children’s targets for reading - rivington...

Learning andProgression Steps

www.lancashire.gov.uk/lpds

Children’s Targets for Reading

Learning and Progression Steps (LAPS) in Reading Children's Targets for Reading

Points to remember:

www.lancsngfl.ac.uk

Section 1LAPS and Child Friendly Targets

Children's Targets for Reading Year 1 Targets 1

Range: Approximate Phonics Phase:

Year 1 Class:

Approximate Book Band: Group: Date/Term:

Dimensions Year 1 LAP 1 Year 1 Targets 1 Word reading

words

bread seat post slot hatwas snow cow

words

words

–s, -es words –s –es

jumping, pocket, longer, boxeswords

I’m. I’m .

Developing pleasure in reading and motivation to read

Have you ever been to the beach?Have I

ever been to the beach?words words

from


Understanding books which they can read themselves and those which are read to them

words words

what do you know about minibeasts?

by saying something they have found out.

titles, contents page and labelled diagram.

titles, contents pages, labelled diagrams.

Participating in discussion



Year 1 Class:



words

e.g. fin mind farmer her giant grand; pearl hearing.

words

words

-ing, -ed words -ing –ed .

picnic, sticker, dinner; haircut, something, flipchart.

words picnic, sticker, dinner; haircut, something, flipchart

I’m, I’ll, we’ll I’m I’ll and we’ll

words


words words

fairy stories, traditional tales and stories by well-known authors. small world, role play, storytelling.

small world, role play, storytelling.

words words



words words


first, next, after that, later on, at the end.

words first, next, after that, later on, at the end.

e.g. character profile, role on the wall. character profile, role on the wall.

Why do you think he said…? Why do you think he did that?

Why do you think he said…? Why do you think he did that?






Year 1 Class:



Letters and Sounds

Letters and Soundswords

Letters and Sounds. Joe hopes the

toads are not in the snow.

ice cream chef, school church; could, found, you shoulder.

words . I have read the book; I will read the book.

words

words

–s, -es, -ing, -ed, -er, -est words –s, -es, -ing, -ed, -er, -est

farmyard, playground, September, Saturday, internet, animal, Africa.

farmyard, playground, September, Saturday, internet, animal, Africa.

I’m, I’ll, we’ll words I’m, I’ll, we’ll

words


I will be able to tell you details about how books match up with things I have known and done.

small world, role play, storytelling.I will be able to retell familiar stories using patterns and repetition when I am working in different areas e.g. small world, role play, storytelling. I will be able to enjoy and recite rhymes and poems and I will be able to tell you which I like best.

I will be able to choose books which I want to read and will be able to give you good reasons for why I have chosen them.



wordswords words



words

I like the Little Red Hen because she…


story map. story maps

wanted poster, character profile.wanted

poster, character profile

The Runaway Train; Not Now Bernard!Why do you

think he said…? Why do you think he did that?Why do you

think he said…? Why do you think he did that?


titles, contents page and labelled diagram


Children's Targets for Reading Year 2 Targets 1 Range:

Approximate Book Band:

Year 2 Class: Group: Date/Term:

Dimensions Year 2 LAP 1 Year 2 Targets 1Word reading words

words

clownwillow

word

-ing, -ed, -er, -est, -y. words suffix -ing, -ed, -er, -est, –y

Developing pleasure in reading and motivation to read . words

Children's Targets for Reading Year 2 Targets 1 Understanding books which they can read themselves and those which are read to them

words

words

pausing at full stops, question marks and exclamation marks.

punctuation pausing at full stops, question marks and exclamation marks.

questions

who, what, where, when, why, how who, what, where, when, why, how questions

I wouldn’t like to live next door to those noisy pirates!

what is the character thinking, saying and feeling?

sub-headings, contents, bullet points, glossary, diagrams. Participating in discussion pairs, guided groups.

I agree because…, I disagree because…


Range:



Dimensions Year 2 LAP 2 Year 2 Targets 2Word reading I will be able to read books out loud, using my phonics automatically to help me sound out new

words.

