Child-speak Reading Level 1 APP AF1 AF2 AF3 AF4 AF5 AF6 AF7 Use a range of strategies, including accurate decoding text, to read for meaning

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1 Child-speak Reading Level 1 APP In some usually I can break down and blend consonant vowel consonant words e.g. cat (1c) I can recognise some familiar words in the I read. (1c) When aloud, I know the sentences have to make sense (1c) I blend to read words of ccvc (consonant, consonant, vowel, consonant) patterns e.g. frog. (1b) use my key words (sight vocabulary) and phonics when I am independently (1b) I can blend to read word cvcc words (consonant clusters in the final position) e.g. back I can confidently use my phonics and key words when I am independently. I can understand what I am and make a good guess at words I do not know. ideas from and In some usually I answer simple questions about stories, rhymes and information read aloud to me. (1c) I can retell the story in the right order, using some prompts (1c) I can identify the main characters (1b) I can read and use familiar notices and labels. In some usually I can guess what my new book might be about using the title and pictures. (1c) I can identify a character and offer an opinion about them (1b) I can retell a story and explain the main ideas (1b) When I am, I can guess what might come next from different parts of a story. I can use expression when I know well. organisation of, In some usually I understand that stories have a beginning, middle and end. (1b) I understand words like author, title and illustrator and use them when I talk about a text. In some usually I can identify rhyme (1b) In some usually I can say what I like and dislike about the I read. Relate to their In some usually I can describe some basic features of well known stories e.g. what happens to good/ bad characters I can link ideas in text to those in my own social, cultural or historical traditions/ activities.

2 Child-speak Reading Level 2 APP In some I can blend to read words containing vowel phonemes represented by more than one letter e.g. chain (2c) I can sometimes choose the right strategy to help me work out the word I want to read.(2c) develop fluency when (2c) I can blend words containing vowel digraphs and trigraphs I can use different ways to work out an unknown word, or the meaning, from a text. I can re-read the text if it doesn t make sense. I can choose the right strategy to help me work out the word I want to read. (2a) I quickly notice when my doesn t make sense, and I re-read it. (2a) ideas from and In some I can retell a story using words and phrases from the text. (2c) I can retell the main points from a non-fiction text. (2c) I can re-tell a story from memory and include all the main parts. I can retrieve information from the text to answer questions. I can describe events using some direct quotation from the text (2a) In some I can use expression to make my sound more interesting. (2c) I have begun to notice similarities between some stories. (2c) I change my voice when speech. I can identify how the main characters react to each other in different ways. I can read expressively using punctuation to enhance meaning. (2a) I can use my knowledge of structures, characters and themes to make comparisons. (2a) organisation of, In some I know if a book is a fiction or non-fiction book by looking at the layout. (2c) I can use the contents and index page to find a particular page in a book. I can recognise & talk about different features of fiction and non-fiction. I have explored different ways of opening stories. I understand how headings and captions help me to read and understand nonfiction. (2a) In some I can identify familiar patterns of language in a story (2c) I can identify useful and effective word choices by the author (2a) In some I can explain why I like books by my favourite author. (2c) I can express opinions about the text I have just read. I can identify and explain the main purpose of a given text. (2a) Relate to their In some I understand that books have been written in different times and places, (2a) I can identify some features of a range of text types, e.g. stories and information books. (2a)

