LILAC STICKER BOOKS LILAC STICKER BOOKS

Transcription

1 LILAC STICKER BOOKS I use the pictures in the book to help tell the story. I can talk about stories. READING TARGETS 1 I enjoy listening to stories 2 I know which way round to hold a book 3 I turn the pages carefully 4 I know some of the letters in my name 5 I can recognise and read my first name 6 I can say simple poems and nursery rhymes 7 I share books at home regularly with an adult 8 I am able to choose my own picture books in the local library LILAC STICKER BOOKS I use the pictures in the book to help tell the story. I can talk about stories. READING TARGETS 1 I enjoy listening to stories 2 I know which way round to hold a book 3 I turn the pages carefully 4 I know some of the letters in my name 5 I can recognise and read my first name 6 I can say simple poems and nursery rhymes 7 I share books at home regularly with an adult 8 I am able to choose my own picture books in the local library

2 PINK STICKER BOOKS I use the pictures in the book to help tell the story. I can talk about stories. READING TARGETS 1 I know I follow words left to right 2 I can point to a letter and a word and know the difference between them 3 I join in with parts of the story I know 4 I recognise most Phase 2 letter sounds PINK STICKER BOOKS I use the pictures in the book to help tell the story. I can talk about stories. READING TARGETS 1 I know I follow words left to right 2 I can point to a letter and a word and know the difference between them 3 I join in with parts of the story I know 4 I recognise most Phase 2 letter sounds 5 I know the first letter of most words in the book I am 6 I am starting to sound out CVC words 7 I can read the Phase 2 Tricky Words the to I no go into 8 I can read some of the words that I know in a book 9 I share books at home regularly with an adult 10 I am able to choose my own picture books in the local library 5 I know the first letter of most words in the book I am 6 I am starting to sound out CVC words 7 I can read the Phase 2 Tricky Words the to I no go into 8 I can read some of the words that I know in a book 9 I share books at home regularly with an adult 10 I am able to choose my own picture books in the local library

3 RED STICKER BOOKS I can talk about a story that is being read to me. I can put the pictures from the story in order to help me talk about it. 1 I can read simple labels that are in the classroom 2 I recognise most Phase 3 letter sounds 3 I can use sounds I have been taught to work out a new word 4 I can read some of the Phase 3 Tricky Words he she you they we me all are be was my her 5 I can say if I like or dislike a book 6 I can make a sensible guess about what might happen next in a story 7 I can answer questions about what I have read 8 I share books at home regularly with an adult 9 I am able to choose my own picture books in the local library RED STICKER BOOKS I can talk about a story that is being read to me. I can put the pictures from the story in order to help me talk about it. 1 I can read simple labels that are in the classroom 2 I recognise most Phase 3 letter sounds 3 I can use sounds I have been taught to work out a new word 4 I can read some of the Phase 3 Tricky Words he she you they we me all are be was my her 5 I can say if I like or dislike a book 6 I can make a sensible guess about what might happen next in a story 7 I can answer questions about what I have read 8 I share books at home regularly with an adult 9 I am able to choose my own picture books in the local library

4 YELLOW STICKER BOOKS I can talk about a story that is being read to me. I can put the pictures from the story in order to help me talk about it. YELLOW STICKER BOOKS I can talk about a story that is being read to me. I can put the pictures from the story in order to help me talk about it. 1 I recognise and use all of the Phase 2 and 3 letter sounds 2 I can read all of the Phase 3 Tricky Words 3 I am growing in confidence when I read 4 I am starting to use expression 5 I use a voice that can be easily heard by others 6 I am starting to be aware of full stops in my 7 I am starting to notice that there are different types of books 8 I can say what bit of a book I liked the best 1 I recognise and use all of the Phase 2 and 3 letter sounds 2 I can read all of the Phase 3 Tricky Words 3 I am growing in confidence when I read 4 I am starting to use expression 5 I use a voice that can be easily heard by others 6 I am starting to be aware of full stops in my 7 I am starting to notice that there are different types of books 8 I can say what bit of a book I liked the best

