Snap Reading

Outcomes

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Can use a dictionary to check the meaning of words they have read

Can recognise, read and identify the full range of vowel graphemes

Can recognise, read and identify the full range of consonant graphemes

Can break words into syllables

Shows understanding of main points with reference to the text (who, what, where, when, how, why)

Can read closely to obtain specific information e.g. what type of clothes someone was wearing

Can identify, select and highlight key words in a sentence to answer recall questions

Can read for enjoyment and chooses to read (can absorb themselves in a book/text)

Is beginning to scan for a specific purpose e.g. looking for specific information: names of characters etc

Is beginning to skim e.g. to search for adjectives which describe a character

Can make plausible predictions based on knowledge of the text (or of books on similar themes or by the same author)

Can identify and discuss characters, speculating how they might behave and giving reasons linked to the text

Can explain how simple and complex sentences influence meaning.

Summative reading assessment

Can recognise some different forms of poetry (for example, free verse, narrative poetry)

Can read books that are structured in different ways and comment on their structures

Can discuss the actions of the main characters and justify views using evidence from the text

Can comment on the author's choice of language to create mood and build suspense e.g. suddenly is used to show that something surprising is coming next

Can comment on the author's choice of language to create mood and build suspense e.g. suddenly is used to show that something surprising is coming next

Is beginning to identify main ideas drawn from more than one paragraph

Can recognise and talk about the main differences between fiction and non-fiction texts

Can understand and talk about the purpose of a specific paragraph e.g. it groups information together about…

Can summarise the main points from a passage or a text

Can explain how they think the author wants the reader to respond

Summative reading assessment

Is beginning to identify the author’s main purpose for writing. ‘He doesn’t want any more turtles killed.’

Can make inferences about characters actions in a story.

Can understand and talk about the features of page layout in non-fiction texts e.g. titles, subheadings, labels, diagrams and charts

Can empathise with a character's motives and behaviour

Can identify the language used to create mood

Can discuss word meanings, linking new meanings to those they already know

Can explain what the writer might be thinking - 'He thinks they are being mean'

Is beginning to identify and comment on different points of view in the text

Can read 200 words at expected level in 5 minutes

Can recognise adjectives, adverbs/simple adverbial phrases and similes

Can simply evaluate specific texts with reference to text type e.g. these are good instructions because…

Can recognise some features of the text that relate to its historical setting or its social or cultural background e.g. 'The girls had on red flannel petticoats because that is what they wore then' or 'Grandpa Chatterji wears a dohti because he comes from India.'

Reciprocal Reading

Outcomes

Can listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or text books

Can participate in discussion about both books that are read to them and those they read for themselves, taking turns and listening to what others say

Can ask questions to improve their understanding of a text

Can prepare poems and playscripts to read aloud and to perform, showing understanding through intonation, tone, volume and action

Can read dialogue with appropriate expression

Cyclical Reading Skills

Is increasing their familiarity with a wide range of books (including fairy stories, myths and legends) and retelling some of these orally

Can decode unknown words rapidly and without undue hesitation

Can recognise and read a range of prefixes and use these to construct the meaning of words in context e.g. re…, de…, pre…, non…, mis…, ex…, co…, anti…

Can recognise and read a range of suffixes and use these to construct the meaning of words in context e.g. …tion, …ive, …ic

Can recognise an increasing range of punctuation (. CL !  ? " " , ') and use this to add expression and understanding to the text, including the apostrophe for omission

Can use the context of the sentence to help read unfamiliar words

Can identify how vocabulary choices affect meaning e.g. 'Crept lets you know that he is trying to be quiet but also that he was going slowly because he did not want to be caught'

Can collect words from their reading to use in their own writing

Can read for a range of purposes

Can identify the key features of different text types

Can make simple connections between books by the same author e.g. 'Dick King Smith often writes about animals'