READING. hiltingbury junior SCHOOL NAME CLASS
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1 READING hiltingbury junior SCHOOL NAME CLASS
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3 LEARNING LADDERS CONTENTS Ladder Title Decoder Comprehender Reading Detective Language Lover Responder Big Reader Page
4 Decoder I can recognise and understand a range of suffixes and prefixes, including: mis, dis, ous and sion Rung 10 I can read out loud fluently with intonation and expression, understanding how to use a range of punctuation Rung 9 I ask questions to clarify my understanding of unfamiliar words Rung 8 I can use the context of the sentence to help me to read unfamiliar words Rung 7 I can read further tricky words, spotting the differences in spellings and sounds Rung 6 I can read accurately by blending the sounds in words that contain all the graphemes Rung 5 I can read familiar words quickly, without needing to sound them out or blend Rung 4 I can read the common tricky words Rung 3 I can read words of more than one syllable that contain all the graphemes - eg desktop Rung 2 I can use phonic knowledge to blend sounds together to read words, including long phonemes Rung 1 Page 1
5 Decoder I can use connectives as signposts to indicate a change of tone eg however Rung 18 I can cope with different features of language such as abbreviations, colloquialisms, dialect and specialist vocabulary Rung 17 I can use my knowledge of morphology and etymology to understand the meaning of new words - eg words derived from roots in other languages, such as parliament and photosynthesis Rung 16 I can read aloud with the appropriate intonation, tone and volume so that the meaning is clear for the reader Rung 15 I can maintain fluency and accuracy when reading complex sentences with subordinate clauses Rung 14 I can respond to more sophisticated punctuation eg (), ;, : - Rung 13 I can recognise where words are an exception to the rule Rung 12 I can explain the meaning of words in context Rung 11 Page 2
6 Comprehender I can use a range of organisational features to locate information, such as labels, diagrams and charts Rung 10 I can identify the features of different text types Rung 9 I can use the index page, contents page and alphabetically ordered texts to find information Rung 8 I can decide how useful a non-fiction text is for the purpose Rung 7 I can find the answers to retrieval questions in nonfiction, stories and poems Rung 6 I can begin to notice how non-fiction texts are structured in different ways Rung 5 I can re-tell a story, referring to most of the key events and characters Rung 4 I can recognise the difference between fiction and non-fiction Rung 3 I can answer straight forward retrieval questions about a story Rung 2 I can identify the main events or key points in a text Rung 1 Page 3
7 Comprehender I can recognise texts that contain features of more than one text type - eg persuasive letter Rung 20 I can distinguish between statements of fact and opinion Rung 19 I can find the answers to questions in more complex non-fiction, stories and poems Rung 18 I can identify genre-specific phrases Rung 17 I can discuss complex narrative plots - eg identifying problems or complications and how they are resolved Rung 16 I can summarise the main ideas drawn from more than one paragraph Rung 15 I can compare, contrast and evaluate different fiction and non-fiction texts Rung 14 I can identify features of different fiction genres Rung 13 I can locate information using skimming, scanning and text marking Rung 12 I can read closely to obtain specific information from fiction and non-fiction, referring to the text in my answer Rung 11 Page 4
8 Comprehender I can extract and evaluate relevant information from more complex texts Rung 24 I can discuss how the language choices support the writer s theme and purpose in non-fiction texts Rung 23 I can discuss how the structural choices support the writer s theme and purpose Rung 22 I can retrieve, record and present information from factual research, considering what is known already Rung 21 Page 5
9 Reading Detective I can infer and deduce characters feelings, thoughts and motives from their actions, dialogue AND description Rung 10 I can empathise with a character Rung 9 I can justify predictions with evidence from the text Rung 8 I can justify inferences with evidence from the text Rung 7 I can recognise key themes and ideas within a text Rung 6 I can make simple inferences on the basis of what is being said and done Rung 5 I can make predictions based on my own experiences and other books Rung 4 I can recognise why a character is feeling a certain way Rung 3 I can make simple predictions about the characters Rung 2 I can express opinions about main events and characters in a story Rung 1 Page 6
10 Reading Detective I can identify and evaluate techniques the author has used to create mood, feelings, messages and attitudes Rung 20 I can uncover different layers of meaning Rung 19 I can identify the writer s viewpoint and explain the effect on the reader Rung 18 I can use PEE (Point, Evidence, Explain) to support predictions and inferences Rung 17 I can use detailed knowledge of text types to make reasoned predictions Rung 16 I can infer and comment on implicit points of view Rung 15 I can recognise different points of view - eg characters in fiction and the author in non-fiction Rung 14 I can discuss moods, feelings and attitudes using inference Rung 13 I can draw information from different parts of the text to infer meaning Rung 12 I can make predictions with evidence from text and with knowledge of wider reading Rung 11 Page 7