5 BLUE STICKER BOOKS I can talk about a story that is being read to me. I can put the pictures from the story in order to help me talk about it. 1 I can read all of the Phase 4 Tricky Words 2 I can choose books in my library that I enjoy 3 I can use a picture dictionary 4 I know that a story has a start, middle and end 5 I can say what I didn t like in a book 6 I read at the correct speed 7 I can describe who the main character in a book was 8 I use full stops to help with expression when I read. BLUE STICKER BOOKS I can talk about a story that is being read to me. I can put the pictures from the story in order to help me talk about it. 1 I can read all of the Phase 4 Tricky Words 2 I can choose books in my library that I enjoy 3 I can use a picture dictionary 4 I know that a story has a start, middle and end 5 I can say what I didn t like in a book 6 I read at the correct speed 7 I can describe who the main character in a book was 8 I use full stops to help with expression when I read.

6 GREEN STICKER BOOK I read with confidence I am starting to use expression 1 I recognise and use most of the letters and sounds in phase 5. 2 I can sound out words that have 2 or 3 syllables. 3 I can read the phase 5 decodable and tricky words. 4 I know there are story and information books 5 I can answer simple question about what has happened 6 I can say why things have happened 7 I can guess what might happen next 8 I can say why I liked or disliked about a book 9 I can read books with more than 2 lines of text on each page. 10 I am starting to use information books to find things out 11 I am starting to know how to use a contents page and index. 12 I am starting to read for a longer length of time. I can choose books in my library that I enjoy GREEN STICKER BOOK I read with confidence I am starting to use expression 1 I recognise and use most of the letters and sounds in Phase 5. 2 I can sound out words that have 2 or 3 syllables. 3 I can read the Phase 5 decodable and tricky words. 4 I know there are story and information books 5 I can answer simple question about what has happened 6 I can say why things have happened 7 I can guess what might happen next 8 I can say why I liked or disliked about a book 9 I can read books with more than 2 lines of text on each page. 10 I am starting to use information books to find things out 11 I am starting to know how to use a contents page and index. 12 I am starting to read for a longer length of time. I can choose books in my library that I enjoy

7 ORANGE STICKER BOOK I read my books confidently using a clear voice and good expression 1 I can recognise and use all the Phase 5 letters and sounds. 2 I know common alternative pronunciations for some sounds. 3 I can say what happened at the start of a book without it being in front of me 4 I notice when something does not make sense and try to correct it 5 I know that I can use contents pages to help find the information I need. 6 I know what an index is and where to find it. 7 I am starting to use? and! to help with expressions 8 I can say how a character is feeling 9 I can explain why I like or dislike something in a book 10 I know what a setting is and explain where the start of a story is set 11 I know if I don t understand a word I ask 12 I can choose books from a library to help with projects I can use a range of non-fiction books to research a topic ORANGE STICKER BOOK I read my books confidently using a clear voice and good expression 1 I can recognise and use all the Phase 5 letters and sounds. 2 I know common alternative pronunciations for some sounds. 3 I can say what happened at the start of a book without it being in front of me 4 I notice when something does not make sense and try to correct it 5 I know that I can use contents pages to help find the information I need. 6 I know what an index is and where to find it. 7 I am starting to use? and! to help with expression. 8 I can say how a character is feeling 9 I can explain why I like or dislike something in a book 10 I know what a setting is and explain where the start of a story is set 11 I know if I don t understand a word I ask 12 I can choose books from a library to help with projects I can use a range of non-fiction books to research a topic

8 PURPLE STICKER BOOK PURPLE STICKER BOOK 1 My has become fluent and I read at a steady pace and with meaning. 2 I notice special words and phrases that add meaning and say why an author chose them. 3 I am using a wider range of strategies for working out unknown words 4 I can retrieve less straightforward facts about a story. 5 I can discuss the differences between features of story and information books 6 I know why some words in non-fiction books are written in bold and know where to find the explanation for those words 7 I use a range of adjectives when talking about the characters in a book 8 When choosing a book I can use the blurb on the back of the book or flick through it to see if I want to read it. 9 I understand that I don t have to read a whole book to find one piece of information 1 My has become fluent and I read at a steady pace and with meaning. 2 I notice special words and phrases that add meaning and say why an author chose them. 3 I am using a wider range of strategies for working out unknown words 4 I can retrieve less straightforward facts about a story. 5 I can discuss the differences between features of story and information books 6 I know why some words in non-fiction books are written in bold and know where to find the explanation for those words 7 I use a range of adjectives when talking about the characters in a book 8 When choosing a book I can use the blurb on the back of the book or flick through it to see if I want to read it. 9 I understand that I don t have to read a whole book to find one piece of information

