S1
Can recognise own nameCan hold book correctlyCan recognise front and back coverCan understand that reading is made from writingCan understand that print conveys meaningCan differentiate between text and illustrationCan name some letters (capitals and lower case)Can talk about stories and use pictures to supportCan locate the titleCan open the front coverCan turn pages appropriatelyUnderstand that left page comes before rightUnderstand that we read print left to rightMatch spoken word to printed word Locate familiar words and use them to check own readingUse the meaning of the textUse language patterns (syntax)Predict the story line and some vocabulary
ABCD
EF
G
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IJKLMNO
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S1
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S2
Can locate and recall the title
Have secure control of one-to-one meaning
Use known words to check and confirm reading
Start to read more rhythmically or use phrasing while maintaining track of print
Repeat words, phrases or sentences to check, confirm or modify own reading
Predict from meaning, syntax and print to solve new words
Can recognise familiar words in simple text
Can recognise print structure of a word, individual letters and the space between words
Can say how they feel about stories andpoems
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I
S2
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S3
Can follow print with eyes, only finger-pointing at points of difficulty
Can take note of punctuation to support the use of grammar and oral language rhythms
Can cross-check all sources of information more quickly while reading
Can note familiar words and letter clusters and use these to get to unknown words, e.g. look – took
Can search for information in print to predict, confirm or attempt new words while reading
Notice relationships between one text and another
Can predict in more detail
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G
S3
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S4
Can move through text attending to meaning, print and sentence structure flexibly
Can self-correct more rapidly on the run
Can re-read to enhance phrasing and clarify precise meaning
Can solve new words using print information along with attention to meaning
Can use analogy with known vocabulary to solve new words
Can manage a greater variety of text genre
Can discuss content of the text in a manner which indicates precise understanding
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G
S4
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S5
Can read aloud with support
Can make simple deductions with help and prompts from the teacher
Can read fluently with attention to punctuation
Can solve new words using print detail while attending to meaning and syntax
Can track visually additional lines of print without difficulty
Can manage effectively a growing variety of texts
Can discuss and interpret character and plot more fully
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G
S5
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S6
Can get started without relying on illustrations
Can read longer phrases and more complex sentences
Can attend to a range of punctuation
Can cross-check information from meaning, syntax and print on the run
Can search for and use familiar syllables within words to read longer words
Can infer meaning from the text
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F
S6
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S7
Can extract meaning from the text whilereading with less dependence on illustrations
Can approach different genres with increasing flexibility
Can use punctuation and text layout to read with a greater range of expression
Can sustain reading through longer sentence structures and paragraphs
Can tackle a higher ratio of more complex words
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S7
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S8
Can look through a variety of texts with growing independence to predict content, layout and story development
Can read silently or quietly at a more rapid pace, taking note of punctuation and using it to keep track of longer sentences
Can solve most unfamiliar words on the run
Can adapt to fiction, non-fiction or poetic language with growing flexibility
Can take more conscious account of literacy effects used by writers
Can begin to make more conscious use of reading to extend speaking and writing vocabulary and syntax
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F
S8
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S9
Can look through a variety of texts with growing independence to predict content, layout and story development
Can read silently or quietly at a more rapid pace, taking note of punctuation and using it to keep track of longer sentences
Can solve most unfamiliar words on the run
Can aapt to fiction, non-fiction or poetic language with growing flexibility
Can take more conscious account of literacy effects used by writers
Can begin to make more conscious use of reading to extend speaking and writing vocabulary and syntax
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F
S9
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S10
Can read aloud confidently, using expression and intonationCan comment on the ways in which the book is written or presentedCan suggest extensions or alternatives to plotCan identify and discuss main charactersCan use knowledge of the alphabet to locate information in dictionaries, indexes etcCan suggest extensions or alternative to plotCan read silently most of the timeCan sustain interest in longer text, returning to it easily after a break Can use text more fully as a reference and as a modelCan search for and find information in texts more flexiblyCan notice the spelling of unfamiliar words and relate to known wordCan show increased awareness of vocabulary and precise meaningExpress reasoned opinions about what is readOffer and discuss interpretations of text
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CDE
FGH
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L
MN
S10
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S11
Can read independently, using strategies appropriately to establish meaning
Can show understanding of main points
Can express reading preferences
Can extract information from non-fiction
Can make sensible predictions
Can use appropriate voices for characters
Can adopt a story-telling voice
Can recognise the main differences between fiction and non-fiction texts
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H
S11
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S12
Can read a range of appropriate texts fluently and accurately
Can justify prediction by referring to the story
Can begin to find meanings beyond the literal
Can respond to the tension in a story
Can read ahead to determine direction in meaning
Can pause appropriately in response to punctuation and/or meaning
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F
S12
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S13
Shows understanding of significant ideas, themes, events and characters
Can identify key points when reading an appropriate text
Can use evidence from the text to justify opinion
Can locate and use information
Can show with help that they have used inference and deduction
Can find relevant words in a text without prompting
Can show awareness of the listener through use of pauses, emphasis and pace to entertain and maintain interest
Can understand how the meaning of sentences is shaped by punctuation, word order or connectives
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S13
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S14
Can refer to the text to support predictions and opinionsCan show by their answers that they have read beyond the literalCan tackle unfamiliar and challenging texts with confidence Can identify expressive, figurative and descriptive language used to create effects in poetry and proseCan use skimming, scanning and note-making to identify the gist or key points in a textCan recognise the ways writers present issues and points of view in fiction or non-fictionCan identify how language is used and structured in a range of textsCan recognise complex sentencesCan recognise and identify the language conventions of a range of textsCan locate relevant information and use finding coherentlyCan identify fact and opinion in a text
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HI
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S14
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S15
Can use voice and language to engage the reader
Can select relevant information from a range of appropriate texts
Can identify key features, themes and characters across a range of appropriate texts
Can select sentences, phrases and relevant information to justify opinions
Can clearly understand the story
Can draw on detail to give persuasive answer to questions
Can explain implied meanings making reference to text
Can use note-making effectively to summarise the main points in a text
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H
S15
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S16
Can use inference and deduction with confidence
Can describe and evaluate authors’ use of techniques, e.g. narrative structure, themes or figurative language, justifying interpretations by reference to the text
Can retrieve and collate information from a range of sources
Can communicate a sense of the hidden irony
Reads and comprehends text that is abstract and removed form personal experience
Makes critical comparisons between texts
Can recognise and discuss the elements and purposes of different text structures, e.g. reports, procedures, narratives etc.
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S16
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