I will be able to re-read

I will be able to read words I meet all the time quickly and smoothly, without sound talking each word.

I will be able to read by blending the sounds in a word, spotting where some graphemes can

treated headingcarrot recently.

I will be able to read words that some graphemes can make

–ness, -ment, -ful, -ly. I will be able to read words with the suffix, -ness, -ment, - and -ly in my reading.

I will be able to read more tricky words.


nt parts in order.

I will be able to use my own story map to retell a story.

I will be able to spot key words or phrases that are used over and over again in a poem.



words words

a toad is similar to a frog.punctuation pausing at commas which separate

items in a list.pausing at commas

which separate items in a list.questions

who, what, where, when, why, how questions

who, what, where, when, why, how

I think Dougal should stay in Atlantis because he will not have to do his boring job anymore.

improvisation, freeze frames and thought tracking.

why do you think that happened; how do you think the problem will be resolved?

punctuation pausing at commas which separate items in a list.

Participating in discussion pairs, guided groups, whole class.


Range: traditional tales, tales from other cultures, adventure stories

instructions, letters, non-chronological reports, explanations.

classic poems, poems on a theme, riddles, rhyming poems.



Dimensions Year 2 LAP 3 Year 2 Targets 3Word reading

words

words

shoulder, roundabout, grouping.

words

–ness, -ment, -ful,-less -ly, -ing, -ed, -er, -est, -y.

words suffix -ness, -ment, -ful,-less -ly, -ing, -ed, -er, -est, –y


First of all…, Moments later…, After a while…, Finally.... First of all…, Moments later…, After a while…, Finally....

run, run as fast as you can e.g. long, long ago in a land far away

words



make lists of words according to word class (nouns, verbs, adjectives and adverbs).

words

terror, terrorised.

pausing at full stops, changing voice in response to an exclamation mark and question mark.

punctuation

What do we know? What do we want to know? What have we learned?

questions

who, what, where, when, why, how

who, what, where, when, why, how questions

Hansel was clever when he put stones in his pocket because…

words

what do you think the character is feeling when…? What makes you think this?

questions



Range:fables, fairy tales, folk tales, mystery and adventure, play

scripts.recounts, diaries, non-chronological reports,

persuasion.classic poetry, shape poems, calligrams, poems on a theme.



Dimensions Year 3 LAP 1 Year 3 Targets 1Word reading

forget, forgetting; begin, beginner; garden, gardening, gardener; prefer, preferred.

words wordsuffix

unacceptable, unlock, unbelievable; disappoint, disagree, disappear, disobey; misbehave, mislead, misspell.

prefixes words.

sadly, finally, completelysuffixes words.

words

Pleasure first of all…, later on…, after that…,

eventually…, finally…

words first of all…, later on…, after that…, eventually… finally…

The Hare and the Tortoise, The Fox and the Crow, The Lion and the Mouse.

animals which behave like humans, a lesson learnt, one or two characters only.

Understanding words phrases

words

word

. pausing at full stops, changing voice in response to an exclamation mark and question mark.

punctuation


Understanding Contd. Perhaps…, I am interested by…

Perhaps…, I am interested by…

What did he do…, What did he think when...?Why did the Pied Piper

take revenge? Why did the hare challenge the tortoise to a race?

The Snow Queen is an evil character – true or false?

non-chronological reports, biographies, persuasive letters.

persuasive letters and leaflets, shape poems and calligrams.

Non-fiction information retrieval

sub headings, bullet points, glossaries, diagrams.

contents, index, page numbers, hyperlinks and icons.words, phrases

sentences.Discussion

answering questions, and making relevant comments.

pairs and guided groups.



scripts. recounts, diaries, non-chronological reports,

persuasion. classic poetry, shape poems, calligrams, poems on a theme.



