Assessment Transition Reading - kcpschools.org€¦ · · 2014-07-13Assessment Transition Reading !!!!! Hiltingbury Junior School – A ... • I!can!read,!on!sight,!all!the!words!from!Year!3!/!4!spelling!list!

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Hiltingbury Junior School

Assessment Transition

Reading

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Hiltingbury Junior School – ASSESSING READING

Copyright © Learning Ladders Education 2014 2 www.learningladders.info

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Contents'Reading Skill 1 – Decoder Targets................................................................................................................3

Reading Skill 2 – Comprehender Targets ..................................................................................................4

Reading Skill 3 - Reading Detective Targets..............................................................................................5

Reading Skill 4 - Language Lover Targets..................................................................................................6

Reading Skill 5 – Responder Targets .......................................................................................................... 7

Reading Skill 6 - Big Reader Targets ...........................................................................................................8

Level Descriptors...............................................................................................................................................9

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Reading Skill 1 – Decoder Targets

Reading(Skill(1(–(Decoder(Targets(

Year(1(

• I!can!use!picture!clues!to!help!in!reading!simple!texts!• I!can!use!phonic!knowledge!to!blend!sounds!together!to!read!

words,!including!long!phonemes!• I!can!read!familiar!endings!to!words!(:s,!:es,!:ing,!:ed,!:er,!:est)!• I!can!read!the!common!exception!words!

Year(2(

• I!can!read!familiar!words!quickly,!without!needing!to!sound!them!out!

• I!can!read!words!containing!common!suffixes!• I!can!use!a!range!of!decoding!strategies!• I!can!self:correct!when!I!have!read!a!sentence!incorrectly!

Year(3(

• I!can!read!out!loud!confidently,!understanding!how!to!use!a!range!of!punctuation!

• I!can!use!knowledge!of!root!words,!suffixes!and!prefixes!to!read!and!understand!new!words!

• I!can!use!the!context!of!the!sentence!to!help!me!to!read!unfamiliar!words!

Year(4(

• I!can!recognise!and!understand!an!even!greater!variety!of!suffixes!and!prefixes!

• I!can!read,!on!sight,!all!the!words!from!Year!3!/!4!spelling!list!• I!can!recognise!where!words!are!an!exception!to!the!rule!

Year(5(

• I!can!respond!to!more!sophisticated!punctuation!• I!can!maintain!fluency!and!accuracy!when!reading!complex!

sentences,!with!subordinate!clauses!• I!can!work!out!the!pronunciation!of!homophones,!using!the!

context!of!the!sentence!

Year(6(

• I!can!cope!with!different!features!of!language!used!in!poems!and!prose,!e.g.!dialect!

• I!can!cope!with!different!features!of!language!such!as!abbreviations,!colloquialisms!and!specialist!vocabulary!

• I!can!use!connectives!as!signposts!to!indicate!a!change!of!tone!

Year(7( !!



!(

Reading Skill 2 – Comprehender Targets

Reading(Skill(2(–(Comprehender(Targets(

Year(1(• I!can!identify!the!main!events!or!key!points!in!a!text!• I!can!answer!straight!forward!questions!about!a!story!• I!can!recognise!the!difference!between!fiction!and!non:fiction!

Year(2(

• I!can!re:tell!a!story,!referring!to!most!of!the!key!events!and!characters!

• I!can!find!the!answers!to!questions!in!non:fiction,!stories!and!poems!

• I!can!decide!how!useful!a!non:fiction!text!is!for!the!purpose!

Year(3(

• I!can!use!alphabetically!ordered!texts!to!find!information!• I!can!identify!the!features!of!different!text!types!• I!can!use!a!range!of!organisational!features!to!locate!information,!

such!as!labels,!diagrams!and!charts!

Year(4(

• I!can!locate!information!using!skimming,!scanning!and!text!marking!

• I!can!identify!features!of!different!fiction!genres!• I!can!compare,!contrast!and!evaluate!different!non:fiction!texts!

Year(5(• I!can!summarise!the!main!ideas!drawn!from!more!than!one!

paragraph!• I!can!discuss!complex!narrative!plots!

Year(6(

• I!can!distinguish!between!statements!of!fact!and!opinion!• I!can!recognise!texts!that!contain!features!of!more!than!one!text!

type!(e.g.!persuasive!letter)!• I!can!prepare!for!factual!research,!considering!what!is!known!

already!

Year(7(

• I!can!discuss!how!the!structural!choices!support!the!writer’s!theme!and!purpose(

• I!can!discuss!how!the!language!choices!support!the!writer’s!theme!and!purpose!in!non:fiction!texts!

• I!can!extract!and!evaluate!relevant!information!from!more!complex!texts!



!Reading Skill 3 - Reading Detective Targets

Reading(Skill(3(@(Reading(Detective(Targets(

Year(1(• I!can!express!opinions!about!main!events!and!characters!in!a!story!• I!can!make!simple!predictions!about!the!characters!• I!can!recognise!why!a!character!is!feeling!a!certain!way!

Year(2(

• I!can!make!predictions!based!on!reading!of!other!books!by!the!author!and!my!own!experiences!

• I!can!make!simple!inferences!about!thoughts!and!feelings!of!characters!and!reasons!for!their!actions!

• I!can!recognise!key!themes!and!ideas!within!a!text!

Year(3(• I!can!justify!inferences!with!evidence!from!the!text!• I!can!justify!predictions!with!evidence!from!the!text!• I!can!empathise!with!a!character!

Year(4(

• I!can!pull!together!clues!from!action,!dialogue!AND!description!to!infer!meaning!

• I!can!make!predictions!with!evidence!from!text!and!with!knowledge!of!wider!reading!

Year(5(

• I!can!draw!information!from!different!parts!of!the!text!to!infer!meaning!

• I!can!discuss!moods,!feelings!and!attitudes!using!inference!• I!can!recognise!different!points!of!view!

Year(6(

• I!can!identify!and!comment!on!explicit!and!implicit!points!of!view!• I!can!use!PEE!(Point,!Evidence,!Explain)!to!support!predictions!and!

inferences!• I!can!use!detailed!knowledge!of!text!types!to!make!reasoned!

predictions!

Year(7(

• I!can!identify!the!writer’s!viewpoint!and!explain!the!effect!on!the!reader!

• I!can!uncover!different!layers!of!meaning!• I!can!identify!and!evaluate!techniques!the!author!has!used!to!

create!mood,!feelings,!messages!and!attitudes!



Reading Skill 4 - Language Lover Targets

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Reading(Skill(4(@(Language(Lover(Targets(

Year(1(

• I!can!recognise!obvious!story!language!–!Once%Upon%a%Time,%big%bad%wolf!

• I!can!recognise!repetition!of!language!in!my!reading!• I!can!discuss!what!new!words!mean,!linking!new!meanings!to!

those!already!known!

Year(2(

• I!can!discuss!and!clarify!the!meanings!of!words,!linking!new!meanings!to!known!vocabulary!

• I!can!discuss!!my!favourite!words!and!phrases!• I!can!identify!how!vocabulary!choice!affects!meaning!:!‘Crept%lets%

you%know%that%he%is%trying%to%be%quiet’%• I!can!identify!and!comment!on!vocabulary!and!literary!features!–!

‘All%fairy%tales%start%with%Once%Upon%a%Time…’!

Year(3(

• I!can!discuss!!words!and!phrases!that!capture!the!reader’s!interest!and!imagination!

• 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’!

Year(4(

• I!know!how!suspense!is!built!up!in!a!story,!including!the!development!of!the!plot!

• I!can!recognise!!the!use!and!effect!of!patterned!language!in!text!• I!can!find!and!comment!on!examples!of!how!authors!express!

different!moods,!feelings!and!attitudes!

Year(5(

• I!can!identify!and!describe!the!styles!of!individual!writers!and!poets!

• I!can!identify!and!comment!on!expressive,!figurative!and!descriptive!language!to!create!effect!in!poetry!and!prose(

• I!can!use!language!features!of!a!range!of!non:fiction!text:types!to!support!understanding!

Year(6(

• I!know!how!style!and!vocabulary!are!linked!to!the!purpose!of!the!text!:!‘Obviously,%common%sense%tells%us…’%in%a%persuasive%text!

• I!can!compare!and!contrast!the!styles!of!individual!writers!and!poets!providing!examples(

• I!can!comment!on!and!explain!the!writer’s!use!of!a!language!features!–!‘The%rhythm%and%rhyme%patter%together%make%it%mimetic,%like%the%rhythm%of%the%train’!

Year(7( • I!can!analyse!and!evaluate!the!styles!of!individual!writers!and!poets,!providing!evidence!and!justifying!interpretations!



!Reading Skill 5 – Responder Targets

Reading(Skill(5(–(Responder(Targets(

Year(1(

• I!can!link!what!I!read!or!hear!read!to!my!own!experiences,!with!encouragement!

• I!can!participate!!in!discussions!about!what!is!read!to!me,!taking!turns!and!listening!to!what!others!say!

Year(2(

• I!can!make!choices!about!which!texts!to!read,!based!on!prior!reading!experience!!

• I!understand!why!a!writer!has!written!a!text!–!‘She%wants%you%to%know%how%to%make%a%kite’%

• I!can!participate!in!discussion!about!books,!poems!and!other!works!that!are!read!to!me!and!those!that!I!can!read!for!myself!

Year(3(

• I!understand!what!the!writer!might!be!thinking!–!‘He%thinks%they%are%being%mean’%

• I!can!begin!to!identify!and!comment!on!different!points!of!view!in!the!text!

• I!can!evaluate!specific!texts!with!reference!to!text!types!

Year(4(

• I!can!identify!!themes!and!conventions!in!a!wide!range!of!books!• I!can!identify!main!ideas!drawn!from!more!than!one!paragraph!

and!can!summarise!these!• I!understand!how!the!author!wants!the!reader!to!respond!

Year(5(

• I!am!able!to!talk!about!themes!in!a!story!and!recognise!thematic!links!with!other!texts!

• I!can!talk!about!the!author’s!techniques!for!describing!characters,!settings!and!actions!

