English (Literacy) Reading Target Ideas. P Scale 4

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1 P Scale 4 Pupils listen and respond to familiar rhymes and stories Begin to remember one or two repeated words e.g. names of people or objects, or key words in a repetitive phrase, in a familiar text when sharing a book with an adult Begin to anticipate words which rhyme in familiar shared texts e.g. I ll huff and I ll puff. Have a few favourite books and ask for them to be read regularly Regularly anticipate events in well known texts by saying or signing a single word or phrase Pupils show some understanding of how books work Hold a book the correct way up Turn pages from front to back Look at left page before the right page Look carefully at the pictures in a book and point out details With support, finds a picture in an information text in the context of work on a class topic, activity or event

2 P Scale 5 Pupils select a few words, symbols or pictures with which they are particularly familiar and derive some meaning from text, symbols or pictures in a way familiar to them Recognise own peg by recognising a picture or own name Choose own photo/picture/name on arrival to place on a registration board Start to associate symbols shown at regular times of day with specific activities Recognise familiar captions (words or symbols) around classroom Recognise and point out the difference long and short words Begin to say single sounds (phonemes) in context of listening to an adult share an alliterative phrase or rhyme with the group: for example, say s as group share The sausage sat on a saucer Match objects to pictures and symbols physically by pointing or yes/no answers as adult supports Join in with actions in familiar stories/rhymes Look at pictures to see what happens next Comment on stories, for example, say It s funny Look at pictures to find answers to simple questions, such as Where s the dog? Pupils match objects to pictures and symbols Realise that a photo or symbol can represent an object Put toys or objects in a labelled container Place letter like shapes randomly on the page Play simple lotto games with objects and pictures or symbols Complete simple puzzles Match a cup to a picture of a cup Give out class name cards to a few other pupils

3 Reading P Scale 5 cont Performance Descriptor 3 Pupils show curiosity about content at a simple level Answer questions such as Where s the.. or Who is that? Use nouns and adjectives to tell an adult how to label pictures or photographs, e.g. red cup, big bear. Answer questions, recall a story or recount an event with 2 key word utterances / signs / symbols, such as It s the Hairy Giant, Big Bear! Repeat familiar repetitive phrases, such as Fee, Fie, Foe, Fun Join in with actions in familiar stories / rhymes, such as knocking on the door of the little pig s house at appropriate time

4 P Scale 6 Pupils select and recognise or read a small number of words or symbols linked to familiar vocabulary Play social sight lotto Match peer group photos to name cards Read own timetable words/symbols Find familiar words around the classroom and recognise that they match the same word in shared texts Show some ability to continue a rhyming string orally Read words in own photograph book or show recognition by body movements/vocalisation Read words/symbols linked to class jobs and routines or show recognition by body movements/vocalisation Begin to recognise when a significant word or symbol is omitted from a sentence in a familiar story Point to, or eye point to, words/symbols linked to familiar vocabulary left to right as words are read Pupils match letters and short words Match letters of own name to a name card Match short consonant-vowel-consonant words Match short words, such as cat, dog, ball, physically or by eye-pointing or access switch Point to, or eye-point to, words/symbols linked to familiar vocabulary left to right as words are read Point to first word in a phrase as reading begins, such as Carl walking, pointing to each word in turn Begin to recognise when a significant word or symbol is omitted from a sentence in a familiar story or text. Show that they know that printed and handwritten words (supported by symbols as necessary) carry meaning: for example, use, repeat or point to the text of classroom signs and notices, such as Please wash your hands. Recognise that familiar words are the same wherever they are seen and show this by indicating appropriate access mode Find familiar words around the classroom and recognise that they match the same word in shared texts