Dimensions Year 3 LAP 2 Year 3 Targets 2 Word Reading

limit, limiting, limited, limitation.word

refresh, redecorate, reappear; preschool, prepay, prehistoric.

prefixeswords

energetically, frantically, gently, nobly, comically.suffixes

wordswords

Pleasure

. good over evil, weak and strong, wise and foolish, rich and poor.

good over evil, weak and strong, wise and foolish, rich and poor

magical sentence, a wish, a spell or a chant, repeated several times.

magical sentence, a wish, a spell or a chant, repeated several times.


words .

appropriateword

show a rising inflection in response to a question mark.

punctuation

I am puzzled by…, I’d like to know if…, I’m not sure but… I am puzzled by…, I’d like to know if…, I’m not sure but…


Understanding Contd. Why did…, How did…? What happened when…? Why did…, How did…? What happened when…?

The Iron Man is a mysterious character. What evidence is there to support this point?

The Iron Man is a mysterious character. What evidence is there to support this point?

discussion texts, information texts.paragraph

paragraph

poems on a theme, discussion textsNon-fiction information retrieval text boxes, contents, bullet points,

glossaries, diagrams

contents, index, headings, sub-headings, page numbers, hyperlinks, icons and drop down menus


key words and phrases, page references and headings, and use these in subsequent writing.

key words and phrases, page references and headings

Discussion generating, asking and answering

questions, making comments using tentative language.

pairs and guided groups.



scripts.recounts, diaries, non-chronological reports,

persuasion.classic poetry, shape poems, calligrams, poems on a theme.




base, basic, basically; drama, dramatic, dramatically.word

incorrect, inactive, inappropriate; impossible, immature, impoliteprefixes

words

mountainous, humorous, poisonous, dangerous, courageous.suffixes

wordswords

Pleasure

good over evil, weak and strong, wise and foolish, mean and generous, rich and poor.

good over evil, weak and strong, wise and foolish, mean and generous, rich and poor.

numbers three and seven in fairy tales, characters who speak in riddles, rhymes or old-fashioned English.

numbers three and seven in fairy tales, characters which speak in riddles, rhymes or old-fashioned English.


words

appropriateword

changing voice in response to inverted commas, pausing at commas in lists and commas used to demarcate clauses.

punctuation


Understanding Contd. At first I thought…but now…, I was wondering whether…, Does anyone

else think that…?I am puzzled by…, I’d like to know if…, I’m not sure but…

Why did the character..., What might happen if she…, How did he know about…?

Why did the character..., What might happen if she…, How did he know about…?

characters

explanations, information texts.

play scripts, classic poetry, explanations.Non-fiction information retrieval

create a KWL grid.

text boxes, contents, bullet points, glossaries, diagrams. text boxes, contents, bullet points, glossaries, diagrams


flow chart, ‘for’ and ‘against’ columns.

words phrases sentences

Discussion expressing preferences, providing

opinions, generating, asking and answering questions, and making relevant comments.

whole class, pairs, guided groups, book circles.


Range: myths, fairy tales, fantasy, issues and dilemmas, play scripts.

newspapers, explanations, information, persuasion, discussion.

classic poetry, kenning, haiku, cinquain, poems on a theme.




fame, famous, famously; surprise, surprisingly; decide, undecided, decision, indecisive; appear, reappear, disappear, appearance; favour, favourite, favourable.

words wordprefix suffix

o irregular, irreplaceable, irresponsibleo ) illegal; illogical.

prefixes words.

o : invention, description; o : confession, admission.

suffixes nouns.

words

Pleasure I really liked the part when…, The scariest/funniest/saddest part was …; The part I really saw in my imagination was…

sentence

Understanding words

words

word

changing voice in response to inverted commas, pausing at commas in lists and commas used to demarcate clauses.

punctuation

generating questions, finding answers, story shapes and charts, role on the wall.


Understanding Contd.

safe and dangerous, rich and poor.

PE

e.g. In narrative - The main character is alarmed because… or in a Newspaper – The event took place on… at…

newspapers, classic poetry, explanations.

limericks, riddles, calligrams, classic poems, narrative poems.


create a KWL grid.

questions

text boxes, glossaries, diagrams, bibliographies.

spidergram, flow chart, ‘for’ and ‘against’ columns.