• 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’(

Year(6(

• I!can!respond!critically!to!issues!raised!in!stories,!locating!evidence!in!text,!and!explore!alternative!courses!of!action!and!evaluate!the!author’s!solution!

• I!can!comment!critically!on!the!overall!impact!of!poetry!or!prose,!with!reference!to!the!text!

• I!can!identify!and!describe!the!key!characteristics!about!a!writer’s!or!a!poet’s!style!

• I!can!identify!and!discuss!themes!and!conventions!in!and!across!a!wide!range!of!writing!

Year(7(

• I!can!show!a!confident!awareness!of!the!effect!of!the!text,!with!explanation!

• I!can!articulate!personal!responses!to!literature,!identifying!how!and!why!the!texts!affects!the!reader!due!to!author!intent!



Reading Skill 6 - Big Reader Targets

!Reading(Skill(6(@(Big(Reader(Targets(

Year(1(

• I!can!appreciate!rhymes!and!poems,!and!to!recite!some!by!heart!• I!can!become!very!familiar!with!key!stories,!fairy!stories!and!

traditional!tales,!and!can!retell!them!and!consider!their!particular!characteristics!

Year(2(• I!am!aware!that!books!are!set!in!different!times!and!places!• I!can!relate!what!I!read!to!my!own!experiences!• I!can!continue!to!build!up!a!repertoire!of!poems!learnt!by!heart!

Year(3(

• I!can!start!to!make!simple!connections!between!books!by!the!same!author!–!‘Dick%KingGSmith%often%writes%about%animals’%

• I!can!start!to!recognise!some!features!of!the!text!that!relate!it!to!its!historical!setting!or!its!social!or!cultural!background!–!‘The%girls%had%on%red%flannel%petticoats%because%that%is%what%they%wore%then’%

• I!can!retell!some!of!the!stories!that!I!am!familiar!with!orally!

Year(4(

• I!can!make!connections!between!books!by!the!same!author!–!‘Michael%Morpurgo%often%starts%his%stories%in%the%present%but%then%goes%back%in%time’!

• I!can!make!simple!comments!on!how!the!reader’s!or!writer’s!context!makes!a!difference!to!the!social,!cultural!or!historical!setting!–!‘The%island%sounds%really%dangerous%to%us%because%we%have%not%heard%of%these%creatures’%

• I!can!recognise!some!different!forms!of!poetry!

Year(5(

• I!can!compare!the!openings!of!a!particular!novel!with!the!beginnings!of!other!novels!read!recently!

• 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’%

• I!can!participate!in!discussions!about!books,!building!on!my!own!and!others’!ideas!and!challenging!views!courteously!

Year(6(

• I!am!beginning!to!evaluate!texts!by!comparing!how!different!sources!treat!the!same!information!!

• 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’%

• I!can!identify!different!character!types!across!a!range!of!texts(• I!can!identify!themes!across!a!range!of!texts!(Social,!cultural!and!

historical)!

Year(7(( • I!can!explain!the!impact!of!the!context!on!the!text!!

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!

Level Descriptors

Reading((Year(1( ( 1b( 1a( 2c(

AF1$ • Read$on$sight$words$from$NLS$appendix$list$1$• Recognise$familiar$words$in$simple$texts$• Blend$phonemes$to$read$CCVC$and$CVCC$words$• Continue$to$use$phonic$knowledge$to$attempt$unknown$words(

• Expect$written$text$to$make$sense$

• Read$on$sight$words$from$NLS$appendix$list$1$• Blend$and$segment$sounds$in$consonant$clusters$and$use$this$knowledge$in$reading$

• Show$some$awareness$of$punctuation$in$a$sentence$when$reading$–$full$stops$$

• Use$a$range$of$decoding$strategies,$although$sometime$these$are$not$suitable$

• Blend$and$segment$sounds$in$consonant$clusters$and$long$vowel$phonemes$and$use$this$knowledge$in$reading,$e.g.$CCVC$and$CVCC$words$

• Read$on$sight$words$from$NLS$appendix$list$1(• Use$the$grammar$of$a$sentence$to$decipher$new$or$unfamiliar$words$

• Understands$and$uses$more$terms$connected$with$punctuation,$e.g.$question$mark,$exclamation$mark,$comma$

Read

ing(Skill(1(

Decode

r((

NC$2013$Year$1$

• Apply$phonic$knowledge$and$skills$as$the$route$to$decode$words$• Respond$speedily$with$the$correct$sound$to$graphemes$(letters$or$groups$of$letters)$for$all$40+$phonemes,$including,$where$applicable,$alternative$sounds$for$

graphemes$• Read$accurately$by$blending$sounds$in$unfamiliar$words$containing$GPCs$that$have$been$taught$• Read$common$exception$words,$noting$unusual$correspondences$between$spelling$and$sound$and$where$these$occur$in$the$word$• Read$words$containing$taught$GPCs$and$–s,$–es,$–ing,$–ed,$–er$and$–est$endings$• Read$other$words$of$more$than$one$syllable$that$contain$taught$GPCs$• Read$words$with$contractions$[for$example,$I’m,$I’ll,$we’ll],$and$understand$that$the$apostrophe$represents$the$omitted$letter(s)$• Read$aloud$accurately$books$that$are$consistent$with$their$developing$phonic$knowledge$and$that$do$not$require$them$to$use$other$strategies$to$work$out$words$• ReWread$these$books$to$build$up$their$fluency$and$confidence$in$word$reading.$• Checking$that$the$text$makes$sense$to$them$as$they$read$and$correcting$inaccurate$reading$

AF2$&$AF4$

• Identify$main$events$or$key$points$in$texts$(• Use$the$structure$of$a$simple$story$when$reenacting$and$retelling(

• Answer$literal$retrieval$questions$about$the$text$W$$‘Who$

did$the$boy$go$and$visit?’$(• Begin$to$talk$about$the$differences$between$fiction$and$nonWfiction(

• Identify$print$effects,$e.g.$bold,$italic,$capitalisation,$etc.$

• Talk$about$the$main$events$in$a$text(• Pick$out$relevant$information$in$a$text$–$‘Why$

didn’t$he$get$there?’$$• Understand$the$difference$between$fiction$and$nonWfiction$

• Understand$the$way$that$information$texts$are$organised$and$use$this$when$reading$simple$texts(

• Understand$the$sequence$of$a$story$

• Identify$and$discuss$the$main$events$or$key$points$in$a$text(

• ReWtell$a$story,$although$some$points$may$be$rather$laborious(

• Locate$specific$information$in$the$text$to$find$answers$to$simple$questions$–$names$of$characters,$

location$of$story,$colour$of$dress$• Identify$and$discuss$the$way$information$texts$are$organised$and$use$this$in$reading$simple$texts(

• Discuss$the$structure$of$a$narrative$–$beginning,$middle$end$

• Sometimes$uses$the$correct$terminology$in$discussions$about$text:$title,$cover,$author,$blurb$etc.$

Read

ing(Skill(2(

Compreh

ende

r((

NC$2013$Year$1$

• Discussing$the$significance$of$the$title$and$events$• Explain$clearly$their$understanding$of$what$is$read$to$them.$$$$




AF3$ • Make$simple$deductions$with$prompts$and$help$from$the$teacher(

• Begin$to$make$predictions$about$the$characters$

• Express$opinions$about$main$event$and$characters$in$stories.$E.g.$good$and$bad$characters$

• Use$an$understanding$of$the$story$and$what$has$already$happened$to$make$predictions$

• Relate$story$settings$and$incidents$to$own$experience(

• Compare$stories$and$identify$common$themes$and$differences$

• Predicts$what$the$book$might$be$about$from$the$cover$Re

ading(Skill(3(

Read

ing(De

tective(

(

NC$2014$Year$1$

• Predicting$what$might$happen$on$the$basis$of$what$has$been$read$so$far$• Making$inferences$on$the$basis$of$what$is$being$said$and$done$• Drawing$on$what$they$already$know$or$on$background$information$and$vocabulary$provided$by$the$teacher$$

AF5$

$

• Recognise$obvious$word$choices$for$a$story$–$Once$Upon$a$Time,$big$bad$wolf$

• Recognise$repetition$of$language$in$a$story$• Recognise$adjectives$$W$The$dog$was$brown$

• Recognise$‘wow’$words$in$a$text$–$‘Crept$is$a$good$word’$

Read

ing(Skill(4(

Langua

ge(Lover(

(

NC$2014$Year$1$

• Discussing$word$meanings,$linking$new$meanings$to$those$already$known$$

AF6$ • Choose$and$talk$about$a$favourite$book$from$a$selection$

• Continue$to$choose$and$talk$about$a$favourite$book$from$a$selection$

• Continue$to$choose$and$talk$about$a$favourite$book$from$a$selection$

Read

ing(Skill(5(

Respon

der(

(

NC$2014$Year$1$

• Being$encouraged$to$link$what$they$read$or$hear$read$to$their$own$experiences$• Participate$in$discussion$about$what$is$read$to$them,$taking$turns$and$listening$to$what$others$say$$

AF7$ $ • Begins$to$relate$what$they$read$to$their$own$experiences$

• Recognise$key$features$of$stock$story$types$W$what$happens$to$good$and$bad$characters$

• Continues$to$relate$what$they$read$to$their$own$experiences$

Read

ing(Skill(6(

Big(Re

ader(

(

NC$2014$Year$1$

• Recognising$and$joining$in$with$predictable$phrases$• Learning$to$appreciate$rhymes$and$poems,$and$to$recite$some$by$heart$• Becoming$very$familiar$with$key$stories,$fairy$stories$and$traditional$tales,$retelling$them$and$considering$their$particular$characteristics$• Listening$to$and$discussing$a$wide$range$of$poems,$stories$and$nonWfiction$at$a$level$beyond$that$at$which$they$can$read$independent$



$




AF1$ • Read$aloud$with$intonation$and$expression,$taking$account$of$the$punctuation,$e.g.$speech$marks$and$exclamation$marks$