9 GOLD STICKER BOOK I read my books confidently using a clear voice and good expression 1 I comment on the authors use of words 2 I am starting to be able to explain why a character did something 3 I am starting to know ho a character is feeling and why 4 I use a glossary to help me find out what specific words in a piece of non-fiction text mean. 5 I know how the difference in type font can alter the expression when fiction books. 6 I use contents pages to quickly find which page the information I need is on. 7 I know what an index is, where to find it and how it differs from a contents page. 8 I can choose books from a library to help with projects GOLD STICKER BOOK I read my books confidently using a clear voice and good expression 1 I comment on the authors use of words 2 I am starting to be able to explain why a character did something 3 I am starting to know ho a character is feeling and why 4 I use a glossary to help me find out what specific words in a piece of non-fiction text mean. 5 I know how the difference in type font can alter the expression when fiction books. 6 I use contents pages to quickly find which page the information I need is on. 7 I know what an index is, where to find it and how it differs from a contents page. 8 I can choose books from a library to help with projects

10 WHITE STICKER BOOK I read my books confidently using a clear voice and good expression 1 I make informed choices about what I want to read by using the blurb on the back of a book 2 I can read longer books with smaller print 3 I can answer less straight forward questions about what I have read 4 I can say what I would have changed about a story and why 5 I can infer how someone was feeling by what it says eg he was upset because it says he was crying or it was a lovely day because it says the sky was blue. 6 I can obtain specific information through detailed 7 I can choose books from a library to help with projects WHITE STICKER BOOK 1 I make informed choices about what I want to read by using the blurb on the back of a book 2 I can read longer books with smaller print 3 I can answer less straight forward questions about what I have read 4 I can say what I would have changed about a story and why 5 I can infer how someone was feeling by what it says eg he was upset because it says he was crying or it was a lovely day because it says the sky was blue. 6 I can obtain specific information through detailed 7 I can choose books from a library to help with projects

11 LIME STICKER BOOK I have read a range of books ie poems, story and information I read my books confidently using a clear voice and good expression 1 I am starting to read chapter books 2 I know it can take a long time to finish a book 3 I can talk about the meaning of a poem giving my reasons 4 I can make inference and deductions about what is happening in a book 5 I know that if I don t understand a word I can look it up in a dictionary 6 I am starting to skim for information 7 I can sustain silent for a growing length of time. 8 I read for meaning and don t have to go back over what I have read to find the answers to a question. 9 I know that I have to use more than one non-fiction book to collect information to complete a topic. 10 I can choose books from a library to help with projects. LIME STICKER BOOK I have read a range of books ie poems, story and information I read my books confidently using a clear voice and good expression. 1 I am starting to read chapter books 2 I know it can take a long time to finish a book 3 I can talk about the meaning of a poem giving my reasons 4 I can make inference and deductions about what is happening in a book 5 I know that if I don t understand a word I can look it up in a dictionary 6 I am starting to skim for information 7 I can sustain silent for a growing length of time. 8 I read for meaning and don t have to go back over what I have read to find the answers to a question. 9 I know that I have to use more than one non-fiction book to collect information to complete a topic. 10 I can choose books from a library to help with projects.

