YEAR 1. Reading Assessment (1) for. Structure. Fluency. Inference. Language. Personal Response. Oracy

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1 I can read small words ending with double letters by sounding them out and putting all the sounds I can put 3 pictures from a story I know well in the right order. (ITP6) I know all the main 2/3 letter vowel sounds and can use them to sound out short words. (ITP7) I can read words that have a split vowel sound e.g. take, bike, fume, gene, pole. (ITP7) I can talk about the beginning, middle and end of stories and patterns in poetry. I can talk about the order of non-fiction texts like instructions. I can use my sounds to read easy 2 syllable words like mango and sunset. (ITP6) I can use the sounds/words I know to read compound words like playground, football, bedroom. I know sentences that help show it is the beginning or end of a story e.g. Once upon a time. I know that texts are presented in different ways e.g. instructions look different to poems. I can say the sound for all 44 phonemes as soon as I see them. (ITP8) I know what the narrator is in a story. I can use all 44 sounds to sound out words I don t know. (ITP8) I can read 10 (ITP6), 20 (ITP7) or all (ITP8) words from the Year 1 list. I listen carefully when my teacher shows me how poems, stories and non-fiction text look different I recognise and join in with well-known parts of a book, e.g. repeated lines. (ITP8) I can read most 3 letter words without sounding them out. (ITP6) I can read some CVC words I know without sounding them out e.g. coat, boil. (ITP7) I can answer questions by thinking about what I already know or have been told about a text. I can say what a person in the story is like when I have the story and pictures to help me. (ITP6) I can read some words that I have seen a lot, without sounding them out e.g tricky words. (ITP8) I can read a suffix at the end of a word e.g. words that end with ing, -ed, -er, est e.g. jumping, I read words with an apostrophe (can t or I m) and know that the is for the missing letter. (ITP8) When I have a picture from any story I have read or heard I can say what happens next. (ITP8) I can say what I think might happen before I hear the end of the story. (ITP7) I can talk about the main things that happen in a story I have heard or read. (ITP8) I read books that my teacher chooses for me out loud using my sounds. I talk about what a character wants or needs from what they say or do. I can show an adult my favourite books. (ITP7) I use the title and illustrations to choose books I think I will like to read. (ITP6) I am beginning to enjoy rhymes and poems, and say some off by heart. I can say when something in the book has happened to me. (ITP6) When my teacher reads a fairy story or class books I can say what I like and dislike about it. (ITP8) I share when I enjoyed doing something similar in real-life to what happens in the book. I begin to say what I like or dislike about a story using the word because. Language I can use good words to describe what a character in the story is like. (ITP8) I can talk about what words mean and try to work out new words from ones I already know. I talk about a book s title and why it is called that. I check that the text makes sense to me as I read and correct mistakes in my reading. I begin to change my voice to show when there is an exclamation or question mark. I know how to spot full stops to help me read in full sentences. I use full stops to help me take a breath between sentences when reading out loud. I make sure I take turns and listen well to what others think too. Reading Assessment (1) for I join in with talking about the book that has been read to me. I ask questions to help me understand better. YEAR 1

2 I keep working on decoding until my reading is fluent. I read words I don t know using my sounds quickly and correctly. (ITP10) I can talk about fairy stories and class books when I have questions and pictures to help me. (ITP9) I can find examples where a character has changed their behaviour in the story. I know that there are different sounds for graphemes e.g. sky, happy. I can use the sounds I know to read words with two or more syllables e.g. fantastic, contradict. (ITP10) I read more suffixes e.g. brushes, jumping, walked. I can read more words that end in -tion e.g. station, fiction. (ITP9) I can read words that end with -ture, -sion e.g adventure, division. (ITP10) I read most tricky words. I can think about why a character might say or do a certain thing in my book. I predict what might happen on the basis of what has been read so far (ITP9 & ITP10) I change my predictions when I hear/read new information. I understand how the character might be feeling. I can describe what a character is like and give reasons why using because. I know how different characters in a story will have different points of view about what happens. I read most words that I have seen a lot quickly without sounding and blending. (ITP9) I can read all the words on the year 2 list. (ITP10) I understand the meanings to new vocabulary I hear being used. I can share my favourite words and phrases. (ITP9) I check the text makes sense to me as I read and if I read a word wrong I change it to the right word. (ITP9) I can give examples from the book when giving my answers. I can talk about what is the same and different about lots of different stories and class books. (ITP10) I listen and begin to read longer books (with chapters). I can read silently in my head. I say what I like or dislike about different poetry, stories and non-fiction that my teacher reads and explain why. I can say who my favourite author is