Discussion expressing preferences, providing

opinions, generating, asking and answering questions, and making relevant comments.

whole class, pairs, guided groups, book circles.








strange, stranger, strangely, estranged; probable, probably, improbable; guide, misguided, guiding; answer, unanswered, answerable; centre, central, centred.


o subheading, submarine, submergeo interact, intercity, international.

prefixes words.

o musician, electrician.o decision, invasion, confusion

suffixes

words

Pleasure performing and recommending poems,

completing a recommended reads chart, creating a book review board game.

Understanding

alliteration, noun phrases.

words

appropriate

pausing at the comma after a fronted adverbial.

punctuation

complete a sorting activity using some statements which make direct references to the text and others which contain implied information.


Understanding Contd. visualisation, constructing images, relationship grids and freeze frames.

just and unjust.

E PP E

e.g. In narrative – The main character decided to leave because … with two or more reasons, or in persuasive texts – Buy this today... because…. with 1/2/3 reasons across a text.

persuasion, non-chronological reports, issues and dilemmas

limericks, riddles, calligrams, classic poems, narrative poems.


text boxes, sub-headings, bullet points, glossary, diagrams. contents, index, headings, sub-headings, page numbers, hyperlinks, icons and drop down menus

Discussion

building on the ideas and contributions of others and sharing personal reflections.

using an example, quoting directly from the text, making links with prior experiences of reading or real life situations.








separate, separately, separation; image, imagine, imagination; continue, continually, continuation; inform, information, informative, informant; adore, adoringly, adoration


o superman, supermarket;o antiseptic, anticlockwise, antisocial

autograph, autobiography.

prefixes words.

admiration, preparation, adoration, sensation, information.suffixes nouns.

words

Pleasure

comparing and ranking characters, contributing to a book recommendation display.

Understanding

similes and metaphors.

words

appropriateword

. The tour guide announced ‘Be back here at four o’clock!’

punctuation


Understanding Contd. book talk, generating questions, refining thinking, modifying questions,

feelings graph to show how characters’ emotions develop, and character ranking to order most powerful to least powerful with evidence from the text.

origins of the earth, its people and animals.

P Erange E

P

e.g. The character is evil because…1/2/3 reasons; Clitheroe Castle is a worthwhile place to visit because 1/2/3 reasons across a text.

poems with a structure, folk tales, discussion texts.

haiku, limericks, kennings, classic poems, narrative poems.


text boxes, sub-headings, bullet points, glossary, diagrams. contents, index, headings, sub-headings, page numbers, hyperlinks, icons and drop down menus

Discussion:

expressing preferences and giving reasons, making recommendations and challenging others courteously.

whole class, independent reading groups, book circles.


Range: modern fiction, myths, legends, fiction from our literary

heritage and books from other cultures and traditions.persuasive texts, magazines, discursive texts.

classic narrative poetry, limericks, haiku, poems with figurative language.




o -ible (meaning ‘capable of’) – accessible, visible, terrible, audible. o -able (meaning ‘capable of’) – reliable, dependable, reasonable. o -ibly (meaning ‘capable of’) – legibly, incredibly, forcibly. o -ably (meaning ‘capable of’) – considerably, admirably, amiably.

suffixeswords

words

Maintaining positive attitudes to reading

contribute to a ‘what are you reading?’ display; give short, oral recommendations in small groups.

Understanding

‘Let’s eat Grandma.’ and ‘Let’s eat, Grandma.’

punctuation

generating questions to refine thinking, noting thoughts in a reading journal.

generating questions to deepen my thinking, noting my thoughts in a reading journal.

When Lucy went through the wardrobe, she knew she had entered a new land



rags to riches, difference, facing fear. word

two different characters, or the same character at key points on their journey through a story.

persuasion.words phrases bullet

points sentences

paragraph

. I think… I know this because the author says…

I think … I know this because the author says…

use of rhetorical questions or alliteration in persuasive advertisements.

use of rhetorical questions or alliteration in persuasive advertisements.

