knowledge of grammar to work out the meaning of unfamiliar language. I can understand the difference between present, past and future events in a range of texts.
PRELIMINARY On completing this stage you should be able to understand standard language relating to a range of predictable everyday matters.  You should be able to read clear handwritten text.  You should be able to recognise the difference between past, present and future events and be familiar with simple forms of the verb tenses.

 
7 Pupils show that they understand a range of material, imaginative and factual, that includes some complex sentences and unfamiliar language. They use new vocabulary and structures found in their reading to respond in speech or in writing. They use reference materials when these are helpful. Pupils show that they understand longer texts and recognise people’s points of view. These texts cover a range of imaginative and factual material that contains some complex sentences and unfamiliar language. Pupils use new vocabulary and structures found in their reading to respond in speech or writing. They use reference materials when these are helpful. I can understand longer texts and recognise people’s points of viewe.
8 Pupils show that they understand a wide variety of types of written material. When reading for personal interest and for information, they consult a range of reference sources where appropriate. They cope readily with unfamiliar topics involving more complex language, and recognise attitudes and emotions Pupils show that they understand texts including some unfamiliar material and recognise attitudes and emotions. These texts cover a wide variety of types of written material, including unfamiliar topics and more complex language. When reading for personal interest and for information, pupils consult a range of reference sources where appropriate. I can understand texts including some unfamiliar material from which I can recognise attitudes and emotions.
EP Pupils show that they understand a wide range of factual and imaginative texts, some of which express different points of view, issues and concerns, and which include official and formal material. They summarise in detail, report, and explain extracts, orally and in writing. They develop their independent reading by choosing stories, articles, books and plays according to their interests, and responding to them. Pupils show that they understand a wide range of authentic texts in familiar contexts. These texts include factual and imaginative material, some of which express different points of view, issues and concerns, and which include official and formal texts. Pupils summarise, report, and explain extracts, orally or in writing. They develop their independent reading by choosing and responding to stories, articles, books and plays, according to their interests. I can understand a wide range of authentic texts I familiar contexts.
INTERMEDIATE On completing this stage you should now be comfortable with a range of tenses, and should be able to understand authentic texts on familiar matters.  You should be able  to follow much of what you read on familiar matters or in predictable situations. You should be able to give an oral or written summary or translation of what you have read.