and what their books are normally like. (ITP10) I spot the language that is repeated in stories and poetry. I can identify the words or phrases that link events e.g. then, next, finally. I know that good English is always used in books. I can evaluate a simple persuasive text e.g I say which TV advert makes me want to buy something. I can talk about words that have been used for effect e.g. slimy is a good word here because... I can talk about specific words that create a setting (imagery). I can say how verbs used for dialogue help to tell me how a character is feeling e.g. he shouted, he whispered. I am being shown non-fiction books that are structured in different ways. I know I can use alphabetical order to help me find words in indexes/glossaries/dictionaries. (ITP10) I can talk about what happens first in a story and put the different parts of the story in the right order. I can talk about what words describe how a character is feeling e.g. nervously, excitedly. I can spot what words are often used in traditional tales, stories and narratives. When I am reading I know how to pause at a full stop. (ITP9) I know the difference between fiction and non-fiction. I understand books can be used to find things out and am starting to do so. I answer who, what, where and when questions about a text I have heard and read (ITP9 & ITP10) I know about different features of organisation e.g. bold, bullet points, headings. I know what question marks and exclamation marks are and use them to help me change the way I read. (ITP10) I can recite my favourite poems with the right tone to make it good to listen to. I build up a collection of poems I have learnt off by heart. I can ask questions about the story. I know that information is grouped by subject. I begin to use dictionaries and indexes to find information. I can talk about common themes in a traditional tale e.g. bad characters, magical objects, learning a lesson. I join in with others when talking about books and poems, making sure I take turns and listen to what they say too. Reading Assessment (2) for Year 2

3 I use my growing knowledge of root words, prefixes and suffixes, to read aloud and to understand the meaning of new words I see. I can read words where ch makes a different sound e.g. chef, chemist. (ITP11) I identify themes and ideas across a range of books e.g. good and evil. I work out main ideas from a book and can summarise these. I can read words that end in -ture, -ation, -ly e.g. adventure, sensation, usually. (ITP12) I can read some words where the 2 letter vowel sound is written differently e.g. vein, weigh, obey. (ITP11) I can read nearly half of the words in the Year 3/4 list. (ITP11) I can talk about what a character s feelings, motives and behaviour is from reading descriptions and actions in the story. I can find evidence to show what relationships certain characters have with one another. I have empathy with the character and can relate to what they do and why. When I come across a new word I look at the sentence it is in to help understand what it means. I listen to a range of fiction, poetry, plays, non-fiction and reference books or textbooks. I can ask questions when I am reading to help me understand the text. (ITP11) I can suggest reasons for actions and events in a story. I can predict what might happen next and say how likely it is to be a right prediction. (ITP12) I refer back to the text for evidence when explaining something. I can say what I think about easy poems and stories I have read or heard but I cannot always say why I think it. (ITP11) I talk about how good a text is and say why I think this. I can talk about the similarities and differences between plots. I can talk about different narrative genres including fairy stories, myths and legends. I justify my view about what I have read by giving reasons for my opinions. I can retell a story in the right order, with lots of detail about the characters, setting and plot. (ITP11) I can put 3 sentences about a topic in the right order without pictures to help me. (ITP11) I begin to use dictionaries to check the meaning of words that I have read. I spot new vocabulary or new ways of structuring a sentence. I think carefully about why the author chooses certain words in the text. I use words like alliteration, rhythm, rhyme, simile when talking about the language of a text. I talk about how the author has chosen words to create an overall impression on the reader, e.g. what words show us he is a sinister character? I spot and understand a range of conjunctions used to link events. I can show how settings are used to create atmosphere, e.g. how does this description make you think that bad things might happen here? I know that books are structured in different ways and written for a range of different purposes. I can spot and talk about conventions of different types of writing e.g. letters, instructions, diary entries. I talk about how the setting changes in a story e.g moving from a safe to a dangerous place to help build tension. I know how to change my voice (intonation, tone, volume) or use actions to make the poems and play scripts I perform aloud easy to listen to. I talk about how the structure of a piece of writing helps me to understand it better e.g. font size, bullet points. I use words like introduction, build up, climax, resolution when talking about narrative. I recognise some different forms of poetry. I know that speech marks mean that someone in the story/piece of writing is talking and change the way I read when I see them. (ITP11) I know what a comma is and use them when I am reading to make the sentences make sense. (ITP12) I join in with others when talking about books and poems, making sure I take turns and listen to what they say too. When reading non-fiction texts I can find the most appropriate information I need to answer questions. (ITP12) I can use contents pages and indexes to find information from non-fiction texts. I can extract information from tables and charts. I know the difference between general and specific detail. I can talk about the difference between 1 st and 3 rd person accounts. Reading Assessment (3) for Year 3