12 I can talk about a story that is being read to me. I can put the pictures from the story in order to help me talk about it. I can talk about a story that is being read to me. I can put the pictures from the story in order to help me talk about it. 1 I recognise and use all of the Phase 2 and 3 letter sounds 2 I can read all of the Phase 3 Tricky Words 3 I am growing in confidence when I read 4 I am starting to use expression 5 I use a voice that can be easily heard by others 6 I am starting to be aware of full stops in my 7 I am starting to notice that there are different types of books 8 I can say what bit of a book I liked the best 1 I recognise and use all of the Phase 2 and 3 letter sounds 2 I can read all of the Phase 3 Tricky Words 3 I am growing in confidence when I read 4 I am starting to use expression 5 I use a voice that can be easily heard by others 6 I am starting to be aware of full stops in my 7 I am starting to notice that there are different types of books 8 I can say what bit of a book I liked the best READING TARGET SPS OCT 2014 F1-L6 1c READING TARGET SPS OCT 2014 F1-L6 1c

13 I can talk about a story that is being read to me. I can put the pictures from the story in order to help me talk about it. 1 I can read all of the Phase 4 Tricky Words 2 I can choose books in my library that I enjoy 3 I can use a picture dictionary 4 I know that a story has a start, middle and end 5 I can say what I didn t like in a book 6 I read at the correct speed 7 I can describe who the main character in a book was 8 I use full stops to help with expression when I read. I can talk about a story that is being read to me. I can put the pictures from the story in order to help me talk about it. 1 I can read all of the Phase 4 Tricky Words 2 I can choose books in my library that I enjoy 3 I can use a picture dictionary 4 I know that a story has a start, middle and end 5 I can say what I didn t like in a book 6 I read at the correct speed 7 I can describe who the main character in a book was 8 I use full stops to help with expression when I read. READING TARGET SPS OCT 2014 F1-L6 1b READING TARGET SPS OCT 2014 F1-L6 1b

14 I read with confidence I am starting to use expression 1 I recognise and use most of the letters and sounds in phase 5. 2 I can sound out words that have 2 or 3 syllables. 3 I can read the phase 5 decodable and tricky words. 4 I know there are story and information books 5 I can answer simple question about what has happened 6 I can say why things have happened 7 I can guess what might happen next 8 I can say why I liked or disliked about a book 9 I can read books with more than 2 lines of text on each page. 10 I am starting to use information books to find things out 11 I am starting to know how to use a contents page and index. 12 I am starting to read for a longer length of time. I can choose books in my library that I enjoy I read with confidence I am starting to use expression 1 I recognise and use most of the letters and sounds in phase 5. 2 I can sound out words that have 2 or 3 syllables. 3 I can read the phase 5 decodable and tricky words. 4 I know there are story and information books 5 I can answer simple question about what has happened 6 I can say why things have happened 7 I can guess what might happen next 8 I can say why I liked or disliked about a book 9 I can read books with more than 2 lines of text on each page. 10 I am starting to use information books to find things out 11 I am starting to know how to use a contents page and index. 12 I am starting to read for a longer length of time. I can choose books in my library that I enjoy READING TARGET SPS OCT 2014 F1-L6 1a READING TARGET SPS OCT 2014 F1-L6 1a

15 I read my books confidently using a clear voice and good expression 1 I can recognise and use all the Phase 5 letters and sounds. 2 I know common alternative pronunciations for some sounds. 3 I can say what happened at the start of a book without it being in front of me 4 I notice when something does not make sense and try to correct it 5 I know that I can use contents pages to help find the information I need. 6 I know what an index is and where to find it. 7 I am starting to use? and! to help with expressions 8 I can say how a character is feeling 9 I can explain why I like or dislike something in a book 10 I know what a setting is and explain where the start of a story is set 11 I know if I don t understand a word I ask 12 I can choose books from a library to help with projects I can use a range of non-fiction books to research a topic I read my books confidently using a clear voice and good expression 1 I can recognise and use all the Phase 5 letters and sounds. 2 I know common alternative pronunciations for some sounds. 3 I can say what happened at the start of a book without it being in front of me 4 I notice when something does not make sense and try to correct it 5 I know that I can use contents pages to help find the information I need. 6 I know what an index is and where to find it. 7 I am starting to use? and! to help with expressions 8 I can say how a character is feeling 9 I can explain why I like or dislike something in a book 10 I know what a setting is and explain where the start of a story is set 11 I know if I don t understand a word I ask 12 I can choose books from a library to help with projects I can use a range of non-fiction books to research a topic READING TARGET SPS OCT 2014 F1-L6 2c READING TARGET SPS OCT 2014 F1-L6 2c

