8) Reads words with contractions (can identify that there are letters missing).

Transcription

1 End of Year s Year 1: Reading /4 /4 /4 / 7 1) Decodes words using phonic knowledge (knows 40+ phonemes) and can respond with the correct sound for a grapheme. Phase 5 Phonics achieved beginning phase 2) Can retell key stories, fairy stories or traditional tales, remembering to include particular characteristics associated with them. 3) Reads common exception words appropriate to age group. Read the next 200 high frequency words (letters and sounds appendix 1 page 195) 4) Can recall simple facts and events from text (Retrieval). 5) Makes basic inferences based on what is being said and done in the text, including the use of illustrations and other strategies. ) Reads adjectives containing taught GPCs with er or est suffixes (Comparatives). 7) Reads other words of more than one syllable that contain taught GPCs. 8) Reads words with contractions (can identify that there are letters missing). 9) Shows some awareness of basic punctuation e.g. pausing at full stops and raising voice at question marks. 10) Reads aloud accurately books appropriate to current phonic knowledge. 11) Re-read these (phonically decodable) books to build up their fluency and confidence in word reading. 12) Listens to and can discuss a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently. 13) Can link stories or information they have read or heard to their own experiences. 14) Blends sounds in unfamiliar words containing GPCs that have been taught. 15) Able to recognise and join in with predictable phrases or rhymes. 1) Can recite some rhymes and poems by heart. 17) Can discuss word meanings, from context and link to those already known. 18) Can check that text makes sense when reading it and corrects own inaccurate reading. 19) Can discuss the significance of the title and events in a story or book. 20) Reads plurals containing taught GPCs with s or es suffixes. 21) Reads verbs containing taught GPCs with ed or ing suffixes (Past tense). 22) Can make sensible prediction based on what has been read so far. 23) Participates in discussions about what is read to them. Takes turns in discussions and listens to what others say. 24) Use prior knowledge, context and vocabulary provided to understand texts 25) Explain clearly their understanding of what is read to them

2 End of Year s Year 2: Reading 1) Decodes words fluently using embedded phonic knowledge. 2) Can recall simple facts and events from text. (Retrieval) 3) Draw inferences from illustrations, events and characters actions and speech. 4) Can predict what might happen on the basis of what has been read so far. 5) Reads common exception words appropriate to age group. (300 High frequency words) ) Reads most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered. 7) Reads aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue /4 hesitation /4 8) Re-read these books to build up their fluency and confidence in word reading /4 9) Shows more awareness of basic punctuation e.g. often pausing at full stops and raising voice at question marks, louder at exclamation, pause at comma. (.?!.) 10) Listens to, discusses & expresses a view about a wide range of contemporary and classic poetry, stories & non-fiction at a level beyond that at which they / can read independently. 11) Can discuss the sequence of events in books and how items of information are related. 12) Can retell a wider range of stories, fairy stories and traditional tales. 13) Is beginning to recognise that non-fiction books are structured in different 4 ways. 14) Recognises simple recurring literary language in stories and poetry. 15) Can discuss and clarify the meanings of words, linking new meanings to known vocabulary. 1) Can discuss their favourite words and phrases, with simple explanation as to / their reasons for liking them. 17) Is continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear. 18) Can check that text makes sense when reading it and corrects own inaccurate reading. (Miscue) 19) Can read accurately by blending the sounds in words that contain the graphemes that have been taught. Phase achieved 20) Reads words of two or more syllables that contain taught GPCs. 21) Reads words containing common suffixes. 22) Participates in discussions by answering and asking questions. 23) Takes turns and listens to what others say during discussions about books, poems and other works that are read to them and those that they can read for themselves. 24) Explain & discuss their understanding of books, poems & other material, both those that they listen to & those that they read for themselves. 25) Explain & discuss their understanding of books, drawing on what they already know or on background information and vocabulary provided by the teacher