• Read$on$sight$a$range$of$high$frequency$words$from$NLS$appendix$2$

• Identify$syllables$in$order$to$read$polysyllabic$words(• Blend$and$segment$long$vowel$phonemes$• Notices$when$reading$does$not$make$sense$• Reads$ahead$and$self$corrects$• Recognises$some$common$prefixes$and$regular$verb$endings$

• Recognise$a$range$of$prefixes$and$suffixes$to$construct$the$meanings$of$words$in$context(

• Read$fluently$with$intonation,$expression$and$regard$for$punctuation$

• Recognises$the$function$of$the$apostrophe$in$common$words;$I’m$can’t$don’t$etc.$

• Recognises$and$reads$a$range$of$consonant$digraphs;$kn,$wr,$ph$etc;$

• Read$a$range$of$fiction$and$nonWfiction$texts$independently,$using$known$strategies$appropriately$to$establish$meaning$

• Recognise$the$functions$of$punctuation$including$apostrophe$for$omission$and$use$appropriate$intonation$and$expression(

• Recognise$the$full$range$of$consonant$diagraphs$• Recognise$common$prefixes$and$suffixes$and$regular$verb$endings$to$construct$the$meaning$of$words$in$context$

• Begin$to$make$use$of$context$to$work$out$the$meanings$of$unfamiliar$words$

Read

ing(Skill(1(

Decode

r((

NC$2014$Year$2$

• Continue$to$apply$phonic$knowledge$and$skills$as$the$route$to$decode$words$until$automatic$decoding$has$become$embedded$and$reading$is$fluent$• Read$accurately$by$blending$the$sounds$in$words$that$contain$the$graphemes$taught$so$far,$especially$recognising$alternative$sounds$for$graphemes$• Read$accurately$words$of$two$or$more$syllables$that$contain$the$same$graphemes$as$above$• Read$words$containing$common$suffixes$• Read$further$common$exception$words,$noting$unusual$correspondences$between$spelling$and$sound$and$where$these$occur$in$the$word$• Read$most$words$quickly$and$accurately,$without$overt$sounding$and$blending,$when$they$have$been$frequently$encountered$• Read$aloud$books$closely$matched$to$their$improving$phonic$knowledge,$sounding$out$unfamiliar$words$accurately,$automatically$and$without$undue$hesitation$• ReWread$these$books$to$build$up$their$fluency$and$confidence$in$word$reading.$• Checking$that$the$text$makes$sense$to$them$as$they$read$and$correcting$inaccurate$reading$

AF2$&$AF4$

• Generate$questions$before$reading$and$use$bibliographic$knowledge$to$help$retrieve$specific$information(

• Use$an$understanding$of$the$structure$of$nonWchronological$reports$and$explanations$to$make$predictions$

• Retelling$of$story$more$independent$and$refers$to$most$of$the$main$events$and$characters$

• Evaluate$the$usefulness$of$the$information$in$a$particular$text$for$answering$questions$

• Understand$how$to$use$alphabetically$ordered$texts$to$retrieve$information(

• Discuss$and$comment$on$the$structure$of$a$narrative$• Responds$to$features$of$presentation$in$text,$e.g.$capitalisation$and$bold$type$

• Retell$a$story$clearly$and$with$appropriate$detail(• Extract$information$from$the$text$and$discuss$orally$with$reference$to$the$text$

• Understand$where$to$go$to$find$answers$• Make$comparisons$between$books,$noting$similarities$and$difference,$e.g.$layout$theme,$characters$and$setting(

• Gain$an$overall$impression$of$a$text$by$making$• predictions$about$content/subject$of$a$book$by$skim$reading,$title,$contents,$illustrations$

• Uses$some$organisational$devices$to$locate$• Information:$index,$contents,$headings,$uses$appropriate$terminology

• Show$understanding$of$main$points$with$reference$to$the$text$

• Recognise$the$main$differences$between$fiction$and$nonWfiction$texts(

• Can$read$closely$to$obtain$specific$information,$extracting$information$from$the$text$and$make$notes$using$quotation$and$reference$to$the$text$

• Start$to$use$alphabetically$ordered$texts$to$find$information$

• Identify$the$features$of$different$textWtypes(• Understand$the$purpose$of$the$paragraph$• Understand$the$features$of$page$layout$in$nonWfiction$texts,$e.g.$titles,$subheadings,$labels,$diagrams$and$charts$

Read

ing(Skill(2(

Compreh

ende

r((

NC$2014$Year$2$

• Discussing$the$sequence$of$events$in$books$and$how$items$of$information$are$related$• Being$introduced$to$nonWfiction$books$that$are$structured$in$different$ways$• Answering$and$asking$questions$• Explain$and$discuss$their$understanding$of$books,$poems$and$other$material,$both$those$that$they$listen$to$and$those$that$they$read$for$themselves.$



Reading(Year(2( ( 2b( 2a( 3c(

AF3$ • Go$beyond$own$experience$or$general$impression$and$refer$to$text$to$explain$meaning$(

• Make$predictions$using$experience$of$reading$books$written$by$the$same$author$or$based$on$similar$themes(

• Make$simple$inferences$about$thoughts$and$feelings$and$reasons$for$actions$

• Respond$to$main$characters,$events$and$settings$by$making$simple$inferences$about$thoughts$and$feelings$(Also$AF6)$–$Henry$is$feeling$excited$about$the$party$

• Identify$key$themes$and$discuss$reasons$for$events$in$stories$

• Be$aware$of$underlying$themes$and$ideas$within$a$text(

• Begin$to$understand$the$effects$of$different$words$and$phrases,$e.g.$to$create$humour,$images$and$atmosphere$

• Discusses$reasons$for,$or$causes$of,$incidents$in$the$story$

• Identifies$and$discusses$character$and$begins$to$speculate$how$they$might$behave$

• Begins$to$generate$questions$before$reading$and$locates$answers$in$text$

• Explore$underlying$themes$and$ideas$making$clear$reference$to$the$text$

• Make$plausible$predictions$based$on$knowledge$of$the$text,$or$of$books$by$the$same$author$or$of$similar$themes$

• Discuss$the$actions$of$the$main$characters$and$justify$views$using$evidence$from$the$text.(

• Summarise$the$main$points$from$a$passage$or$a$text$

• With$support$begin$to$make$inferences$about$characters’$actions$in$a$story$based$upon$evidence$from$the$text$

• Identifies$and$discusses$character,$speculating$how$they$might$behave,$giving$reasons$

Read

ing(Skill(3(

Read

ing(De

tective(

(

NC$2014$Year$2$

• Listening$to,$discussing$and$expressing$views$about$a$wide$range$of$contemporary$and$classic$poetry,$stories$and$nonWfiction$at$a$level$beyond$that$at$which$they$can$read$independently$

• Drawing$on$what$they$already$know$or$on$background$information$and$vocabulary$provided$by$the$teacher$• Making$inferences$on$the$basis$of$what$is$being$said$and$done$• Predicting$what$might$happen$on$the$basis$of$what$has$been$read$so$far$

AF5$ • Identify$how$vocabulary$choice$affects$meaning$W$‘Crept$lets$you$know$that$he$is$trying$to$be$quiet’$

• Identify$and$comment$on$vocabulary$and$literary$features$–$‘All$fairy$tales$start$with$Once$Upon$a$Time…’$

• Identify$where$language$is$used$to$create$mood$or$build$tension$$

Read

ing(Skill(4(

Langua

ge(Lover(

(

NC$2014$Year$2$

• Recognising$simple$recurring$literary$language$in$stories$and$poetry$• Discussing$and$clarifying$the$meanings$of$words,$linking$new$meanings$to$known$vocabulary$• Discussing$their$favourite$words$and$phrases$$$$$$$$$



$Reading(Year(3( ( 2a( 3c( 3b(


AF6$ • Make$choices$about$which$texts$to$read$based$on$prior$reading$experience$and$bibliographic$knowledge$

• Responds$to$main$characters,$events$and$settings$by$making$simple$inferences$about$thoughts$and$feelings$(Also$AF3)$

• Understand$why$the$writer$is$writing$–$‘She$wants$you$to$know$how$to$make$a$kite’$

• Continue$to$make$choices$about$which$texts$to$read$based$on$prior$reading$experience$and$bibliographic$knowledge$

• Able$to$respond$when$questioned$about$extensions$or$alternatives$to$events$and$actions$and$feelings$created$by$the$story$

• Understand$what$the$writer$might$be$thinking$–$‘He$thinks$they$are$being$mean’$

• Starts$to$identify$the$author’s$main$purpose$for$writing$–$‘He$doesn’t$want$any$more$turtles$to$

be$killed’$

Read

ing(Skill(5(

Respon

der(

(

NC$2014$Year$2$

• Participate$in$discussion$about$books,$poems$and$other$works$that$are$read$to$them$and$those$that$they$can$read$for$themselves,$taking$turns$and$listening$to$what$others$say$

$

AF7$ • Continues$to$relate$what$they$read$to$their$own$experiences$

• Aware$that$books$are$set$in$different$times$and$places$

• Start$to$make$simple$connections$between$books$by$the$same$author$–$‘Dick$KingLSmith$

often$writes$about$animals’$

Read

ing(Skill(6(

Big(Re

ader(

(

NC$2014$Year$2$

• becoming$increasingly$familiar$with$and$retelling$a$wider$range$of$stories,$fairy$stories$and$traditional$tales$• continuing$to$build$up$a$repertoire$of$poems$learnt$by$heart,$appreciating$these$and$reciting$some,$with$appropriate$intonation$to$make$the$meaning$clear$

• listening$to,$discussing$and$expressing$views$about$a$wide$range$of$contemporary$and$classic$poetry,$stories$and$nonWfiction$at$a$level$beyond$that$at$which$they$can$read$independently$



AF1$ • Recognise$a$range$of$prefixes$and$suffixes$to$construct$the$meanings$of$words$in$context(

• Read$fluently$with$intonation,$expression$and$regard$for$punctuation$

• Recognises$the$function$of$the$apostrophe$in$common$words;$I’m$can’t$don’t$etc.$