Evaluating the impact of the author’s use of language

It makes me imagine…, It’s the author’s way of saying…

It makes me imagine…, It’s the author’s way of saying…

Discussion and Debate

a character, author or book recommendation








o -ant (meaning ‘a person who’) – observant, hesitant, tolerant. o -ance (meaning ‘quality, action, state or process’) – observance,

hesitance, tolerance, substance. o -ancy (meaning ‘state’ or ‘quality’) – pregnancy, buoyancy,

absorbency.

wordssuffixes.

words


add comments to card inserts for books in the class library or contribute to a reading blog.

. classic narrative, limerick or haiku

Understanding

commas used to: o demarcate clauses (including relative clauses). o follow a fronted adverbial. o avoid ambiguity.

commasambiguity

freeze frames and thought tracking at different points in the story, writing in role.

What might Alice’s thoughts have been immediately before drinking the potion? What evidence do you have?



. I think this author believes aliens could exist

childhood, love, loyalty, betrayal word

magazines, information texts linked to cross curricular themes.

identify words and phrases which tell you …, find three words or phrases which suggest tha ...

paragraph

children are given the point and evidence and they are required to provide the explanation.

limericks, haiku, poems on a theme.Evaluating the impact of the author’s use of language

It makes me imagine…, It’s the author’s way of sayingIt makes me imagine…, It’s the author’s way of saying

Discussion and Debate

another curriculum area.avoidance of informal words such as ‘stuff’ and

‘thing’; ensuring correct subject and verb agreement when using singular and plural (was/were).

avoiding informal words such as ‘stuff’ and ‘thing’; using was/were correctly.








o -ent (meaning ‘quality, action, state or process’) – innocent, decent, frequent, confident.

o -ence (meaning ‘quality, action, state or process’) – innocence, confidence, obedience, independence.

o -ency (meaning ‘quality, action, state or process’) – frequency, decency, contingency, inefficiency, clemency.

words wordssuffixes

words


newspaper or magazine article, information books or websites.

newspaper or magazine article, information books or websites.

Understanding

The cake was lovely – delicious in fact – so I had another slice.

commas, dashes brackets The cake was lovely – delicious in fact – so I had another slice.

stating and justifying opinions, considering the views of others and asking questions.

stating and justifying my opinions, considering the views of others and asking questions.

Why did Bess pull the trigger in the poem ‘The Highwayman’?



select, from a range provided by the teacher, the theme which acts best as a one word summary of a story or poem.

select, from a range provided by the teacher, the theme which acts best as a one word summary of a story or poem.

of the same events.

of the same events.

two contrasting accounts of the same historical event, or two opposing points of view about an issue being debated.

two contrasting accounts of the same historical event, or two opposing points of view about an issue being debated.

. identify words and phrases which tell you the character has a hard life,

find three words or phrases which suggest that the author is opposed to deforestation.

. identify words and phrases which tell you the character has a hard life, find three words or phrases which suggest that the author is opposed to deforestation.

paragraph

P E E I think …(point) I know this because the author says…(evidence) This evidence shows that…(explanation).

P E E I think …(point) I know this because the author says…(evidence) This evidence shows that…(explanation).

formal letter, persuasive speech, myths, legends.

formal letter, persuasive speech, myths, legends.


noun phrases

Discussion and debate

.


Range: modern fiction, traditional stories, fiction from our literary

heritage and books from other cultures and traditions.biographies, explanation texts, hybrid texts, persuasive

texts. classic poetry, poems with imagery, poems on a theme.



Dimensions Year 6 LAP 1 Year 6 Targets 1 Word Reading e.g.

not reading invitation for imitation. words word e.g. not reading

invitation for imitation.

o malicious, suspicious.o nutritious, cautious

suffixes words

words


contributing to reading blogs, being a reading champion working with reluctant readers.

contributing to reading blogs, being a reading champion working with reluctant readers.

songs or poetry they have written themselves

Understanding

stating and justifying opinions, considering the views of others and asking questions.

stating and justifying my opinions, considering the views of others and asking questions.

