I can listen quietly to a book being read aloud. I can recognise some phase 3 graphemes (for example: j, v, w, x, y, z, zz, qu, ch, sh, th, ng)

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1 7 12+ I can recognise some phase 3 graphemes (for example: j, v, w, x, y, z, zz, qu, ch, sh, th, ng) I can use my phonics to segment and blend words. I can recognise and read words containing all phase 3 graphemes (for example: ai, ee, igh, oa, oo, oo, ar, or, ur, air, ear, er) I can blend new words. I can read cvcc and ccvc words. I can read two syllable words (e.g. farmyard). I can recognise some phase 5a graphemes and read a variety of words which contain these graphemes (for example: ay, ea, ie, oe, ou, ue, ew, aw, au, ir, wh, ph, oy) I can read the year 1 tricky words (house, come, school, where) I can recognise and read words containing all phase 5a graphemes (for example: a_e, e_e, i_e, o_e, e_e) I can confidently read aloud from a suitable book. I can read words ending in: s, es, ing, ed, er, est. I am beginning to recognise and use the alternative sounds a grapheme can make. I can read words that are shortened, like I m, I ll or we ll. I can listen quietly to a book being read aloud. I can tell retell a familiar story. I can talk about what is read to me. I can use picture clues to help me to describe what is happening in the story. I can tell you how stories are built. I can tell you when something isn t written in the right way, and why. I can recite some rhymes by heart. I can tell you what might happen in a book after reading the title. I can tell you what some words mean. I can point out labels, titles and speech bubbles in a text. I can tell you about a non-fiction book and why it is different to a fiction book. I can explain what you are reading to me. I can imagine pictures in my mind when I am reading. I am beginning to infer information about characters feelings in a familiar book.

2 I can segment and blend a wider range of vocabulary. I can recognise the alternative sounds a grapheme can make. I can read words of two or more syllables without mistakes. I can use punctuation like inverted commas and exclamation marks to help me read aloud. I can read most tricky words. I can confidently read aloud from a suitable book without making many mistakes. I can read words ending in: ness, ment, ful and ly. I re-read books to build up my fluency and confidence in word reading. I can talk about books I have read and enjoyed at school and at home. I can join in with the class to talk about what we are reading, and ask questions. I can tell you what a story is about after I have read it. I can answer questions about what I am reading. I can use a glossary to find out what a word means. I can tell you about phrases and ideas that come up in lots of stories. I can recognise similarities in books by the same author. I can predict what might happen in a story after I have started reading it. I can make basic inferences based on what is being said and done. I can tell you when I have read something wrong and correct myself. I can recite some simple poetry I have learnt by heart. I am beginning to understand the writer s viewpoint. I am beginning to infer information about the feelings and thoughts of characters from what I am reading.

3 I can retell a story that I have read before out loud. 19 I can tell you about lots of different stories I have read. I can use my knowledge of lots of different words to help with reading aloud. I can show in my reading that I have a good understanding of words which sound different to how they are spelt. I can talk about how different stories are structured. I can find and record information from non-fiction texts. I can use a dictionary to check the meaning of new words. I can ask questions to help me understand a text. I can summarise the main ideas in a text of more than one paragraph. I can predict what might happen from clues in the text. I can read words I have never seen before. I can infer information about the feelings, thoughts and motives of characters from what I am reading. I can tell you how the language, structure and presentation add to the meaning of a text. I can prepare a poem and a play for performance. 24+ I can read suitable texts with fluency, understanding and expression. I can check that what I am reading makes sense to me and explain what I am reading. I can identify the main purpose of a text.

4 25 I return to words if they are unfamiliar or if I know that I have pronounced them incorrectly. I can refer to the text when making comments about what I read. I can sum up the main points from a text in a few words or sentences. I can use scanning to quickly find information from a text. I can identify the key features of a range of different text types. 30+ I can continue to read words I have never seen before, with accuracy. I can continue to read suitable texts with fluency, understanding and expression. I can use the contents, index, subheadings and weblinks to find information I need. I can talk about why an author has chosen to use a specific word, and what effect this has. I can predict what might happen and find places in the text to prove my point. I can use skimming to work out the gist of a text. I can confidently perform a poem and a play using appropriate expression. I can talk about how the author uses dialogue, action and description to help me understand. I can read between the lines using clues in a text. I can tell you about the theme of some books. I read a wide range of fiction and non-fiction texts and talk about how they are structured.

5 I can recommend books to my friends and explain why I like them. 31 I enjoy a variety of different genres including myths, legends and traditional stories, modern fiction and fiction from history, and books from other cultures and traditions. I can discuss a wide range of fiction, poetry, plays, non-fiction and reference/text books. I can retrieve, record and present information from non-fiction. When completing a comprehension, I know if I need to add detail or answer with a single word or phrase. 36+ I can apply my growing knowledge of root words, prefixes and suffixes to read aloud with confidence, showing understanding of new words. I can continue to read suitably challenging texts with fluency, understanding and expression. I can recite a poem from memory. I can predict what might happen from details stated and implied. I can discuss how authors use language, including figurative language, to impact the reader. I can make inferences based on evidence from the text. I can give my opinion, explain my thinking, and find examples in the text to support me. I can compare plots and characters over a range of texts. I can explain and discuss what I have read, through presentations and debates, giving a reasoned argument.

6 37 I can apply my growing knowledge of root words, prefixes and suffixes to read aloud with confidence, showing understanding of new words. I enjoy participating in discussions about books that are read to me and those I can read for myself, building on my own and others ideas and challenging views courteously. I can provide reasoned justifications for my views. I can sum up the key idea in a paragraph or text using well-chosen words, phrases or sentences. I can confidently infer meanings drawing on evidence across the text, finding appropriate quotes to support my opinions and answers. 42+ I can discuss and evaluate how authors use language, including figurative language, to impact the reader. I can make comments about structural choices which show an awareness of author s skill. I can compare and contrast the styles of different authors and give examples. I can identify similar themes over several different texts. I can recognise irony and its effect. I can explain how the context in which a text is written contributes to its meaning.

7 43 I enjoy reading a wide range of fiction and non-fiction, including in particular whole books, short stories, poems and plays. I can identify the purpose, audience and context of a text. I can identify viewpoint clearly and give explanations of it developed through close reference to the text. I am developing further appreciation of how the writer s language choices contribute to the overall effect on the reader. I can discuss and evaluate how an author uses the organisation of the text effectively to impact on the reader (e.g. time-switches, chapters etc). I can recognise a range of poetic conventions and can talk about how these have been used. 44+ I can make critical comparisons across texts.