• Recognises$and$reads$a$range$of$consonant$digraphs;$kn,$wr,$ph$etc;$

• Read$a$range$of$fiction$and$nonWfiction$texts$independently,$using$known$strategies$appropriately$to$establish$meaning$

• Recognise$the$functions$of$punctuation$including$apostrophe$for$omission$and$use$appropriate$intonation$and$expression(

• Recognise$the$full$range$of$consonant$diagraphs$• Recognise$common$prefixes$and$suffixes$and$regular$verb$endings$to$construct$the$meaning$of$words$in$context$

• Begin$to$make$use$of$context$to$work$out$the$meanings$of$unfamiliar$words$

• Understand$how$simple$and$complex$sentences$influence$meaning$

• Reads$a$range$of$texts,$both$fiction$and$nonfiction,$fluently$and$accurately$using$a$range$of$strategies$

• Recognise$and$uses$a$greater$variety$of$prefixes:$re…$de…$pre…$non…$mis…$ex…$co…$anti….$

• Recognise$and$uses$a$greater$variety$of$suffixes:$…tion$…ive$…ic$

• Reads$dialogue$with$appropriate$expression$

Read

ing(Skill(1(

Decode

r((

NC$2014$Year$3/4$

• Apply$their$growing$knowledge$of$root$words,$prefixes$and$suffixes$(etymology$and$morphology)$as$listed$in$English$Appendix$1,$both$to$read$aloud$and$to$understand$the$meaning$of$new$words$they$meet$

• Read$further$exception$words,$noting$the$unusual$correspondences$between$spelling$and$sound,$and$where$these$occur$in$the$word.$• Checking$that$the$text$makes$sense$to$them,$discussing$their$understanding$and$explaining$the$meaning$of$words$in$context$

AF2$&$AF4$

• Retell$a$story$clearly$and$with$appropriate$detail(• Extract$information$from$the$text$and$discuss$orally$with$reference$to$the$text$

• Understand$where$to$go$to$find$answers$• Make$comparisons$between$books,$noting$similarities$and$difference,$e.g.$layout$theme,$characters$and$setting(

• Gain$an$overall$impression$of$a$text$by$making$• predictions$about$content/subject$of$a$book$by$skim$reading,$title,$contents,$illustrations$

• Uses$some$organisational$devices$to$locate$• Information:$index,$contents,$headings,$uses$appropriate$terminology

• Show$understanding$of$main$points$with$reference$to$the$text$

• Recognise$the$main$differences$between$fiction$and$nonWfiction$texts(

• Can$read$closely$to$obtain$specific$information,$extracting$information$from$the$text$and$make$notes$using$quotation$and$reference$to$the$text$

• Start$to$use$alphabetically$ordered$texts$to$find$information$

• Identify$the$features$of$different$textWtypes(• Understand$the$purpose$of$the$paragraph$• Understand$the$features$of$page$layout$in$nonWfiction$texts,$e.g.$titles,$subheadings,$labels,$diagrams$and$charts$

• Identify$and$discuss$issues,$locating$evidence$in$the$text(

• Recognise$the$main$differences$between$fiction$and$nonWfiction$texts$

• Use$notes$to$summarise$the$main$points$of$a$text$• Uses$organisational$devices$to$locate$information$including$labels,$diagrams$and$charts,$and$uses$appropriate$terminology$

• Make$use$of$nonWfiction$features$to$find$information$from$the$text$

• Identify$the$features$of$different$textWtypes(• Understand$how$paragraphs$are$used$to$order$and$build$up$ideas$

• Can$pause$appropriately$in$response$to$punctuation$and/or$meaning$

Read

ing(Skill(2(

Compreh

ende

r((

NC$2014$Year$3/4$

• Retrieve$and$record$information$from$nonWfiction$$• Reading$books$that$are$structured$in$different$ways$and$reading$for$a$range$of$purposes$• Using$dictionaries$to$check$the$meaning$of$words$that$they$have$read$• Asking$questions$to$improve$their$understanding$of$a$text$$• Increasing$their$familiarity$with$a$wide$range$of$books,$including$fairy$stories,$myths$and$legends,$and$retelling$some$of$these$orally$

Reading(Year(3( ( 2a( 3c( 3b(



AF3$ • Identify$key$themes$and$discuss$reasons$for$events$in$stories$

• Be$aware$of$underlying$themes$and$ideas$within$a$text(

• Begin$to$understand$the$effects$of$different$words$and$phrases,$e.g.$to$create$humour,$images$and$atmosphere$

• Discusses$reasons$for,$or$causes$of,$incidents$in$the$story$

• Identifies$and$discusses$character$and$begins$to$speculate$how$they$might$behave$

• Begins$to$generate$questions$before$reading$and$locates$answers$in$text$

• Explore$underlying$themes$and$ideas$making$clear$reference$to$the$text$

• Make$plausible$predictions$based$on$knowledge$of$the$text,$or$of$books$by$the$same$author$or$of$similar$themes$

• Discuss$the$actions$of$the$main$characters$and$justify$views$using$evidence$from$the$text.(

• Summarise$the$main$points$from$a$passage$or$a$text$

• With$support$begin$to$make$inferences$about$characters’$actions$in$a$story$based$upon$evidence$from$the$text$

• Identifies$and$discusses$character,$speculating$how$they$might$behave,$giving$reasons$

• Identify$the$language$used$to$create$moods$and$build$tension$

• Infer$reasons$for$actions$and$events$based$on$evidence$from$the$text(

• Continue$to$make$plausible$predictions$based$on$knowledge$of$the$text$

• Begin$to$distinguish$between$fact$and$opinion$• Can$justify$predictions$they$make$by$referring$to$the$story$–$Henry$was$excited$because$he$was$jumping$up$and$down$by$the$door$

• Begin$to$express$views$about$own$interpretation$of$text$

• Begin$$to$empathise$with$characters’$motives$and$behaviour$to$enrich$understanding$

Read

ing(Skill(3(

Read

ing(De

tective(

(

NC$2014$Year$3/4$

• Drawing$inferences$such$as$inferring$characters’$feelings,$thoughts$and$motives$from$their$actions,$and$justifying$inferences$with$evidence$• Predicting$what$might$happen$from$details$stated$and$implied$

AF5$ • Identify$and$comment$on$vocabulary$and$literary$features$–$‘All$fairy$tales$start$with$Once$Upon$a$Time…’$

• Identify$where$language$is$used$to$create$mood$or$build$tension$

• Comment$on$the$choice$of$language$to$create$moods$and$build$tension$

• Discusses$the$meanings$of$words$and$phrases$that$create$particular$effects$–$Crept$make$you$

know$he$was$quiet$but$also$that$he$was$going$

slowly$

Read

ing(Skill(4(

Langua

ge(Lover(

(

NC$2014$Year$3/4$

• Preparing$poems$and$play$scripts$to$read$aloud$and$to$perform,$showing$understanding$through$intonation,$tone,$volume$and$action$• Discussing$words$and$phrases$that$capture$the$reader’s$interest$and$imagination$$$$$$$$$$




AF6$ • Continue$to$make$choices$about$which$texts$to$read$based$on$prior$reading$experience$and$bibliographic$knowledge$

• Able$to$respond$when$questioned$about$extensions$or$alternatives$to$events$and$actions$and$feelings$created$by$the$story$

• Understand$what$the$writer$might$be$thinking$–$‘He$thinks$they$are$being$mean’$

• Starts$to$identify$the$author’s$main$purpose$for$writing$–$‘He$doesn’t$want$any$more$turtles$to$

be$killed’$

• Evaluate$specific$texts$with$reference$to$text$types$

• Begins$to$identify$and$comment$on$different$points$of$view$in$the$text$

Read

ing(Skill(5(

Respon

der(

(

NC$2014$Year$3/4$

• Identifying$themes$and$conventions$in$a$wide$range$of$books$• Identifying$main$ideas$drawn$from$more$than$one$paragraph$and$summarising$these$• Identifying$how$language,$structure,$and$presentation$contribute$to$meaning$$$

AF7$ • Aware$that$books$are$set$in$different$times$and$places$

• Start$to$make$simple$connections$between$books$by$the$same$author$–$‘Dick$KingLSmith$

often$writes$about$animals’$

• Continues$to$make$simple$connections$between$books$by$the$same$author$–$‘Roald$Dahl$often$has$a$nasty$adult$in$his$books$that$ends$up$

being$defeated’$• Start$to$recognise$some$features$of$the$text$that$relate$if$to$its$historical$setting$or$its$social$or$cultural$background$–$‘The$girls$had$on$red$flannel$petticoats$because$that$is$what$they$

wore$then’$Read

ing(Skill(6(

Big(Re

ader(

(

NC$2014$Year$3/4$

• Listening$to$and$discussing$a$wide$range$of$fiction,$poetry,$plays,$nonWfiction$and$reference$books$or$textbooks$• Increasing$their$familiarity$with$a$wide$range$of$books,$including$fairy$stories,$myths$and$legends,$and$retelling$some$of$these$orally$• Recognising$some$different$forms$of$poetry$[for$example,$free$verse,$narrative$poetry]$• Participate$in$discussion$about$both$books$that$are$read$to$them$and$those$they$can$read$for$themselves,$taking$turns$and$listening$to$what$others$say.$$

$$$



$Reading((Year(4( ( 3b( 3a( 4c(

AF1$ • Understand$how$simple$and$complex$sentences$influence$meaning$

• Reads$a$range$of$texts,$both$fiction$and$nonfiction,$fluently$and$accurately$using$a$range$of$strategies$

• Recognise$and$uses$a$greater$variety$of$prefixes:$re…$de…$pre…$non…$mis…$ex…$co…$anti….$

• Recognise$and$uses$a$greater$variety$of$suffixes:$…tion$…ive$…ic$

• Reads$dialogue$with$appropriate$expression$

• Read$a$range$of$appropriate$texts$fluently$and$accurately$

• ReWread$and$read$ahead$to$look$for$clues$to$determine$meaning(

• Use$features$to$locate$information$e.g.$contents,$indices,$subheadings$etc.$

• Use$knowledge$of$word$formation$and$a$more$$extensive$range$of$prefixes$and$suffixes$to$construct$the$meaning$of$words$in$context$