P EE words

P E E

the author’s description, and from characters’ actions and dialogue

I would not have enjoyed Dorothy’s life on the farm in Kansas)



loss, friendship, survival.

loss, friendship, survival. word

biography, review of a play or performance.identify words and phrases which tell you

the character is frustrated, or find three words or phrases which suggest that a theme park is exciting.

identify words and phrases which tell you the character is frustrated, or find three words or phrases which suggest that a theme park is exciting.

persuasive leaflet, balanced argument.Evaluating the impact of the author’s use of language words phrases

Discussion

expressing opinions and preferences, and giving reasons.

about a character, famous person. guided reading group.

a guided reading group) about a character, famous person.




texts.classic poetry, poems with imagery, poems on a theme.



Dimensions Year 6 LAP 2 Year 6 Targets 2 Word Reading words, prefixes suffixes

words un+happy+ness, dis+repute+able, dis+respect+ful, re+engage+ment.

o cialo tial,

suffixeso –cial o -tial,

words


writing recommendation card inserts for books in the library, presentations within a reading assembly.

writing recommendation card inserts for books in the library, presentations within a reading assembly.

poems with imagery.

.

Understanding

raising questions, justifying opinions and responding to different viewpoints within a group.

raising questions, justifying opinions and responding to different viewpoints within a group.

P EE

P

P EE

P words

How might Tom be feeling? What evidence supports this?

I think this is a hybrid text with elements of instruction, explanation and persuasion)



similar events in different books such as being an evacuee in Carrie’s War and Goodnight Mr Tom

ambition, fortune, power) word

web pages, newspapers.

word


Life is like a race. The one who keeps running wins the race and the one who stops to catch a breath loses Just as a sword is the weapon of a warrior, a pen is the weapon of a writer.

words phrases


I agree but also…; That’s a thought…maybe…; Yes, and maybe…

I agree but also…; That’s a thought…maybe…; Yes, and maybe…

pictures, props, ICT. pictures, props, ICT




texts.classic poetry, poems with imagery, poems on a theme.



Dimensions Year 6 LAP 3 Year 6 Targets 3 Word Reading chef,

chalet, machine, brochure – French in origin.chef, chalet,

machine, brochure – French in origin.words


recommending books with particular attention to the interests and preferences of peers, recommending books within a book circle.

Understandingtexts they read independently and those which are read to them

challenging peers with questions, justifying opinions, responding to different viewpoints within a group.

challenging peers with questions, justifying opinions, responding to different viewpoints within a group.

P E Eusing the PEE prompt –

Point+Evidence+Explanation.Why did Fagin look

after the boys? What evidence do you have to support this?

hope, family, love, homes

first-hand account of an event compared with a reported example such as Samuel Pepys’ diary and a history textbook.

first-hand account of an event compared with a reported example such as Samuel Pepys’ diary and a history textbook.


Understandingtexts they read independently and those which are read to them Contd.

use of dialogue to indicate geographical and/or historical settings for a story.


Evaluating the impact of the author’s use of language one word sentence; beginning sentences with ‘and’ or ‘but’;

repeated use of the same word.

one word sentence; beginning sentences with ‘and’ or ‘but’; repeated use of the same word.


I like that idea but have you thought about…; Ok, but what about looking at it this way…; I can see your point but…

I like that idea but have you thought about…; Ok, but what about looking at it this way…; I can see your point but…

cue cards

the subjunctive; the passive voice, nominalisation

If I were to…; My conscience requires that…; It could be argued that…; The proposed suggestion…

Section 2Child Friendly Targets

Child Friendly Targets for Reading Year 1 Targets 1

Dim

ensions Year 1 Targets 1

Word reading

words

words

words

words

–s–es

words

I’m

.

Developing

pleasure in reading and m

otivation to read

Have I ever been to the beach?

words

words

Understanding

books which

they can read them

selves and those w

hich are read to them

words

wordstitles, contents pages, labelled diagram

s.



Dim


Word reading

words

words

words

words

-ing–ed

.

words

picnic, sticker, dinner; haircut, something, flipchart

I’m I’ll and w

e’ll

words

Developing


otivation to read

words

words

small w

orld, role play, storytelling.

words

words

Understanding

books which

they can read them

selves and those w


words

wordsw

ordsfirst, next, after that, later on, at the end.

character profile, role on the wall.