4 I can read words that start with super-, anti- and auto- e.g. autograph, superman, anticlockwise. (ITP12) I can talk about the way in which poetry is structured and how it makes the reader feel. I can read with accuracy words that end with sion, -cian, -ssion e.g. tension, musician, permission. (ITP13) I can think about different possible outcomes to conflict in a particular narrative. I can read words that start with dis-, mis-, in-, re- e.g. disappear, misbehave, inactive, redo. (ITP13) I read most tricky words and can talk about the unusual spellings of these words. I can read nearly all of the words in the Year 3/4 list. (ITP13) I use sounds and words I know to work out how a new word is said. (ITP13) I can identify themes in a range of texts e.g. courage over adversity. I can talk about what a character might be thinking or feeling by looking at what they are saying. I can talk about whether a character s behaviour was predictable or unexpected and why. I can spot the ways in which the author has made the reader try to feel sympathy or dislike for a character. I check that the text makes sense by always thinking about the meaning of words in context. I can talk about the differences between the main characters and what they do. (ITP12) I listen to, read and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or text- I can predict how a character might behave in a particular setting. books. I can say what I think about poems and stories I have read and can say why I think it. (ITP13) I can work out extra information for a character by thinking carefully about what they are saying or doing. I can sort out the main information in a piece of text and tell others about it. (ITP13) I am confident when using a dictionary to check the meaning of words that I have read. I talk about which famous authors/poets I enjoy reading. I talk about how the author has created a problem and resolution in a story. I can summarise the main ideas of a non-fiction text. I know the difference between fact and opinion. I compare the experiences of the characters to my own. I talk about how the key characters respond to a problem. I can explain what I think about a certain resolution in a story and talk about why I think this. I discuss how settings should change characters appearance, actions or relationships. I talk about the descriptive language used and how these words create a mood or atmosphere. I can spot figurative and expressive language that builds a fuller picture of a character. I discuss how language and details can build a picture in your head of an unfamiliar place. I spot how authors use complex sentences to add detail. I notice how specific words can link sections, paragraphs and chapters. I find examples of how the author uses precise vocabulary to help build an effective picture. I can justify my opinion of particular characters. I can find the small details and longer descriptions that help build a setting. I use words/phrases from the text when I am explaining my answer. (ITP12) I talk about how much a reader might enjoy a particular book and why. I know how use my voice to engage the listener when reading out loud. I usually tackle new words confidently so I read smoothly with expression. (ITP13) I have read a wide range of books, including fairy stories, myths and legends, and retell some of these orally. I can find examples to show the move between generalisations and specific information in texts. I can sort out the main information in a piece of text and tell others about it. (ITP13) I can spot the structure and features of a range of non-fiction, narrative and poetry texts. I can talk about the way in which the structure of non-fiction relates to its purpose, e.g. points in persuasive speech lead you to the author s viewpoint. I recognise the introduction, build-up, climax or conflict and resolution in narrative. I can identify a wide range of poetic forms e.g. cinquain, haiku, calligram, kenning. I can retrieve appropriate information in a text full of competing details. (ITP13) I notice how some events are presented in detail whilst others are skimmed over. I talk about how presentational features help the reader understand a text. Reading Assessment (4) for YEAR 4

5 I can read 25 (ITP14) or 50 (ITP15) of the words in the Year 5/6 list. With support from an adult, I can compare and contrast parts of different texts e.g. characters, settings. (ITP14) I use the sounds I know to work out words with prefixes and suffixes. (ITP14) I can read words with silent letters. (ITP14) I can work out the meaning of new words using different methods. (ITP14) I notice words and phrases in pre twentieth century writing that have changed meaning over time. I can compare how paragraphs are structured in different texts. I talk about how the author makes the different parts of the text fit together well. I discuss the structure of non-linear text where the reader can choose the path through the text. I spot the styles of different authors I use words from the text when asking a question to my group to help them understand better. (ITP14) I continue to read and discuss a wider range of fiction, poetry, plays, non-fiction