• Reads$on$sight$all$the$words$from$List$2$from$NLS$

• Select$and$read$a$range$of$appropriate$texts$fluently$and$accurately$

• Use$contextual$knowledge$to$determine$meaning$• Understand$how$the$meaning$of$sentences$is$shaped$by$punctuation,$word$order$or$connectives$

• Recognise$and$use$a$full$range$of$prefixes$and$suffixes:$auto…$bi…$trans…$tele…$circum…$…cian$…phone$etc;$

• Respond$to$more$sophisticated$punctuation$$

Read

ing(Skill(1(

Decode

r((

NC$2014$Year$3/4$

• Apply$their$growing$knowledge$of$root$words,$prefixes$and$suffixes$(etymology$and$morphology)$as$listed$in$English$Appendix$1,$both$to$read$aloud$and$to$understand$the$meaning$of$new$words$they$meet$

• Read$further$exception$words,$noting$the$unusual$correspondences$between$spelling$and$sound,$and$where$these$occur$in$the$word.$• Checking$that$the$text$makes$sense$to$them,$discussing$their$understanding$and$explaining$the$meaning$of$words$in$context$

Read

ing(Skill(2(

Compreh

ende

r((

AF2$&$AF4$

• Identify$and$discuss$issues,$locating$evidence$in$the$text(

• Recognise$the$main$differences$between$fiction$and$nonWfiction$texts$

• Use$notes$to$summarise$the$main$points$of$a$text$• Uses$organisational$devices$to$locate$information$including$labels,$diagrams$and$charts,$and$uses$appropriate$terminology$

• Make$use$of$nonWfiction$features$to$find$information$from$the$text$

• Identify$the$features$of$different$textWtypes(• Understand$how$paragraphs$are$used$to$order$and$build$up$ideas$

• Can$pause$appropriately$in$response$to$punctuation$and/or$meaning$

• Justify$predictions$by$referring$to$the$text(• Locate$information$using$skimming,$scanning$and$text$marking$

• Can$extract$information$from$nonWfiction$texts,$using$contents,$index,$chapters,$headings$and$glossary$appropriately$

• Can$confidently$use$alphabetically$ordered$texts$to$find$information$

• Start$to$refer$to$the$text$to$justify$opinions$but$may$paraphrase$rather$than$give$direct$quotes$

• Identify$features$of$different$fiction$genres(• Identify$structures$and$grammatical$features$of$nonWfiction$


• Identify$the$features$of$some$types$of$text,$e.g.$newspaper$reports,$nonWchronological$reports$and$ICT$texts$and$use$appropriate$reading$strategies,$e.g.$scrolling$through$an$ICT$text$

• Skim$and$scan$to$identify$key$ideas$• Use$knowledge$of$text$structure$to$locate$information$• Justify$opinions$and$elaborate$by$referring$to$the$text(• Show$understanding$of$significant$ideas,$themes,$events$and$characters$

• Can$choose$own$reference$sources$for$relevance$of$content$

• Knows$what$a$key/index/contents$list/glossary$are$for$and$uses$them$effectively$

• Identifies$and$comments$on$different$points$of$view$• Identify$the$features$of$explanation$and$persuasion$texts$

• Is$able$to$discuss$plot,$and$beginning$to$recognise$complications$and$how$they$are$resolved$

• Is$able$to$discuss$the$elements$and$purpose$of$different$text$structures$

• Is$able$to$make$critical$comparisons$between$texts$and$evaluate$their$usefulness$with$reference$to$type$of$text$

• Identify$features$of$different$fiction$genres.(• Compare,$contrast$and$evaluate$different$nonfiction$texts$



(NC$2014$Year$3/4$

• Retrieve$and$record$information$from$nonWfiction$$• Reading$books$that$are$structured$in$different$ways$and$reading$for$a$range$of$purposes$• Using$dictionaries$to$check$the$meaning$of$words$that$they$have$read$• Asking$questions$to$improve$their$understanding$of$a$text$$


AF3$ • Identify$the$language$used$to$create$moods$and$build$tension$

• Infer$reasons$for$actions$and$events$based$on$evidence$from$the$text(

• Continue$to$make$plausible$predictions$based$on$knowledge$of$the$text$

• Begin$to$distinguish$between$fact$and$opinion$• Can$justify$predictions$they$make$by$referring$to$the$story$–$Henry$was$excited$because$he$was$jumping$up$and$down$by$the$door$

• Begin$to$express$views$about$own$interpretation$of$text$

• Begin$$to$empathise$with$characters’$motives$and$behaviour$to$enrich$understanding$

• Distinguish$between$fact$and$opinion$• Infer$meaning$using$evidence$from$the$text$• Use$clues$from$action,$dialogue$and$description$to$establish$meaning(

• Make$reasoned$judgements$on$characters’$actions$

• Begins$to$justify$predictions$they$make$by$referring$to$the$text,$rather$than$relying$on$imagining$how$they$would$feel$in$that$situation$

• Begins$to$find$meaning$beyond$the$literal,$for$example,$how$impressions$of$people$are$conveyed$through$choice$of$detail$and$language$

• Empathise$with$different$characters’$points$of$view$

• Infer$meaning$using$evidence$from$the$text$and$wider$experiences.(

• Use$clues$from$action,$dialogue$and$description$to$interpret$meaning.$

Read

ing(Skill(3(

Read

ing(De

tective(

(

NC$2014$Year$3/4$

• Drawing$inferences$such$as$inferring$characters’$feelings,$thoughts$and$motives$from$their$actions,$and$justifying$inferences$with$evidence$• Predicting$what$might$happen$from$details$stated$and$implied$

Read

ing(Skill(4(

Langua

ge(Lover(

(

AF5$ • Comment$on$the$choice$of$language$to$create$moods$and$build$tension$

• Discusses$the$meanings$of$words$and$phrases$that$create$particular$effects$–$Crept$make$you$

know$he$was$quiet$but$also$that$he$was$going$

slowly$

• Comment$upon$the$use$of$author’s$language$• Know$how$suspense$is$built$up$in$a$story,$including$the$development$of$the$plot$

• Begin$to$discuss$the$effectiveness$of$language$used$to$create$a$particular$effect$(e.g.$adjectives$and$adverbs$for$description)$

• Recognise$the$use$and$effect$of$patterned$language$in$text$

• Discusses$the$effectiveness$and$meaning$of$figurative$language,$used$to$create$a$particular$effect$

• Comment$upon$the$use$and$effect$of$author’s$language$–$‘She$uses$crept$so$that$you$know$he$is$moving$slowly$and$quietly$so$that$they$do$not$

get$caught’!• Find$and$comment$on$examples$of$how$authors$express$different$moods,$feelings$and$attitudes$



(NC$2014$Year$3/4$

• Preparing$poems$and$play$scripts$to$read$aloud$and$to$perform,$showing$understanding$through$intonation,$tone,$volume$and$action$• Discussing$words$and$phrases$that$capture$the$reader’s$interest$and$imagination$$

$$$$


AF6$ • Evaluate$specific$texts$with$reference$to$text$types$

• Begins$to$identify$and$comment$on$different$points$of$view$in$the$text$

• Comments$identify$the$author’s$main$purpose$• Understand$how$the$author$wants$the$reader$to$respond$

• Express$personal$response,$although$with$limited$awareness$of$the$writers$viewpoint$or$the$effect$on$the$reader$

Read

ing(Skill(5(

Respon

der(

(

NC$2014$Year$3/4$

• Identifying$themes$and$conventions$in$a$wide$range$of$books$• Identifying$main$ideas$drawn$from$more$than$one$paragraph$and$summarising$these$• Identifying$how$language,$structure,$and$presentation$contribute$to$meaning$$

AF7$ • Continues$to$make$simple$connections$between$books$by$the$same$author$–$‘Roald$Dahl$often$has$a$nasty$adult$in$his$books$that$ends$up$

being$defeated’$• Start$to$recognise$some$features$of$the$text$that$relate$if$to$its$historical$setting$or$its$social$or$cultural$background$–$‘The$girls$had$on$red$flannel$petticoats$because$that$is$what$they$

wore$then’$

• Makes$connections$between$books$by$the$same$author$–$‘Michael$Morpurgo$often$starts$

his$stories$in$the$present$but$then$goes$back$in$

time’$• Recognise$some$features$of$the$text$that$relate$it$to$its$historical$setting$or$its$social$or$cultural$background$–$‘Grandpa$Chatterji$wears$a$dhoti$because$he$comes$from$India’$

• Simple$comments$on$how$the$reader’s$or$writer’s$context$makes$a$difference$to$the$social,$cultural$or$historical$setting$–$‘The$island$sounds$really$dangerous$to$us$because$we$have$not$

heard$of$these$creatures’$

Read

ing(Skill(6(

Big(Re

ader(

(

NC$2014$Year$3/4$

• Listening$to$and$discussing$a$wide$range$of$fiction,$poetry,$plays,$nonWfiction$and$reference$books$or$textbooks$• Increasing$their$familiarity$with$a$wide$range$of$books,$including$fairy$stories,$myths$and$legends,$and$retelling$some$of$these$orally$• Recognising$some$different$forms$of$poetry$[for$example,$free$verse,$narrative$poetry]$• Participate$in$discussion$about$both$books$that$are$read$to$them$and$those$they$can$read$for$themselves,$taking$turns$and$listening$to$what$others$say.$$

$



$Reading(Year(5( ( 3a( 4c( 4b(

AF1$ • Read$a$range$of$appropriate$texts$fluently$and$accurately$

• ReWread$and$read$ahead$to$look$for$clues$to$determine$meaning(

• Use$features$to$locate$information$e.g.$contents,$indices,$subheadings$etc.$

• Use$knowledge$of$word$formation$and$a$more$$extensive$range$of$prefixes$and$suffixes$to$construct$the$meaning$of$words$in$context$