Why do you think he said…

? Why do you think he did that?




Dim


Word reading

words

. Joe hopes the toads are not in the snow

.

words

. I have read the book; I will read the book.

words

words

words

–s, -es, -ing, -ed, -er, -est

farmyard, playground, Septem

ber, Saturday, internet, animal, Africa.

words

I’m, I’ll, w

e’ll

words

Developing


otivation to read

small w

orld, role play, storytelling.

Understanding

books which

they can read them

selves and those w


words

words

words

what do you know

about m

inibeasts?

words


story m

aps

wanted poster,

character profile

Why do you think he

said…? W

hy do you think he did that?

titles, contents page and labelled diagram



Dim


Word reading

words

words

word

words

suffix-ing, -ed, -er, -est,

–y

Developing


otivation to read

words

Understanding

books which

they can read them

selves and those w


words

words

punctuationpausing at full stops, question m

arks and exclam

ation marks.

questions

who, w

hat, where, when, w

hy, how questions



Dim


Word reading

words

words

words

words

suffix-ness, -m

ent, -ful, -ly

I will be able to read m

ore tricky words

Developing


otivation to read

words

Understanding

books which

they can read them

selves and those w


words

words

punctuationpausing at com

mas which separate item

s in a list.

questions

who, w

hat, where, when, w

hy, how questions

punctuationpausing at com

mas which separate item

s in a list.



Dim


Word reading

words

words

words

words

suffix-ness, -m

ent, -ful,-less -ly, -ing, -ed, -er, -est,

–y

Developing


otivation to read

First of all…

, Mom

ents later…, After a w

hile…, Finally....

words

Understanding

books which

they can read them

selves and those w


words

punctuation

questions

who, w

hat, where, when, w

hy, how questions

words

questions



Dim


Word reading

words

word

suffix

prefixesw

ords.

suffixesw

ords.

words

Pleasure w

ords first of all…

, later on…, after that…

, eventually…

finally…

Understanding

words

phrases

words

word

punctuation

Perhaps…, I am

interested by…

Non-fiction

information

retrieval

words, phrases

sentences.

Discussion


Dim


Word Reading

word

prefixesw

ordssuffixes

words

words

Pleasure

good over evil, weak and strong, w

ise and foolish, rich and poor

magical

sentence, a wish, a spell or a chant, repeated several tim

es.

Understanding

words

phrases

words

.

word

punctuation

I am puzzled by…

, I’d like to know if…

, I’m not sure but…

Why did…

, How did…

? What happened w

hen…?

The Iron Man is a

mysterious character. W

hat evidence is there to support this point?paragraph

paragraph

Non-fiction

information

retrieval text boxes, contents, bullet points, glossaries,

diagrams

contents, index, headings, sub-headings, page numbers, hyperlinks, icons and drop dow

n menus

key words and phrases, page references and headings

Discussion


Dim


Word Reading

word

prefixesw

ordssuffixes

words

words

Pleasure

good over evil, weak and strong,

wise and foolish, m

ean and generous, rich and poor.num

bers three and seven in fairy tales, characters w

hich speak in riddles, rhymes or old-fashioned English.

Understanding

words

phraseswords

word

punctuation

I am

puzzled by…, I’d like to know

if…, I’m

not sure but…

Why did the character..., W

hat might happen if she…

, How did he know

about…?

Non-fiction

information

retrieval text boxes, contents, bullet points, glossaries, diagram

s

contents, index, headings, sub-headings, page num

bers, hyperlinks, icons and drop down m

enus

words

phrasessentences

Discussion


Dim


Word Reading

words

word

prefixsuffix

prefixesw

ords.

suffixesnouns.

words

Pleasure: sentence

Understanding

words

words

word

punctuation

Non-fiction

information

retrieval questions

Discussion

Child Friendly Targets for Reading Year 4 Targets 2 D

imensions

Year 4 Targets 2 W

ord Reading w

ordsw

ordprefix

suffixprefixes

words.

suffixes

words

Pleasure

Understanding

w

ords

punctuation

Non-fiction

information

retrieval

Discussion


Dim


Word Reading

words

word

prefixsuffix

prefixesw

ords.

suffixesnouns.

words

Pleasure

Understanding

words

word

punctuation

Non-fiction

information

retrieval

Discussion


Dim


Word Reading

suffixesw

ords

words

Maintaining

positive attitudes to reading

Understanding

punctuation

generating questions to deepen m

y thinking, noting my thoughts in a reading journal.

word

two different characters, or the sam

e character at key points on their journey through a story.

words

phrasesbullet points

sentencesparagraph

I think … I know

this because the author says…use of rhetorical questions or alliteration

in persuasive advertisements.

