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I have taken over the levelling and recording of our reading scheme books. Previously they were levelled using Cliff Moon but I have discovered this levelling tool was stopped in 2007.
I have tried comparing Cliff Moon books to the Book Band levels shown on publishers websites for books we already have but these seem to vary greatly.
Does anyone have a simple conversion chart to move from Cliff Moon to the Book Bands now commonly being used by publishers.
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Comprehension & response (fiction, poetry,
Key Texts for Key Stage 1:
Reading Recovery Book Bands, Cliff Moon
Displays reading-like behaviour (i.e. holding book and
turning the pages appropriately looking at words at pictures) ;
print carries meaning
Relates listening to books to own experiences.
Retell a story using pictures.
Book Bands Pink & Red
Cliff Moon Stages 0 - 6
Pupils can recognise familiar words, signs or symbols in
They identify initial sounds in unfamiliar words. Pupils
can establish meaning when reading aloud simple sentences, sometimes with
They express their response to familiar texts by
identifying aspects which they like and dislike
Book Bands Yellow
Cliff Moon Stage 7
Read and discuss
non-fiction texts based on personal experience and using language patterns
close to speech.
Pupils can read a range of familiar words, signs or
symbols and identify initial and final sounds in unfamiliar words. With
support, they use their knowledge of letters, sounds and words to establish
meaning when reading aloud.
Pupils respond to events or ideas in stories poems and
Book Bands Blue
Read and discuss
simple information from non-fiction texts which contain some more impersonal
Use illustrations to
Pupils use their knowledge of letters, sounds and words to
read simple texts with meaning.
Pupils comment on events or ideas in stories, poems and
Book Bands Green
Read and discuss
information from simple non-fiction texts with some reference to the detail
of the text.
Pupils read most (approx 90%) of a simple unfamiliar
text independently and use different strategies (phonic, grammatical and
contextual) in reading unfamiliar words.
They read from word to word, or sign to sign, or symbol to
symbol and may need support to establish meaning.
Use of strategies
not always appropriate e.g. attempting to sound out a familiar sight word
Pupils show understanding of texts, recount the main events
or facts with support and comment on obvious features of the text e.g.
Re-telling of the
story may be rather short or too long and rely heavily on the illustrations.
Book Bands Orange,
Turquoise & Purple
Cliff Moon Stage 8
information from simple non-fiction texts using text, illustrations and
texts to answer questions requiring literal information where several
alternative answers are suggested (multiple choice)
Pupils’ reading of simple unfamiliar texts is almost
entirely accurate and well paced, taking some account of punctuation.
When reading unfamiliar words or symbols they combine a
range of strategies (phonic, graphic, grammatical and contextual) to
establish meaning. Pupil is able to
read ahead and sometimes notices when reading does not make sense by self
correcting or attempting to resolve the problem.
Pupils show understanding of texts by commenting on
features such as plot, setting, characters and how information is presented.
Response to the book
may include some reference to features of presentation.
Retelling of the
story refers to most of the main events and characters.
Book Bands Gold
Cliff Moon Stage 9
from simple non-fiction texts without reference to illustrations.
Scan text and locate
Pupils read simple unfamiliar texts accurately.
Their independent reading shows they can read ahead and
make use of expression and intonation to enhance meaning.
unfamiliar words with encouragement only.
Pupils notice when
the reading does not make sense and take appropriate action by for example,
self-correcting, looking back/forward or asking for meaning.
In responding to stories pupils identify and comment on
the main characters and how they relate to one another.
They express opinions about events and actions and comment
on some of the ways in which the text is written or presented.
Pupils can respond
when questioned about extensions or alternatives to events and actions. They can respond to questions about
feelings created by the story.
are balanced and clear.
In talking about the
book they comment on some of the ways in which it was presented or written.
Book Bands White
Cliff Moon Stage 10
from non-fiction text where information is embedded within
Scan text and locate
e.g. ‘The bee sucks
nectar with its mouth which is shaped like a tube.
Q: What does it say
a bee’s mouth is shaped like?
Pupils read a range of texts fluently and accurately.
They read independently, using strategies appropriately to
In responding to fiction and non-fiction they show
understanding of the main points and express preferences.
can refer to the impact of text layout and organisation
give reasons to back up their views and can refer to detail from the text
though not necessarily specific words or phrases.
show some awareness of the point of view of the author e.g. .responding to
‘Why do you think the author tells the story in two parts?'
begin to infer from text especially about characters (why? and what if? questions e.g. ‘Why do you
think Carla and Grandad shared their secrets?’ - 1998 KS2 SAT)
responses express simple understanding of the ideas inferred
Cliff Moon Stages 11 & 12
Pupils use their knowledge of the alphabet to locate books
and find information.
compare/contrast more than one source.
to read in different ways for different purposes e.g. skimming to establish
to be able to sustain investigative reading: devise questions and key words,
research using several sources, take notes and draft and record findings.
Reads a range of
quite demanding texts independently
In responding to a range of texts, pupils show
understanding of significant ideas, themes, events and characters, beginning
to use inference and deduction e.g. Do
you think Carla would feel better about school if she read Grandad’s letter?
They refer to texts when explaining their views.
can identify specific words or phrases and identify detail from the text.
can explain the impact of word choice and interpret imagery e.g. to
explain:‘…the night/Thins…’ by suggesting
it was getting light slowly.
can summarise or generalise when responding to text.
can refer to the impact of structure and organisation of texts e.g. stanzas
in a poem, paragraphs etc.
can identify the purpose of a text.
can identify the theme(s) of a text and relate this to evidence.
show awareness of authorial intention.
Cliff Moon Beyond Stage 12
Pupils locate and use ideas and information from a range of sources including
organisational devices such as tables, diagrams, charts, glossaries
be able to select a text’s key points and summarise them in succinct notes.
be able to manage their own research projects.
Pupils show understanding of a range of texts, selecting
essential points and using inference and deduction where appropriate.
In their responses, they identify key features, themes and
characters and select sentences, phrases and relevant information to support
Pupils can explain
and elaborate the author’s intention
when discussing choice of words or phrases e.g. imagery and refer to the
impact of this choice in the context of the whole text e.g. to explain “…the
response:…means that it is no longer pure black-it’s like dropping water into
black paint; it gets thinner and less dark.
I think the poet chose the word ‘thins’ because it is a good way to
show that it was a gradual return to sunlight in the next verse.]
Pupils retrieve and collate information from a range of
examples from more than one source
e.g. in response to
the question ‘Some people do not like spiders. Explain why they might change their mind if
they read this booklet’, children can identify reasons from two or more
texts: for instance, ‘it says that
spiders balance the insects and in the poem it says their webs are beautiful.
In the last part it shows them cartoons so they might see the funny
side.’(1999 KS2 reading mark scheme)
able to apply research skills effectively to interpret and use information in
a variety of forms including ICT.
produce a succinct summary of key points, or clearly argued response.
thought it would copy
there is a link to Devon document
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