• Reads$on$sight$all$the$words$from$List$2$from$NLS$

• Select$and$read$a$range$of$appropriate$texts$fluently$and$accurately$

• Use$contextual$knowledge$to$determine$meaning$

• Understand$how$the$meaning$of$sentences$is$shaped$by$punctuation,$word$order$or$connectives$

• Recognise$and$use$a$full$range$of$prefixes$and$suffixes:$auto…$bi…$trans…$tele…$circum…$…cian$

…phone$etc;$• Respond$to$more$sophisticated$punctuation$$

• Use$knowledge$of$word$derivations$and$word$formation$to$construct$the$meaning$of$words$in$context$

• Know$how$to$work$out$the$pronunciation$of$homophones$using$the$context$of$the$sentence$

• Can$recognise$complex$sentences$• Can$understand$how$the$meaning$of$sentences$is$shaped$by$punctuation,$word$order$or$connectives$

• Understands$how$commas,$connectives$and$full$stops$are$used$to$join$and$separate$clauses$and$uses$them$to$maintain$fluency$and$understanding$when$reading$

• Can$apply$knowledge$of$the$different$uses$of$the$apostrophe$to$maintain$understanding$

Read

ing(Skill(1(

Decode

r((

NC$2014$Year$5/6$

• Apply$their$growing$knowledge$of$root$words,$prefixes$and$suffixes$(morphology$and$etymology),$as$listed$in$English$Appendix$1,$both$to$read$aloud$and$to$understand$the$meaning$of$new$words$that$they$meet.$

• Checking$that$the$book$makes$sense$to$them,$discussing$their$understanding$and$exploring$the$meaning$of$words$in$context$$$$




Read

ing(Skill(2(

Compreh

ende

r((

AF2$&$AF4$

• Justify$predictions$by$referring$to$the$text(• Locate$information$using$skimming,$scanning$and$text$marking$

• Can$extract$information$from$nonWfiction$texts,$using$contents,$index,$chapters,$headings$and$glossary$appropriately$

• Can$confidently$use$alphabetically$ordered$texts$to$find$information$

• Start$to$refer$to$the$text$to$justify$opinions$but$may$paraphrase$rather$than$give$direct$quotes$

• Identify$features$of$different$fiction$genres(• Identify$structures$and$grammatical$features$of$nonWfiction$


• Identify$the$features$of$some$types$of$text,$e.g.$newspaper$reports,$nonWchronological$reports$and$ICT$texts$and$use$appropriate$reading$strategies,$e.g.$scrolling$through$an$ICT$text$

• Skim$and$scan$to$identify$key$ideas$• Use$knowledge$of$text$structure$to$locate$information$

• Justify$opinions$and$elaborate$by$referring$to$the$text(

• Show$understanding$of$significant$ideas,$themes,$events$and$characters$

• Can$choose$own$reference$sources$for$relevance$of$content$

• Knows$what$a$key/index/contents$list/glossary$are$for$and$uses$them$effectively$

• Identifies$and$comments$on$different$points$of$view$• Identify$the$features$of$explanation$and$persuasion$texts$

• Is$able$to$discuss$plot,$and$beginning$to$recognise$complications$and$how$they$are$resolved$

• Is$able$to$discuss$the$elements$and$purpose$of$different$text$structures$

• Is$able$to$make$critical$comparisons$between$texts$and$evaluate$their$usefulness$with$reference$to$type$of$text$

• Identify$features$of$different$fiction$genres.(• Compare,$contrast$and$evaluate$different$nonfiction$texts$

• Refer$to$the$text$to$support$predictions$and$opinions,$although$may$still$point$to$a$general$area$rather$than$being$specific(

• Skim,$scan$and$textWmark$to$research$quickly$and$efficiently$

• Can$identify$similarities$and$differences$in$the$range$of$available$dictionaries,$thesauruses,$etc.$and$evaluate$their$usefulness$

• Understand$narrative$order$and$chronology,$tracking$the$passing$of$time$in$stories$

• Recognise$texts$that$contain$features$from$more$than$one$genre.$e.g.$persuasive$play$script$

• Identify$genreWspecific$phrases$• Understand$how$paragraphs$are$linked(• Use$structural$and$organisational$features$of$a$range$of$textWtypes$to$support$understanding$



(NC$2014$Year$5/6$

• Reading$books$that$are$structured$in$different$ways$and$reading$for$a$range$of$purposes$$

• Continuing$to$read$and$discuss$an$increasingly$wide$range$of$fiction,$poetry,$plays,$nonWfiction$and$reference$books$or$textbooks$

• Asking$questions$to$improve$their$understanding$$$$$$$$

• Distinguish$between$statements$of$fact$and$opinion$• Retrieve,$record$and$present$information$from$nonWfiction$• Summarising$the$main$ideas$drawn$from$more$than$one$paragraph,$identifying$key$details$that$support$the$main$ideas$


AF3$ • Distinguish$between$fact$and$opinion$• Infer$meaning$using$evidence$from$the$text$• Use$clues$from$action,$dialogue$and$description$to$establish$meaning(

• Make$reasoned$judgements$on$characters’$actions$

• Begins$to$justify$predictions$they$make$by$referring$to$the$text,$rather$than$relying$on$imagining$how$they$would$feel$in$that$situation$

• Begins$to$find$meaning$beyond$the$literal,$for$example,$how$impressions$of$people$are$conveyed$through$choice$of$detail$and$language$

• Empathise$with$different$characters’$points$of$view$• Infer$meaning$using$evidence$from$the$text$and$wider$experiences.(

• Use$clues$from$action,$dialogue$and$description$to$interpret$meaning.$

• Identify$implicit$and$explicit$points$of$view$• Discuss$messages,$moods,$feelings$and$attitudes$using$inference$and$deduction.(

• Identify$key$points$when$reading$an$appropriate$text,$showing$by$their$answers$that$they$have$read$beyond$the$text$

• Begins$to$use$inference$and$deduction$based$on$implicit$information$drawn$from$different$points$in$the$text.$

Read

ing(Skill(3(

Read

ing(De

tective(

(

NC$2014$Year$5/6$

• Drawing$inferences$such$as$inferring$characters’$feelings,$thoughts$and$motives$from$their$actions,$and$justifying$inferences$with$evidence$• Predicting$what$might$happen$from$details$stated$and$implied$• Identifying$how$language,$structure$and$presentation$contribute$to$meaning$• Provide$reasoned$justifications$for$their$views.$



AF5$ • Comment$upon$the$use$of$author’s$language$

• Know$how$suspense$is$built$up$in$a$story,$including$the$development$of$the$plot$

• Begin$to$discuss$the$effectiveness$of$language$used$to$create$a$particular$effect$(e.g.$adjectives$and$adverbs$for$description)$

• Recognise$the$use$and$effect$of$patterned$language$in$text$

• Discusses$the$effectiveness$and$meaning$of$figurative$language,$used$to$create$a$particular$effect$

• Comment$upon$the$use$and$effect$of$author’s$language$–$‘She$uses$crept$so$that$you$know$he$is$moving$slowly$and$quietly$so$that$they$do$not$get$

caught’!• Find$and$comment$on$examples$of$how$authors$express$different$moods,$feelings$and$attitudes$

• Know$how$style$and$vocabulary$are$linked$to$the$purpose$of$the$text,$e.g.$exaggerated$writing$in$persuasive$text$

• Identify$and$describe$the$styles$of$individual$writers$and$poets$

• Identify$and$comment$on$expressive,$figurative$and$descriptive$language$to$create$effect$in$poetry$and$prose(

• Use$language$features$of$a$range$of$nonWfiction$textWtypes$to$support$understanding$

Read

ing(Skill(4(

Langua

ge(Lover(

(

NC$2014$Year$5/6$

• Preparing$poems$and$plays$to$read$aloud$and$to$perform,$showing$understanding$through$intonation,$tone$and$volume$so$that$the$meaning$is$clear$to$an$audience$

• Discuss$and$evaluate$how$authors$use$language,$including$figurative$language,$considering$the$impact$on$the$reader$$$$$


AF6$ • Comments$identify$the$author’s$main$purpose$

• Understand$how$the$author$wants$the$reader$to$respond$

• Express$personal$response,$although$with$limited$awareness$of$the$writers$viewpoint$or$the$effect$on$the$reader$

• Is$able$to$talk$about$themes$in$a$story$and$recognise$thematic$links$with$other$texts$

• Can$talk$about$the$author’s$techniques$for$describing$characters,$settings$and$actions$

• Recognise$ways$in$which$writers$present$issues$and$points$of$view$in$fiction$and$nonWfiction$–$‘he$has$only$mentioned$the$bad$points$about$air$travel’(

• Comments$show$some$awareness$of$the$writer’s$viewpoint$–$‘It’s$all$about$going$to$the$dentist$and$why$it$is$important$to$look$after$your$teeth’$

Read

ing(Skill(5(

Respon

der(

(

NC$2014$Year$5/6$

• Identifying$and$discussing$themes$and$conventions$in$and$across$a$wide$range$of$writing$



AF7$ • Makes$connections$between$books$by$the$same$author$–$‘Michael$Morpurgo$often$starts$his$

stories$in$the$present$but$then$goes$back$in$

time’$• Recognise$some$features$of$the$text$that$relate$it$to$its$historical$setting$or$its$social$or$cultural$background$–$‘Grandpa$Chatterji$wears$a$dhoti$because$he$comes$from$India’$

• Simple$comments$on$how$the$reader’s$or$writer’s$context$makes$a$difference$to$the$social,$cultural$or$historical$setting$–$‘The$island$sounds$really$dangerous$to$us$because$we$have$

not$heard$of$these$creatures’$

• Can$compare$the$openings$of$a$particular$novel$with$the$beginnings$of$other$novels$read$recently$

• Understand$that$texts$reflect$the$time$and$culture$in$which$they$were$written$–$Hound$of$the$Baskervilles$would$have$been$very$scary$for$

Victorian$readers’$

Read

ing(Skill(6(

Big(Re

ader(

( NC$2014$Year$5/6$

• Increasing$their$familiarity$with$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$