16 1 My has become fluent and I read at a steady pace and with meaning. 2 I notice special words and phrases that add meaning and say why an author chose them. 3 I am using a wider range of strategies for working out unknown words 4 I can retrieve less straightforward facts about a story. 5 I can discuss the differences between features of story and information books 6 I know why some words in non-fiction books are written in bold and know where to find the explanation for those words 7 I use a range of adjectives when talking about the characters in a book 8 When choosing a book I can use the blurb on the back of the book or flick through it to see if I want to read it. 9 I understand that I don t have to read a whole book to find one piece of information 1 My has become fluent and I read at a steady pace and with meaning. 2 I notice special words and phrases that add meaning and say why an author chose them. 3 I am using a wider range of strategies for working out unknown words 4 I can retrieve less straightforward facts about a story. 5 I can discuss the differences between features of story and information books 6 I know why some words in non-fiction books are written in bold and know where to find the explanation for those words 7 I use a range of adjectives when talking about the characters in a book 8 When choosing a book I can use the blurb on the back of the book or flick through it to see if I want to read it. 9 I understand that I don t have to read a whole book to find one piece of information READING TARGET SPS OCT 2014 F1-L6 2b READING TARGET SPS OCT 2014 F1-L6 2b

17 I read my books confidently using a clear voice and good expression 1 I comment on the authors use of words 2 I am starting to be able to explain why a character did something 3 I am starting to know how a character is feeling and why 4 I use a glossary to help me find out what specific words in a piece of non-fiction text mean. 5 I know how the difference in type font can alter the expression when fiction books. 6 I use contents pages to quickly find which page the information I need is on. 7 I know what an index is, where to find it and how it differs from a contents page. 8 I can choose books from a library to help with projects I read my books confidently using a clear voice and good expression 1 I comment on the authors use of words 2 I am starting to be able to explain why a character did something 3 I am starting to know how a character is feeling and why 4 I use a glossary to help me find out what specific words in a piece of non-fiction text mean. 5 I know how the difference in type font can alter the expression when fiction books. 6 I use contents pages to quickly find which page the information I need is on. 7 I know what an index is, where to find it and how it differs from a contents page. 8 I can choose books from a library to help with projects READING TARGET SPS OCT 2014 F1-L6 2a READING TARGET SPS OCT 2014 F1-L6 2a

18 1 I make informed choices about what I want to read by using the blurb on the back of a book 2 I can read longer books with smaller print 3 I can answer less straight forward questions about what I have read 4 I can say what I would have changed about a story and why 5 I can infer how someone was feeling by what it says eg he was upset because it says he was crying or it was a lovely day because it says the sky was blue. 6 I can obtain specific information through detailed 7 I understand the job of different punctuation marks (.?!..., ) and use them to read with expression 8 I can re-read what I have just read if i don t understand it the first time 9 I can explore the ideas and themes in texts and find places in the text which support what I think 10 I can make sensible predictions based on what I know about the text I have read 11 I can sum up the main points in a text in a few words or sentences 12 I can make connections between characters and plots in different texts I can identify paragraphs in the text I am 14 I can sustain silent for a growing length of time 15 1 I make informed choices about what I want to read by using the blurb on the back of a book 2 I can read longer books with smaller print 3 I can answer less straight forward questions about what I have read 4 I can say what I would have changed about a story and why 5 I can infer how someone was feeling by what it says eg he was upset because it says he was crying or it was a lovely day because it says the sky was blue. 6 I can obtain specific information through detailed 7 I understand the job of different punctuation marks (.?!..., ) and use them to read with expression 8 I can re-read what I have just read if i don t understand it the first time 9 I can explore the ideas and themes in texts and find places in the text which support what I think 10 I can make sensible predictions based on what I know about the text I have read 11 I can sum up the main points in a text in a few words or sentences 12 I can make connections between characters and plots in different texts I can identify paragraphs in the text I am 14 I can sustain silent for a growing length of time 15 READING TARGET SPS OCT 2014 F1-L6 3C READING TARGET SPS OCT 2014 F1-L6 3C