3 End of Year s Year 3: Reading /4 / 1) Shows a positive attitude to reading (e.g. reads regularly without prompting, willingly changes reading books, etc). 2) Reads further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word (Reads correctly words that are commonly mis-spelt (Sheets 3.4)). 3) Discusses words and phrases that captures the reader's interest and imagination 4) Draws inferences such as inferring characters feelings, thoughts and motives from their actions, and can justify with evidence from the text. 5) Predicts what might happen from details stated. ) Can read and use further prefixes and suffixes and understand s how to add them and their meaning (e.g. re-, sub-, inter-, super-, anti-, auto-). 7) Listens to, discusses and can express a view about a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks. 8) Reads books that are structured in different ways and is beginning to read for a range of purposes. 9) Uses a dictionary to check the meaning of words that they have read using the first two letters to check meaning. 10) Has experienced and increased their familiarity with a wider range of books and can retell some of these orally. (e.g. fairy tales, myths and legends) 11) Can identify the main themes in a wide range of books or stories. 12) Performs poems and play scripts aloud, showing understanding through intonation, volume and action. /4 13) Reads paying attention to a wider range of punctuation?!,,. 14) Recognises some different forms of poetry. 15) Checks that the text makes sense to them and can discuss their understanding. (Text appropriate to year group) 1) Can explain the meaning of words in context. (Words from text appropriate to year group) 4/ 17) Will ask questions to improve their understanding of a text. 18) Can read and use word families to support reading(e.g. solve, solution, soluble, solved, dissolve). (Spelling Sheets 3.3). 19) Uses a range of strategies to read text relevant to their age and ability. / 20) Can identify main ideas drawn from the text read and summarising these 4/ 21) Can identify some aspects of language and textual structure that 4// contribute to meaning. (e.g. factual, description, point of view) 22) Can identify some features of text in terms of organisation and 4 presentation. (e.g. paragraphing, non-fiction layout, illustrations) 23) Can retrieve and record information from non-fiction texts (may still include information not relevant). / 24) Participates in discussion about both books that are read to them and those they can read for themselves. 25) Takes turns and listens to what others say.

4 End of Year s Year 4: Reading / / /4 / / / 4// /4 4// 4/ / 1) Can identify recurring themes and conventions in a wide range of books and stories. (e.g. good overcoming evil) 2) Draws inferences such as inferring characters feelings, thoughts and motives from their actions, and can justify inferences with relevant evidence from the text. 3) Predicts what might happen from details stated and implied. 4) Identifies and comments on writers' purposes and viewpoints and the overall effect of the text on a reader. 5) Identify how the writer has used precise word choices for effect to impact on the reader ) Listens to, discusses and can express views with some justification about a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks. 7) Can read and identify books that are structured in different ways and can read for a range of purposes. 8) Uses a dictionary to check the type, root or meaning of words that they have read by using the first two or three letters of a word. 9) Has experienced and increased their familiarity with a wider range of books and can retell some of these orally. 10) Reads correctly words that are commonly misread and can read multisyllabic words (Spelling lists 4.1). 11) Can prepare poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action. 12) Can discuss and explore words and phrases that capture the reader s interest and imagination. 13) Recognises more different forms of poetry [for example, free verse, narrative poetry] 14) Checks that the text makes sense to them and can discuss their understanding. (Text appropriate to year group) 15) Can explain the meaning of words in context. (Words from text appropriate to year group) 1) Asks questions to improve their understanding of a text. 17) Can readand use further prefixes and suffixes and can read words with common letter strings (e.g. mis-, dis-, in-, ill-, im-, ir- etc) (Spelling lists 4.2). 18) Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words 19) Can identify the main ideas drawn from more than one paragraph and summarise these. 20) Reads paying attention to more sophisticated punctuation:... : (including dialogue e.g. uses tone, change of voice/inflection etc) 21) Can identify how language and structure contribute to meaning. (e.g. newspaper report in 3rd person sometimes with emotive language) 22) Can identify main features of organisation and presentation. (e.g. newspaper in columns, paragraphing etc) 23) Can retrieve and record relevant information from non-fiction texts. 24) Participates in discussion about both books that are read to them and those they can read for themselves. 25) Takes turns and listens to what others say.