• Recommending$books$that$they$have$read$to$their$peers,$giving$reasons$for$their$choices$• Making$comparisons$within$and$across$books$• Learning$a$wider$range$of$poetry$by$heart$• Participate$in$discussions$about$books$that$are$read$to$them$and$those$they$can$read$for$themselves,$building$on$their$own$and$others’$ideas$and$challenging$views$courteously$

• 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$

$$$$$$Reading(Year(6( ( 4b( 4a( 5c(



AF1$ • Use$knowledge$of$word$derivations$and$word$formation$to$construct$the$meaning$of$words$in$context$

• Know$how$to$work$out$the$pronunciation$of$homophones$using$the$context$of$the$sentence$

• Can$recognise$complex$sentences$• Can$understand$how$the$meaning$of$sentences$is$shaped$by$punctuation,$word$order$or$connectives$

• Understands$how$commas,$connectives$and$full$stops$are$used$to$join$and$separate$clauses$and$uses$them$to$maintain$fluency$and$understanding$when$reading$

• Can$apply$knowledge$of$the$different$uses$of$the$apostrophe$to$maintain$understanding$

• Read$fluently,$using$punctuation$to$establish$meaning$and$inform$intonation$

• Use$knowledge$of$word,$roots,$derivations$and$spelling$patterns$to$read$unknown$words$

• Understand$how$complex$sentences$are$constructed$and$punctuated$and$use$this$to$deepen$understanding$when$reading$

• In$longer$texts,$maintain$understanding$by$applying$knowledge$of$the$use$of$pronouns$within$sentences$and$between$paragraphs$

• Can$cope$with$different$features$of$language$used$in$poems$and$prose,$for$example,$from$dialect$

• Can$cope$with$different$features$of$language$such$as$abbreviations,$colloquialisms,$and$specialist$vocabulary$

• Use$connectives$as$signposts$to$indicate$a$change$of$tone$

• Use$knowledge$of$word$derivations$and$word$formation,$e.g.$prefixes,$acronyms$and$letter$omission,$to$construct$the$meaning$of$words$in$context$

• Can$read$fluently,$understanding$and$using$more$sophisticated$punctuation$marks:$colon,$semicolon,$parenthetic$commas,$dashes,$brackets$etc.$

Read

ing(Skill(1(

Decode

r((

NC$2014$Year$5/6$

• Apply$their$growing$knowledge$of$root$words,$prefixes$and$suffixes$(morphology$and$etymology),$as$listed$in$English$Appendix$1,$both$to$read$aloud$and$to$understand$the$meaning$of$new$words$that$they$meet.$

• Checking$that$the$book$makes$sense$to$them,$discussing$their$understanding$and$exploring$the$meaning$of$words$in$context$$$$$$$$$




Read

ing(Skill(2(

Compreh

ende

r((

AF2$&$AF4$

• Refer$to$the$text$to$support$predictions$and$opinions,$although$may$still$point$to$a$general$area$rather$than$being$specific(

• Skim,$scan$and$textWmark$to$research$quickly$and$efficiently$

• Can$identify$similarities$and$differences$in$the$range$of$available$dictionaries,$thesauruses,$etc.$and$evaluate$their$usefulness$

• Understand$narrative$order$and$chronology,$tracking$the$passing$of$time$in$stories$

• Recognise$texts$that$contain$features$from$more$than$one$genre.$e.g.$persuasive$play$script$

• Identify$genreWspecific$phrases$• Understand$how$paragraphs$are$linked(• Use$structural$and$organisational$features$of$a$range$of$textWtypes$to$support$understanding$

• Secure$use$of$skimming,$scanning$and$textWmarking$so$that$research$is$fast$and$effective(

• Refer$to$the$text$to$support$predictions$and$opinions$(Point$+$Evidence)$

• Automatically$reads$differently$for$different$purposes$(skimming/scanning/reflective$reading)$

• Prepare$for$factual$research$by$evaluating$what$is$known$and$locating$relevant$source$to$use$

• Confidently$use$appropriate$terminology$when$discussing$any$text,$whether$fiction$or$nonWfiction$

• Is$able$to$discuss$plot,$and$is$able$to$recognise$complications$and$how$they$are$resolved$with$a$growing$depth$of$knowledge$

• Understand$how$stories$may$vary:$e.g.$in$pace,$sequence,$complication$and$resolution$

• Can$identify$clearly$the$main$features$of$different$fiction$genres$

• Use$structural$and$organisational$features$of$a$range$of$textWtypes$to$sustain$understanding$over$extended$texts$

• Use$the$skills$of$skimming,$scanning$and$textWmarking$to$identify$the$gist,$and$to$do$so$fast$and$effectively$

• Can$draw$on$detail$to$give$persuasive$answers$to$questions$

• Explain$the$structural$devices$the$author$has$used$to$organise$the$text(

• Comment$on$the$genreWspecific$language$features$the$author$has$used$to$convey$information$in$a$nonWfiction$text$

• Can$identify$and$understand$how$stories$may$vary$e.g.$in$pace,$build$up,$sequence,$complication$and$resolution$

• Use$secure$understanding$of$the$language$features$and$structures$of$the$full$range$of$non$W$fiction$text$types$to$support$understanding$when$reading$



(NC$2014$Year$5/6$

• Reading$books$that$are$structured$in$different$ways$and$reading$for$a$range$of$purposes$$• Continuing$to$read$and$discuss$an$increasingly$wide$range$of$fiction,$poetry,$plays,$nonWfiction$and$reference$books$or$textbooks$• Asking$questions$to$improve$their$understanding$• Distinguish$between$statements$of$fact$and$opinion$• Retrieve,$record$and$present$information$from$nonWfiction$• Summarising$the$main$ideas$drawn$from$more$than$one$paragraph,$identifying$key$details$that$support$the$main$ideas$$$$$$$$


AF3$ • Identify$implicit$and$explicit$points$of$view$• Discuss$messages,$moods,$feelings$and$attitudes$using$inference$and$deduction.(

• Identify$key$points$when$reading$an$appropriate$text,$showing$by$their$answers$that$they$have$read$beyond$the$text$

• Begins$to$use$inference$and$deduction$based$on$implicit$information$drawn$from$different$points$in$the$text.$

• Explain$and$comment$on$implicit$and$explicit$points$of$view(

• Describe,$with$examples,$how$the$author$has$chosen$a$range$of$vocabulary$to$convey$different$messages,$moods,$feelings$and$attitudes$

• Use$bibliographical$knowledge$of$fiction$and$nonfiction$genres$to$make$and$confirm$predictions$of$either$structure/content$or$whilst$reading$

• Compare$and$contrast$implicit$and$explicit$points$of$view$(

• Refer$to$the$text$to$support$predictions$and$opinions$(Point$+$Evidence$+$Explanation)$selecting$sentences,$phrases$and$relevant$information$to$justify$opinions$–$‘Mary$doesn’t$

trust$him$because$earlier$he$had$lied$to$her$

about$the$dog,$and$now$he$won’t$let$her$see$

past$the$door’$Read

ing(Skill(3(

Read

ing(De

tective(

(

NC$2014$Year$5/6$

• Drawing$inferences$such$as$inferring$characters’$feelings,$thoughts$and$motives$from$their$actions,$and$justifying$inferences$with$evidence$• Predicting$what$might$happen$from$details$stated$and$implied$• Identifying$how$language,$structure$and$presentation$contribute$to$meaning$• Provide$reasoned$justifications$for$their$views.$



AF5$ • Know$how$style$and$vocabulary$are$linked$to$the$purpose$of$the$text,$e.g.$exaggerated$writing$in$persuasive$text$

• Identify$and$describe$the$styles$of$individual$writers$and$poets$

• Identify$and$comment$on$expressive,$figurative$and$descriptive$language$to$create$effect$in$poetry$and$prose(

• Use$language$features$of$a$range$of$nonWfiction$textWtypes$to$support$understanding$

• Interpret$the$effect$the$choice$of$language$has$to$create$moods,$build$tension,$etc.$

• Identify$the$style$of$individual$writers$and$poets$and$provide$examples$from$a$range$of$texts(

• Use$the$language$features$of$a$range$of$nonWfiction$textWtypes$to$sustain$understanding$over$extended$texts$

• Compare$and$contrast$the$styles$of$individual$writers$and$poets$providing$examples(

• Analyse$how$the$author$has$chosen$a$range$of$vocabulary$to$convey$different$messages,$moods,$feelings$and$attitudes$

• The$writer’s$use$of$a$language$features$is$commented$on$and$explained$–$‘The$rhythm$

and$rhyme$patter$together$make$it$mimetic,$

like$the$rhythm$of$the$train’$

Read

ing(Skill(4(

Langua

ge(Lover(

( NC$2014$Year$5/6$

• Preparing$poems$and$plays$to$read$aloud$and$to$perform,$showing$understanding$through$intonation,$tone$and$volume$so$that$the$meaning$is$clear$to$an$audience$

• Discuss$and$evaluate$how$authors$use$language,$including$figurative$language,$considering$the$impact$on$the$reader$$$$$$$$$


Read

ing(Skill(5(

Respon

der(

(

AF6$ • Is$able$to$talk$about$themes$in$a$story$and$recognise$thematic$links$with$other$texts$

• Can$talk$about$the$author’s$techniques$for$describing$characters,$settings$and$actions$

• Recognise$ways$in$which$writers$present$issues$and$points$of$view$in$fiction$and$nonWfiction$–$‘he$has$only$mentioned$the$bad$points$about$air$

travel’(• Comments$show$some$awareness$of$the$writer’s$viewpoint$–$‘It’s$all$about$going$to$the$dentist$and$why$it$is$important$to$look$after$

your$teeth’$

• Can$evaluate$text,$referring$to$relevant$passages$to$support$their$opinion$

• Respond$critically$to$issues$raised$in$stories$by$locating$evidence$in$text,$and$explore$alternative$courses$of$action$and$evaluate$the$author’s$solution$

• Comments$show$an$awareness$of$the$writer’s$viewpoint$and$respond$to$this$by$e.g.$reWtelling$from$a$different$point$of$view$