3 Level 3 APP In most When I read aloud I think about how my sounds to the listener. (3c) I can read with fluency. (3c) ideas from and In most When answering a range of questions, I am beginning to refer back to the text. (3c) I can use what the text is about to support my own ideas. When I have not understood something, I will reread, ask or look something up to help me. I can scan and skim effectively, tracking for information. (3a) In most I know when there are hidden messages in a story (3c) When I read, I can begin to work out what the author is trying to say without the words being on the page. I can use what I have found out to rethink my own ideas. (3a) I can work out what the author is trying to say without the words being on the page (3a) organisation of, In most I know that text types have their own structure. (3c) I can use the layout of nonfiction to help me read. (3c) understand how the layout might add to the effectiveness of a text. I can use the layout to help me find the relevant information. I can explain how the layout might add to the effectiveness of the text (3a) I know that I need to read different in different ways for different purposes. (3a) In most I can comment on why an author may have chosen a particular word. (3c) may choose to use short sentences for effect. notice that the language in text varies depending on the audience and purpose e.g. the use of Standard English, slang. (3a) In most I can recognise that books are written for different purposes. (3c) I can tell people what I have learned from the text and whether I agree or disagree with what it says. I understand how might be used to persuade me. (3a) Relate to their In most I can make simple connections between different I read e.g. similarities in plot or topic. I can recognise the context of including those with a cultural background or historical setting. (3a)

4 Level 4 APP AF1 is not assessed separately beyond Level 3 ideas from and I can select a text s main points and summarise them orally. I can navigate a non linear text to retrieve information (e.g. IT based resources.) I can use quotation from the text to support my views. (4a) I know about the characters in my from what they do. I can recognise clues in the text and reflect upon what they mean. I know about the characters in my from what other characters say and do. I can guess what a character might do in different situations and can explain my thinking. I can interpret a character's motive from their actions at different points in the text. (4a) I can identify key themes of a text and discuss their significance to the story. (4a) organisation of, I can recognise that different parts of the text may have different purposes and this may be reflected in the layout. understand why authors use different presentational conventions (e.g. brackets, bold type, italics.) understand why are structured in different ways. I know why text types are written, structured and presented in different ways. (4a) has chosen to use a simile. I know how authors use language to make us laugh. has chosen to use figurative language and the effect this has on the reader. (4a) I can evaluate a text to identify fact and opinion. I can identify the main purpose of a text using examples from the text. I can recognise the author's point of view and the use of examples to support it. I can evaluate the usefulness of a text in relation to its purpose and find evidence to support my opinion. (4a) Relate to their I can clearly identify features in fiction which tell me which story type it is. I can recognise that the setting of a poem or story may affect the way I read and understand it. I can recognise and explain the features of different fiction and non-fiction genres, justifying my decisions. (4a)

5 Level 5 APP AF1 is not assessed separately beyond Level 3 ideas from and I can manage my own research to find information from a number of sources, including ICT. I can apply my research skills effectively and use information in an increasing number of forms, including computerbased systems. (5b) I can apply my research skills effectively to interpret and use information in any form, e.g., diagrams, maps, graphs, ICT programs, websites etc. (5a) I can evaluate how messages, moods and feelings affect the reader. justify my understanding of a text when challenged by alternative views. I can justify my understanding of a text when challenged by alternative views. (5b) I can confidently discuss a text, (including TV, film, web-sites and multimedia,) with others, responding and building on their views. (5a) organisation of, I can identify ways in which authors initiate and develop a plot in fiction. I can explain the precise function of organisational features in conveying meaning to the reader. I have a clear knowledge of how authors use organisational, structural features of to manipulate the reader. (5b) My knowledge of different text types enables me to recognise and evaluate the author's use of organisational, structural features. (5a) I can comment on an author's technique and intention in choosing particular words, phrases, constructions and describe their effect. I am able to identify formality in, and the use of standard and nonstandard English, and comment on their effect in the text. (5b) I can describe in detail how an author uses appropriate vocabulary and effective language. (5a) I can make a general comment about the writer's purpose and viewpoint. I can identify the writer's purpose and viewpoint, locating evidence for this from the text. (5b) I can explain the writer's purpose and viewpoint offering a range of evidence and identifying precisely the different ways in which this affects the reader. (5a) Relate to their I can identify how features of relate to the context in which they were written, e.g. time in history, place or culture. I am aware that the context of a text (e.g. when or where it was written,) affects my and understanding of it e.g. acknowledging shifts in culture and society. (5b) I can apply my knowledge of different authors and genres to discuss how a selected range of reflect the times, places and cultures in which they were written. (5a)

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