and reference books or textbooks. I am increasing my 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. I learn some poetry off by heart. I know the difference between statements of fact and opinion. I can say who my favourite author is and why I like their books. (ITP14) I explain and discuss my understanding of what I have read, including through formal presentations and debates. I am familiar with the conventions of non-fiction text types e.g. first person in autobiographies. I summarise the main ideas from different sources to support note taking. I summarise the key details across different paragraphs that support the main idea. I notice how authors use direct or reported speech at different points to change the pace. I can read information from tables and charts to include this in a summary of the whole text. I can retrieve, record and present ideas from non-fiction texts. I retrieve information from more than one place in the text even amongst distracting data. (ITP15) I give my opinion freely and can explain why I think this. I talk about how an author builds a picture of a character using dialogue, actions and descriptive language. I can use what the text might, as well as what it actually says to provide evidence for what I think may happen next. (ITP15) I notice and compare themes within books. I know that characters have different perspectives in a story. I work out different attitudes of characters based on their appearance, actions and relationships. I talk about why a character makes surprising choices when this is not simply stated in the text. I talk about how formal the language is between characters and what this might tell me about their relationship. I show how the author signals a change in narration, time and place plus how this makes the reader respond. I think about how the time and place of setting affects what happens in the story. I use language like onomatopoeia, metaphor, simile, analogy, imagery and personification correctly. I give examples of where an author has used effective words and sentences for description. I spot a certain viewpoint in a text and can talk about whether it is balanced or biased. I spot figurative language and talk about what the author wanted the reader to understand. I check to see if a viewpoint changes in a story. I show I understand what I am reading by using appropriate emphasis, intonation and volume when performing. Reading Assessment (5) for Year 5

6 I can read all of the words in the Year 5/6 list. (ITP16) I justify what I think about a characters feelings, thoughts or motives from evidence in the text. I understand what hyphens do and can read words that have them correctly. (ITP15) I can use the sounds I know to work out most words I don t know. (ITP16) I check that the book makes sense to me, discussing my understanding and exploring the meaning of words in context. I choose to read a wide range of different types of books. (ITP15) I predict what might happen from details stated and implied. I spot and talk about different themes in a range of narrative texts. I discuss underlying themes across a range of poetry. I think about the publication date of a story and what sort of audience the author would have had in mind when writing. I read different types of books for pleasure and to find out information. (ITP16) I talk about how poets can create shades of meaning. I learn a wide range of poetry by heart. I explain the author s intent e.g. to manipulate the reader s emotions. I recommend books that I have read to my friends, giving reasons for my choices. I know the difference between implicit and explicit points of view. I compare the way characters are portrayed in a book and the film version I can reach a reasoned conclusion when reading competing views on an issue. I can discuss the main points from a text in a group and summarise the discussion. (ITP15) I can summarise competing views. I talk about how my opinion has changed whilst reading a text e.g. I didn t like this character at the beginning because but now I understand why I think about why the author has included dialogue at certain points in story e.g. explain plot or show relationships. I talk about how the author changes characters mood and situation when changing a scene. I spot more sophisticated links between and within paragraphs e.g. not just repeating obvious phrases like on the other hand. I spot how non-fiction texts expresses, sequences and links points well. I notice and talk about author s techniques and use of language for effect. I can justify my opinion of a text further by including information like whether it was believable or whether dilemmas were resolved well. I explain my opinion and preferences of what I read. When I am reading aloud I use the grammar and punctuation to make my reading interesting. (ITP15) I can use my understanding of punctuation and grammar to read fluently and with expression. (ITP16) I say why I agree or disagree with a narrator. I can spot stock characters in particular genres (e.g. the villain) and notice characters that surprise the reader (e.g. in a parody). I can compare and contrast parts of different texts e.g. settings, theme. (ITP16) When I am summarising a text, I use details and information from different parts to support me. (ITP16) I can talk about different narrative structures e.g. stories within stories or flashbacks. I can compare the conventions used across a range of non-fiction text types. I spot how non-fiction texts expresses, sequences and links points well. I research, record and present information from non-fiction making sure I refer to different parts of a text. Reading Assessment (6) for YEAR 6