• The$writer’s$main$purpose$is$clearly$identified$through$a$general$overview(

• Comments$on$the$overall$impact$of$poetry$and$prose$with$reference$to$features,$e.g.$development$of$themes$

• Can$comment$critically$on$the$overall$impact$of$poetry$or$prose$with$reference$to,$e.g.$use$of$language,$development$of$themes$

• Can$identify$and$describe$the$key$characteristics$about$a$writer’s$or$poet’s$style$



( NC$2014$Year$5/6$

• Identifying$and$discussing$themes$and$conventions$in$and$across$a$wide$range$of$writing$

AF7$ • Can$compare$the$openings$of$a$particular$novel$with$the$beginnings$of$other$novels$read$recently$

• Understand$that$texts$reflect$the$time$and$culture$in$which$they$were$written$–$Hound$of$the$Baskervilles$would$have$been$very$scary$for$

Victorian$readers’$

• Begin$to$evaluate$texts$by$comparing$how$different$sources$treat$the$same$information$$

• 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$then’$

• Identify$the$key$features$of$a$range$of$texts$• Identify$different$character$types$across$a$range$of$texts(

• Identify$themes$across$a$range$of$texts$(Social,$cultural$and$historical)$

Read

ing(Skill(6(

Big(Re

ader(

(

NC$2014$Year$5/6$

• Increasing$their$familiarity$with$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$

• Recommending$books$that$they$have$read$to$their$peers,$giving$reasons$for$their$choices$• Making$comparisons$within$and$across$books$• Learning$a$wider$range$of$poetry$by$heart$• Participate$in$discussions$about$books$that$are$read$to$them$and$those$they$can$read$for$themselves,$building$on$their$own$and$others’$ideas$and$challenging$views$courteously$

• 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$

$$$$$


AF1$ • Use$connectives$as$signposts$to$indicate$a$change$of$tone$$• Use$knowledge$of$word$derivations$and$word$formation,$e.g.$prefixes,$acronyms$and$letter$omission,$to$construct$the$meaning$of$words$in$context$$

• Can$read$fluently,$understanding$and$using$more$sophisticated$punctuation$marks:$colon,$semicolon,$parenthetic$commas,$dashes,$brackets$etc.$

$

$

Read

ing(Skill(1(

Decode

r((

NC$2014$KS3$

• Develop$an$appreciation$and$love$of$reading,$and$read$increasingly$challenging$material$independently$through:$reading$a$wide$range$of$fiction$and$nonWfiction,$including$in$particular$whole$books,$short$stories,$poems$and$plays$with$a$wide$coverage$of$genres,$historical$periods,$forms$and$authors;$choosing$and$reading$books$independently$for$challenge,$interest$and$enjoyment;$reWreading$books$encountered$earlier$to$increase$familiarity$with$them$and$provide$a$basis$for$making$comparisons.$$

• Checking$their$understanding$to$make$sure$that$what$they$have$read$makes$sense.



AF2$&$AF4$

• Use$the$skills$of$skimming,$scanning$and$textWmarking$to$identify$key$ideas$

• Can$use$noteWtaking$effectively$to$summarise$the$main$points$of$the$text$

• Comment$on$the$structural$choices$the$author$has$made$when$organising$the$text(

• Comment$and$compare$the$language$choices$the$author$has$made$to$convey$information$over$a$range$of$nonWfiction$texts$

• Can$identify$the$correct$language$conventions$and$features$of$different$text$types$to$sustain$understanding$when$reading$extended$texts$or$from$a$range$of$sources$

• Is$able$to$apply$reading$skills$to$identify$how$text$types$are$presented$on$the$computer$screen$from$Web$sites$etc$

• Retrieve$and$collate$key$ideas$from$a$range$of$sources,$prioritizing$in$order$of$relevance$

• Explore$how$the$structural$choices$support$the$writer’s$theme$and$purpose(

• Explore$how$the$language$choices$support$the$writer’s$theme$and$purpose$in$nonfiction$texts$

• Is$able$to$extract$relevant$information$from$more$complex$texts$$

• Clear$and$consistent$use$of$exploring$$how$the$structural$choices$support$the$writer’s$theme$and$purpose(

• Clear$and$consistent$use$of$exploring$how$the$language$choices$support$the$writer’s$theme$and$purpose$in$nonWfiction$texts$

• Is$able$to$extract$and$evaluate$relevant$information$from$more$complex$texts$

• Can$provide$precise$and$specific$evaluation$of$detail$

Read

ing(Skill(2(

Compreh

ende

r((

NC$2014$KS3$

• studying$setting,$plot,$and$characterisation,$and$the$effects$of$these$• understanding$how$the$work$of$dramatists$is$communicated$effectively$through$performance$and$how$alternative$staging$allows$for$different$interpretations$of$a$play$

$$$$


Read

ing(Skill(3(

Read

ing(De

tective(

(

AF3$ • Explore$the$text$to$support$and$justify$predictions$and$opinions$(Point$+$Evidence+$Explanation$+$Evaluation)$W$Mary$doesn’t$trust$

him$because$earlier$he$had$lied$to$her$about$the$

dog,$and$now$he$won’t$let$her$see$past$the$

door.$He$must$be$hiding$something$otherwise$

he$would$let$her$go$through’$• Can$infer$how$characters$are$feeling$through$the$combination$of$their$speech,$actins$and$reactions$across$the$text$

• Identify$the$techniques$the$author$has$used$to$create$moods,$feelings,$messages$and$attitudes$

• Can$use$inference$and$deduction$with$confidence$

• Can$explain$implied$meaning,$making$reference$to$the$text$

• Identify$the$writer’s$viewpoint$and$explain$the$effect$on$the$reader$

• Uncover$different$layers$of$meaning$• Identify$and$evaluate$techniques$the$author$has$used$to$create$mood,$feelings,$messages$and$attitudes$



$NC$2014$KS3$

• Making$inferences$and$referring$to$evidence$in$the$text$$$

AF5$ • Compare,$contrast$and$explore$the$styles$of$writers$and$poets,$providing$evidence$and$explanations$

• Can$identify$the$correct$language$conventions$and$features$of$different$text$types$to$sustain$understanding$when$reading$extended$texts$or$from$a$range$of$sources$

• Identify$the$techniques$the$author$has$used$to$create$moods,$feelings,$messages$and$attitudes$

• Can$describe$and$evaluate$an$author’s$use$of$techniques,$for$example,$narrative$structure,$character$action,$themes$or$figurative$language,$justifying$interpretations$by$reference$to$text$

• Understand$and$explain$$the$styles$of$individual$writers$and$poets,$providing$evidence$and$justifying$interpretations(

• Identify$and$discuss$simple$irony$$

• Analyse$and$evaluate$the$styles$of$individual$writers$and$poets,$providing$evidence$and$justifying$interpretations$$

Read

ing(Skill(4(

Langua

ge(Lover(

(

NC$2014$KS3$

• Learning$new$vocabulary,$relating$it$explicitly$to$known$vocabulary$and$understanding$it$with$the$help$of$context$and$dictionaries$$$$$


Read

ing(Skill(5(

Respon

der(

(

AF6$ • The$viewpoint$in$the$text$clearly$identified$with$some,$often$limited$explanation(

• Declare$and$justify$personal$preferences$for$writers$and$types$of$text$

• Can$distinguish$between$implicit$and$explicit$points$of$view$

• Can$identify$and$describe$the$key$characteristics$about$a$writer’s$or$poet’s$style$and$the$effect$it$has$on$the$reader$–$‘He$uses$the$rhetorical$to$make$you$think$about$your$

reaction$and$to$persuade$not$to$eat$it$anymore’$

• Have$a$general$awareness$of$the$effect$of$text$with$some$explanation(

• Articulate$personal$responses$to$literature,$identifying$how$and$why$the$texts$affects$the$reader$

• Show$a$confident$awareness$of$the$effect$of$text$with$explanation$

• Articulate$personal$responses$to$literature,$identifying$how$and$why$the$texts$affects$the$reader$due$to$author$intent$



$NC$2014$KS3$

• Knowing$the$purpose,$audience$for$and$context$of$the$writing$and$drawing$on$this$knowledge$to$support$comprehension$• Knowing$how$language,$including$figurative$language,$vocabulary$choice,$grammar,$text$structure$and$organisational$features,$presents$meaning$$• Recognising$a$range$of$poetic$conventions$and$understanding$how$these$have$been$used$$• Making$critical$comparisons$across$texts$$

AF7$ • Explain$the$key$features,$themes$and$characters$across$a$range$of$texts$

• Explain$character$profiles$over$a$range$of$texts(• Explain$themes$over$a$range$of$texts$(Social,$cultural$and$historical)$–$for$example$bias$and$

propaganda$in$WWII$texts$

• Compare$and$contrast$the$key$features$of$a$range$of$appropriate$texts$

• Compare$and$contrast$characters$across$a$range$of$appropriate$texts(

• Compare$and$contrast$themes$across$a$range$of$appropriate$texts$(Social,$cultural$and$historical)$e.g.$Shakespeare’s$audience$would$have$

enjoyed$this$as$they$enjoyed$rowdy$plays,$or$

Tudor$women$would$have$been$shocked$to$see$

powerful$women$in$Shakespeare’s$plays$as$

women$were$not$perceived$in$this$role$

• Can$explain$the$impact$of$the$context$on$the$text$

Read

ing(Skill(6(

Big(Re

ader(

(

NC$2014$KS3$

• Studying$a$range$of$authors,$including$at$least$two$authors$in$depth$each$year$

!

Hiltingbury Junior School Learning Ladders Education Ltd Hiltingbury Road www.learningladders.info Chandlers Ford [email protected] Hampshire 0844 241 3253 SO53 5NP Tel: 023 80261808 Email: [email protected] Headteacher: Sam Hunter

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Assessment Transition Reading - kcpschools.org€¦ · · 2014-07-13Assessment Transition Reading !!!!! Hiltingbury Junior School – A ... • I!can!read,!on!sight,!all!the!words!from!Year!3!/!4!spelling!list!