5 P Scale 7 Pupils show an interest in the activity of reading Choose own book to look at from a selection Pupil identifies a favourite book and looks at it Re-read frequently a variety of familiar texts. E.g. big books, story books, taped stories, caption, own and other children s writing. Choose a favourite book and indicate they want an adult to read it Take on the persona of a familiar character in role play or drama Link events in stories to own experience: for example, point to a picture and say I ve got a dog like that. Show understanding of events in a familiar rhyme or story to matching/indicating appropriate photographs or objects of reference Pupils predict elements of a narrative When the adult stops reading, the child is able to add an appropriate word / symbol within the context of the text. Predict words or symbols during shared reading, or when re-reading familiar stories: e.g. Who s that knocking on my? (Door), Each, peach, pear (plum) Identify the differences between words and the spaces between them Read with the one-to-one correspondence familiar printed and handwritten words in a variety of settings: stories, notes, registers, labels, signs, notices, letters, forms, lists directions, advertisements, newspapers Point to words in a shared text as opposed to symbols and pictures Show an understanding of story structure: e.g. notice when a page is missed out from a familiar book Hear and identify initial sounds in familiar words, by pointing, saying or by using a pattern of body movements which the class or group have learned to associate with a particular phoneme.

6 P Scale 7 cont. Performance Descriptor 3 Pupils distinguish between print or symbols and pictures in texts Point to words in shared text as opposed to symbols or pictures Know the difference between print/symbols and drawings on own books and on white board Performance Descriptor 4 Pupils understand the conventions of reading Following text left to right, top to bottom and page following page, identify the difference between words and the spaces between them Know that words are ordered from left to right, in English and point to them as the adult reads Read back own role-play writing showing evidence of the understanding of the one-to-one correspondence between spoken words and their written representation Read back own role-play writing, varying each time and space words used to correspond to the writing Performance Descriptor 5 Pupils know that their name is made up of letters Sound and name some letters of the alphabet in upper and lower case, or indicate recognition in some way Join in with saying or singing parts of the alphabet Show interest in alphabet books and recognise many letters Use a clicker grid to select the letters of their first name when written in order on the screen

7 P Scale 8 Pupils understand that words, symbols and pictures convey meaning Pupils ask what does that say? when they notice writing in the environment Point to classroom display and read simple caption. Use knowledge of language structure to predict what a words missing from a sentence might be: e.g. a word hidden under a sticky note placed on top of the text in a big book In context of shared or guided reading, point to/identify full stops and capital letters Begin to show understanding of adverts in a print context: e.g. Talking loudly/softly, clapping quickly/slowly, when an adult holds up and reads the relevant word or phrase Recognise and indicate the main character or event in a familiar text Place events in reasonable order, through oral recount or ordering pictures / objects of reference Read names of children in the class and story characters in the books Expect written text to make sense: look at pictures to check for sense Identify the subject of a book by using titles and illustrations Pupils recognise or read a growing repertoire of familiar words or symbols, including their own names Join in circle game contributing a rhyming word e.g. cat, hat, mat Clap a number if syllables in a word Begin to read high frequency words from Phase 2. Letters and sounds, begin to read other familiar or important words Recognise / match a range of familiar print / symbols from everyday items such as packaging Follow written instructions as part of a game Read familiar repetitive phrases in familiar stories Who s that trip trapping on my bridge? Point to and read labels, captions, class jobs Hear and say the initial or dominant sound in words and know which letters represent some of these sounds In the context of shared reading, out the words of a sentence in the correct order e.g. children each hold a word in the sentence and have to put themselves in the right order

8 P Scale 8 cont. Performance Descriptor 3 Pupils recognise at least half the letters of the alphabet by shape, name or sound Identify other words that start with a familiar letter sound Count and name each letter of the alphabet Read alphabet books, sounding each letter Begin to use knowledge of letter sound correspondence to help predict words when reading Hear and say the initial or dominant sound in words and know which letters represent some of these sounds Performance Descriptor 4 Pupils associate sounds with patterns in rhymes, with syllables and with words or symbols Continue a rhyming string Find words that rhyme with known words Play with nonsense words as part of a piece of drama using a computer to record their made up rhyming words as part of a powerpoint presentation

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