5 End of Year s Year 5: Reading /4/ / // / / // 1) Draws inferences such as inferring characters feelings, thoughts and motives from their actions, and justifying inferences with evidence from different points in the text. 2) Makes reasonable predictions as to what might happen from details stated and implied. 3) Can summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas. 4) Can explain and comment on writers' use of language, including grammatical and literary features at word and sentence level, considering the impact on the reader. 5) Has increased familiarity with a wide range of books, including myths, legends and traditional stories, fiction from our literary heritage, and books from other cultures and traditions. ) Recommends books that they have read to their peers, giving reasons for their choices. (Reasons may be quite broad or general) 7) Can identify and discuss themes and conventions in and across a wide range of writing. (e.g follow fairy tale format but with a twist) 8) Makes comparisons and connections within and across books. / 9) Is learning a wider range of poetry by heart. 10) Can prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so / that the meaning is clear to an audience 11) Checks that the book makes sense to them, discussing their / understanding and exploring the meaning of words in context. 12) Asks questions to improve their understanding. 13) Can read words with prefixes and suffixes understanding the meaning and the effect they convey on the reader (e.g. ible, -able, ably, ibly etc) Spelling list ) Can read accurately paying attention to punctuation, particularly commas which clarify meaning and avoid ambiguity. 15) Continues to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks / appropriate to age group. 1) Can identify how language and textual structure contribute to 4// meaning.(e.g. literary devices). 17) Can comment on the structure and organisation of text, including 4 grammatical and presentational features at text level. 18) Reads books that are structured in different ways and reads for a 4/ range of purposes. / 19) Can distinguish between statements of fact and opinion. /4/ 20) Can retrieve, record and present information from non-fiction. / 21) Participates in discussions about books that are read to them and those they can read for themselves, building on their own and / others ideas, challenging others views courteously. 22) Identify significant ideas, events and characters and discuss their / significance. 23) Can explain and discuss their understanding of what they have read, /4/ //7 including through presentations and debates, maintaining a focus on the topic and using notes where necessary / 24) Is beginning to provide reasoned justifications for their views. /4/ //7 25) Compare different versions of texts and talk about their differences and similarities.

6 End of Year s Year : Reading /4/ / // 4/ / / // / / / / 4// / /4/ / / 7 /4/ //7 / 1) Draws inferences such as inferring characters feelings, thoughts and motives from their actions, and justifies inferences with appropriate evidence from different points in the text or book. 2) Makes appropriate and considered predictions as to what might happen from details stated and implied. 3) Deduces infers and interprets information, events or ideas from text and uses quotation and reference to the text. 4) Can summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas. 5) Can discuss and evaluate how authors use language, including figurative language, considering the impact on the reader. ) Reads books that are structured in different ways and reads for a range of purposes. 7) Is familiar with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions 8) Recommends books that they have read to their peers, giving relevant and appropriate reasons for their choices. 9) Can identify and discuss themes and conventions in and across a wide range of writing. 10) Makes relevant comparisons and connections within and across books. 11) Has learnt a wider range of poetry by heart. 12) Can prepare poems and plays to confidently read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience. 13) Checks that the book makes sense to them, discussing their understanding and exploring the meaning of words in context. 14) Asks relevant and targeted questions to improve their understanding of specific points. 15) Applies their knowledge of root words, prefixes and suffixes (morphology and etymology), both to read aloud and to understand the meaning of new words that they meet (as listed in NC Appendix 1) 1) Can read with fluency and accuracy paying close attention to all punctuation. 17) Can skim, scan and read efficiently to find specific information quickly. 18) Can identify how language, structure and presentation contribute to meaning. 19) Reads and discusses an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks appropriate to age group. 20) Distinguishes accurately between statements of fact and opinion. 21) Can retrieve, record and present information from non-fiction efficiently and effectively. 22) Participates in discussions about books that are read to them and those they can read for themselves, building on their own and others ideas, challenges others views courteously. 23) Relates text to their social, cultural and historical context and literary traditions, identifying the effect on the reader. 24) Can explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary. 25) Can provide reasoned justifications for views.

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