11 Language Lover I can recognise the use and effect of different structures, such as patterned language in text Rung 10 I know how language and structure are used to create atmosphere in a story Rung 9 I can comment on the choice of language to create moods and build tension - Crept makes you know he was quiet, but also that he was going slowly because he did not want to be caught Rung 8 I can discuss how words and phrases capture the reader s interest and imagination Rung 7 I can identify how vocabulary choice affects meaning - Crept lets you know that he is trying to be quiet Rung 6 I can identify and comment on vocabulary and literary features of specific genres and non-fiction texts - All fairy tales start with Once Upon a Time and instructions texts must have imperative verbs Rung 5 I can discuss the meaning of new words, linking new meanings to known words Rung 4 I can discuss my favourite words and phrases Rung 3 I can recognise adjectives and adverbs Rung 2 I can recognise and join in with predictable phrases Rung 1 Page 8
12 Language Lover I can analyse and evaluate the styles of individual writers and poets, providing evidence and justifying interpretations Rung 18 I can comment on and explain the writer s use of a language features - The rhythm and rhyme pattern together make it mimetic, like the rhythm of the train Rung 17 I can compare and contrast the styles of individual writers and poets providing examples - eg use of language Rung 16 I know how style and vocabulary are linked to the purpose of the text - Obviously, common sense tells us in a persuasive text Rung 15 I can use language features of a range of non-fiction text-types and can use them to support understanding Rung 14 I can identify and comment on expressive, figurative and descriptive language to create effect in poetry and prose Rung 13 I can identify and describe the styles of individual writers and poets Rung 12 I can find and comment on examples of how authors express different moods, feelings and attitudes Rung 11 Page 9
13 Responder I can identify main ideas drawn from more than one paragraph and can summarise these Rung 10 I can identify themes and conventions/features in a wide range of fiction and non-fiction texts - eg key messages Rung 9 I can evaluate specific texts with reference to text types Rung 8 I can begin to identify and comment on different points of view in the fiction and non-fiction texts Rung 7 I am able to share a reasoned personal response to a text eg I feel happy that the Stone Age Boy returned to modern times because... Rung 6 I can participate in discussions about books, poems and other works that are read to me and those that I can read for myself Rung 5 I understand why a writer has written a text eg She wants you to know how to make a kite Rung 4 I can make choices about which texts to read, based on prior reading experience Rung 3 I can participate in discussions about what is read to me, taking turns and listening to what others say Rung 2 I can show that I am interested in what I have read, or have listened to, across a wide range of texts - eg stories, poems and non-fiction Rung 1 Page 10
14 Responder I can show a confident awareness of the effect of the text, with explanation Rung 20 I can articulate personal responses to literature, identifying how and why the text affects the reader due to author intent Rung 19 I can identify techniques used by writers to present issues and points of view in more complex texts Rung 18 I can analyse and comment critically on the impact of the author s techniques Rung 17 I can identify and describe the key characteristics about a writer s or a poet s style Rung 16 I can identify and discuss themes and conventions in and across a wide range of writing Rung 15 I can recognise ways in which writers present issues and points of view in fiction and non-fiction texts - He has only mentioned the bad points about air travel Rung 14 I can talk about the author s techniques for describing characters, settings and actions Rung 13 I can show awareness of the writer s viewpoint in my responses across a range of texts - He is emphasizing the bad points about air travel Rung 12 I understand how the author wants the reader to respond Rung 11 Page 11
15 Big Reader I can recommend books that I have read to my peers, giving reasons for my choices Rung 10 I can make comparisons and contrasts between the books of a writer or different writers Rung 9 I can use my knowledge of wider reading to make connections about where and when books are set - The island sounds really dangerous to us because we have not heard of these creatures Rung 8 I can recognise some different forms of poetry Rung 7 I can retell some of the stories that I am familiar with orally Rung 6 I can start to recognise some features of the text that relate it to its historical setting or its social or cultural background eg The girls had on red flannel petticoats because that is what they wore then Rung 5 I can start to make simple connections between books that I have read eg Dick King-Smith often writes about animals Rung 4 I can relate what I read to my own experiences Rung 3 I can recite a simple poem by heart Rung 2 I can re-tell simple, familiar stories - eg fairy tales Rung 1 Page 12
16 Big Reader I can explain the impact of the context on the text Rung 16 I am beginning to evaluate texts by comparing how different writers treat the same information Rung 15 I understand that texts reflect the time and culture in which they were written - Dickens wanted people to feel bad about the way the poor were treated then Rung 14 I can identify different character types across a range of texts - eg anti-hero, etc Rung 13 I can participate in discussions about books, building on my own and others ideas and challenging views courteously Rung 12 I understand that texts reflect the time and culture in which they were written - Hound of the Baskervilles would have been very scary for Victorian readers Rung 11 Page 13
17 LEARNING LADDERS NOTES
18 LEARNING LADDERS NOTES
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