19 1 I am starting to read chapter books 2 I know it can take a long time to finish a book 3 I can talk about the meaning of a poem, giving my reasons 4 I can make inference and deductions about what is happening in a book, using evidence from the text 5 I know that if I don t understand a word, I can look it up in a dictionary 6 I am starting to skim for information 7 I know that I need to use a range of sources to research information 8 I can talk about why events and actions have happened, referring to evidence in the text 9 I can identify the features of different text forms 10 I can discuss the technical language used in information texts 11 I can comment on the effect different sentence types have on the reader 12 I can explain why the author has used paragrpaphs I can find words and phrases the author has used to create mood and tension 1 I am starting to read chapter books 2 I know it can take a long time to finish a book 3 I can talk about the meaning of a poem, giving my reasons 4 I can make inference and deductions about what is happening in a book, using evidence from the text 5 I know that if I don t understand a word, I can look it up in a dictionary 6 I am starting to skim for information 7 I know that I need to use a range of sources to research information 8 I can talk about why events and actions have happened, referring to evidence in the text 9 I can identify the features of different text forms 10 I can discuss the technical language used in information texts 11 I can comment on the effect different sentence types have on the reader 12 I can explain why the author has used paragrpaphs I can find words and phrases the author has used to create mood and tension READING TARGET SPS OCT 2014 F1-L6 3B READING TARGET SPS OCT 2014 F1-L6 3B

20 1 I can use dramatic effect to engage the listener when I read aloud 2 I can predict what might happen and find places in the text to prove my point 3 I can locate and highlight key information in a text 4 I can sum up and quote information I have found in texts in note form 5 I can tell the difference between fact and opinion 6 I can give a sensible opinion about the ways in which characters behave, and why 7 I can find evidence in the text to compare and contrast different characters 8 I can identify and use the terms for each stage in a story opening, build-up, problem, resolution and ending 9 I can talk about how the author has used similes for effect 10 I can make connections between the content and structure of different texts 11 I can read between the lines using clues in the text 12 1 I can use dramatic effect to engage the listener when I read aloud 2 I can predict what might happen and find places in the text to prove my point 3 I can locate and highlight key information in a text 4 I can sum up and quote information I have found in texts in note form 5 I can tell the difference between fact and opinion 6 I can give a sensible opinion about the ways in which characters behave, and why 7 I can find evidence in the text to compare and contrast different characters 8 I can identify and use the terms for each stage in a story opening, build-up, problem, resolution and ending 9 I can talk about how the author has used similes for effect 10 I can make connections between the content and structure of different texts 11 I can read between the lines using clues in the text 12 READING TARGET SPS OCT 2014 F1-L6 3A READING TARGET SPS OCT 2014 F1-L6 3A

21 1 I understand that word order, connectives and punctuation affect meaning 2 I can state an opinion, explain my thinking and find places in the text that support this i,e, I think this because in the text... 3 I can show that I understand the main ideas, themes, events and characters in a text 4 I can scan a text to locate key information 5 I understand, and empathise with, different characters points of view 6 I can compare, contrast and evaluate different non-fiction texts 7 I can identify the way one paragraph may belinked to the one before or after 8 I can talk about how the author s choice of language affects the reader 9 I can find the language that is used to show rather than describe a character s personality (eg Tim stomped down the stairs and slammed the door) 10 I can find and comment on the ways authors create different moods, feelings and attitudes 11 I can tell the difference between formal and informal language in texts 12 I can talk about the ways in which texts are similar or different 1 I understand that word order, connectives and punctuation affect meaning 2 I can state an opinion, explain my thinking and find places in the text that support this i,e, I think this because in the text... 3 I can show that I understand the main ideas, themes, events and characters in a text 4 I can scan a text to locate key information 5 I understand, and empathise with, different characters points of view 6 I can compare, contrast and evaluate different non-fiction texts 7 I can identify the way one paragraph may belinked to the one before or after 8 I can talk about how the author s choice of language affects the reader 9 I can find the language that is used to show rather than describe a character s personality (eg Tim stomped down the stairs and slammed the door) 10 I can find and comment on the ways authors create different moods, feelings and attitudes 11 I can tell the difference between formal and informal language in texts 12 I can talk about the ways in which texts are similar or different READING TARGET SPS OCT 2014 F1-L6 4c READING TARGET SPS OCT 2014 F1-L6 4c