Evaluating the im

pact of the author’s use of language

It makes m

e imagine…

, It’s the author’s way of saying…

Discussion and

Debate

Child Friendly Targets for Reading Year 5 Targets 2 D

imensions

Year 5 Targets 2 W

ord Reading w

ordssuffixes.

words

Maintaining


Understanding

comm

asam

biguity

word

paragraph

Evaluating the im


It makes m

e imagine…

, It’s the author’s way of saying

Discussion and

Debate

avoiding informal w

ords such as ‘stuff’ and ‘thing’; using was/were correctly.


Dim


Word Reading

words

words

suffixes

words

Maintaining


newspaper or m

agazine article, information books or w

ebsites.

Understanding

com

mas, dashes

bracketsThe cake was lovely – delicious in fact – so I had another slice.

stating and justifying m

y opinions, considering the views of others and asking questions.

select, from a range provided by the

teacher, the theme w

hich acts best as a one word sum

mary of a story or poem

.of the sam

e events.two contrasting accounts

of the same historical event, or tw

o opposing points of view about an issue being debated.

. identify words and

phrases which tell you the character has a hard life,

find three words or phrases w

hich suggest that the author is opposed to deforestation.

paragraph

PE

EI think …

(point) I know this because the author says…

(evidence) This evidence show

s that…(explanation).

formal letter, persuasive speech, m

yths, legends.Evaluating the im


noun phrases

Discussion and

debate


Dim


Word Reading

words

word

e.g. not reading invitation for im

itation.suffixes

words

words

Maintaining


contributing to reading blogs, being a reading cham

pion working w

ith reluctant readers.

Understanding

stating and justifying m

y opinions, considering the view

s of others and asking questions.

words

PE

E

loss, friendship, survival.

word

identify words and phrases w

hich tell you the character is frustrated, or find three w

ords or phrases which suggest that a them

e park is exciting.

Evaluating the im


words

phrases

Discussion

a guided reading group) about a character, fam

ous person.


Dim


Word Reading

words,prefixes

suffixesw

ordsun+happy+ness, dis+repute+able, dis+respect+ful, re+engage+m

ent.suffixes

o–cial

o

-tial,w

ords

Maintaining


writing

recomm

endation card inserts for books in the library, presentations within a reading assem

bly..

Understanding

Understanding

Contd. raising questions,justifying opinions and responding

to different viewpoints w

ithin a group. P

EEP

words

similar events in different books such as being

an evacuee in Carrie’s War and Goodnight M

r Tom

word

word

Evaluating the im


words phrases

Discussion and

Debate

I agree but also…; That’s a thought…

maybe…

; Yes, and m

aybe…

pictures, props, ICT


Dim


Word Reading

chef, chalet, machine, brochure

– French in origin.w

ords

Maintaining

positive attitudes to reading U

nderstandingtexts they read independently and those w


challenging peers with questions, justifying opinions,

responding to different viewpoints w

ithin a group. using the PEE prom

pt – Point+Evidence+Explanation.

first-hand account of an event com

pared with a reported exam

ple such as Samuel Pepys’ diary and a history textbook.


Evaluating the im


one word sentence; beginning sentences w

ith ‘and’ or ‘but’; repeated use of the sam

e word.

Discussion and

Debate

I like that idea but have you thought about…;

Ok, but what about looking at it this w

ay…; I can see your point but…

cue cards

For further information, please contact:

Tel: Email:Web: Twitter:

children’s targets for reading - rivington...

Documents