22 1 I can talk about the clues and hints an author uses to create moods, feelings and attitudes 2 I can use the way a text is organised to help me understand 3 I can identify and describe the ways in which different authors write 4 I can identify and articulate my response to the effect of figurative and descriptive language (eg similes, metaphor and personification) 5 I can comment on the effect of language upon the reader 6 I can identify and explain points of view 1 I can talk about the clues and hints an author uses to create moods, feelings and attitudes 2 I can use the way a text is organised to help me understand 3 I can identify and describe the ways in which different authors write 4 I can identify and articulate my response to the effect of figurative and descriptive language (eg similes, metaphor and personification) 5 I can comment on the effect of language upon the reader 6 I can identify and explain points of view 7 I can show that I understand the author s viewpoint 8 I can identify ways in which writers present issues and points of view in fiction and non fiction 9 I can comment on the impact a text has upon the reader 10 I can compare and contrast popular texts 11 I can identify features of a non fiction text and use technical language to name them 7 I can show that I understand the author s viewpoint 8 I can identify ways in which writers present issues and points of view in fiction and non fiction 9 I can comment on the impact a text has upon the reader 10 I can compare and contrast popular texts 11 I can identify features of a non fiction text and use technical language to name them READING TARGET SPS OCT 2014 F1-L6 4b READING TARGET SPS OCT 2014 F1-L6 4b

23 1 I can use my knowledge of a word s etymology to help me understand it in context 2 I can use my knowledge of a word s structure to help me understand it in context (eg prefixes, suffixes) 3 I can identify if an opinion is biased or unbiased 4 I can identify how an author s vocabulary choices impact a reader 5 I can identify similar themes over several texts 6 I can identify author s styles and pick out examples from a range of texts 7 I can understand the writer s point of view and can retell from a different point of view 8 I can use skimming to get an overview of the text 9 I can scan a text to locate specific information 10 I can read closely to gain real understanding 11 I can show that I understand that readers experiences affect the way that they respond to a text 12 1 I can use my knowledge of a word s etymology to help me understand it in context 2 I can use my knowledge of a word s structure to help me understand it in context (eg prefixes, suffixes) 3 I can identify if an opinion is biased or unbiased 4 I can identify how an author s vocabulary choices impact a reader 5 I can identify similar themes over several texts 6 I can identify author s styles and pick out examples from a range of texts 7 I can understand the writer s point of view and can retell from a different point of view 8 I can use skimming to get an overview of the text 9 I can scan a text to locate specific information 10 I can read closely to gain real understanding 11 I can show that I understand that readers experiences affect the way that they respond to a text 12 READING TARGET SPS OCT 2014 F1-L6 4a READING TARGET SPS OCT 2014 F1-L6 4a

24 1 I can use my knowledge of word derivations to read new, technical and irregular words correctly 2 I can find information quickly over a range of texts, by skimming and scanning 3 I can express an opinion, or answer a question about a text, explain my thinking and find evidence to support me 4 I can find appropriate quotes to support my opinions and answers 5 I can compare points of view that are hinted at or stated clearly 6 I understand the impact of contrasting settings within a story 7 I can explain why an author has chosen to organise a text in the way they have 8 I can comment on the genre specific language an author has used to present information in a non fiction text (eg in a newspaper report, recipe, instructional leaflet) 9 I can compare and contrast the styles of different authors and give examples 10 I can analyse how an author has created different messages, moods, feelings and attitudes through the vocabulary chosen 11 I can identify the different types of informal and formal language used in specific text types 12 I can comment on the overall impact of poetry and prose and how themes are developed 1 I can use my knowledge of word derivations to read new, technical and irregular words correctly 2 I can find information quickly over a range of texts, by skimming and scanning 3 I can express an opinion, or answer a question about a text, explain my thinking and find evidence to support me 4 I can find appropriate quotes to support my opinions and answers 5 I can compare points of view that are hinted at or stated clearly 6 I understand the impact of contrasting settings within a story 7 I can explain why an author has chosen to organise a text in the way they have 8 I can comment on the genre specific language an author has used to present information in a non fiction text (eg in a newspaper report, recipe, instructional leaflet) 9 I can compare and contrast the styles of different authors and give examples 10 I can analyse how an author has created different messages, moods, feelings and attitudes through the vocabulary chosen 11 I can identify the different types of informal and formal language used in specific text types 12 I can comment on the overall impact of poetry and prose and how themes are developed READING TARGET SPS OCT 2014 F1-L6 5c READING TARGET SPS OCT 2014 F1-L6 5c

25 1 I can find, mark and collate information quickly over a range of texts using skimming and scanning 2 I can explore a text to form predictions and opinions, and explain and justify with examples from the text 3 I can find and compare information referring to several sources 4 I can identify the techniques the author has chosen to create moods, feelings, messages and attitudes 5 I can read between the lines by identifying subtle clues throughout the text 6 I can comment on the way the poet has chosen to structure a poem 7 I can comment and compare the language choices authors have made to present information over a range of texts 8 I can talk about the key features, themes and characters across a wide range of texts 9 I can identify where authors are influences by what they have read 10 I can explain and justify my preferences I can find, mark and collate information quickly over a range of texts using skimming and scanning 2 I can explore a text to form predictions and opinions, and explain and justify with examples from the text 3 I can find and compare information referring to several sources 4 I can identify the techniques the author has chosen to create moods, feelings, messages and attitudes 5 I can read between the lines by identifying subtle clues throughout the text 6 I can comment on the way the poet has chosen to structure a poem 7 I can comment and compare the language choices authors have made to present information over a range of texts 8 I can talk about the key features, themes and characters across a wide range of texts 9 I can identify where authors are influences by what they have read 10 I can explain and justify my preferences READING TARGET SPS OCT 2014 F1-L6 5b READING TARGET SPS OCT 2014 F1-L6 5b

26 1 I can find, mark, collate and re-present information quickly over a range of texts using skimming and scanning 2 I can sum up the key idea in a paragraph or a text in a few well chosen words, phrases and sentences 3 I can express my opinion about the techniques an author has used to create moods, feelings, messages and attitudes, and justify it 4 I can track the way a character changes and develops over a whole text 5 I can explore how the language the author uses supports the theme and purpose of the text 6 I can describe and give opinions of individual authors and find examples to support my interpretation 7 I can recognise irony and its effect 8 I can demonstrate that I am aware of the effect of a text and give an explanation 9 I can explain how I respond to texts and the ways in which they can challenge my opinions and ideas 10 I can recognise different character profiles and stereotypes and how their environment influences their actions 11 I can discuss the influence of time/place and how this impacted on the attitudes and themes within a text 12 1 I can find, mark, collate and re-present information quickly over a range of texts using skimming and scanning 2 I can sum up the key idea in a paragraph or a text in a few well chosen words, phrases and sentences 3 I can express my opinion about the techniques an author has used to create moods, feelings, messages and attitudes, and justify it 4 I can track the way a character changes and develops over a whole text 5 I can explore how the language the author uses supports the theme and purpose of the text 6 I can describe and give opinions of individual authors and find examples to support my interpretation 7 I can recognise irony and its effect 8 I can demonstrate that I am aware of the effect of a text and give an explanation 9 I can explain how I respond to texts and the ways in which they can challenge my opinions and ideas 10 I can recognise different character profiles and stereotypes and how their environment influences their actions 11 I can discuss the influence of time/place and how this impacted on the attitudes and themes within a text 12 READING TARGET SPS OCT 2014 F1-L6 5a READING TARGET SPS OCT 2014 F1-L6 5a