• I understand how to use a root word to help me read unfamiliar words.
• I know what prefixes and suffixes are.
• I can begin to use a dictionary to check the meaning of words that I have read.
• I can check that a text makes sense to me by explaining the meaning of the words in context.
• I can apply my knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words.
• I know that unfamiliar words can be read by using knowledge of known similar words.
• I question unfamiliar words and phrases.
• I can use my knowledge of similar words to read unknown words.
• I can discuss the meaning of the words I read and begin to explore words with similar and opposite meanings.
• I can begin to read common exception words.

• I can ask questions about books and respond to the ideas of others.
• I can take part in discussions about books that are read to me and also when reading to myself.
• I can listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books are textbooks.

Question & retrieval

• I ask and answer simple questions.
• I can retrieve key facts from a simple text.
• I can identify key words and phrases as evidence when talking about my ideas.
• I can retrieve and record information from non-fiction.
• I can identify the introduction, build-up, climax and resolution in stories.

• I can make predictions based on stated details, giving reasons for my ideas.
• I can predict what might happen from details stated and implied.
• I can predict events accurately and then adapt my ideas as a gather more information.

Visualise

• I recognise and understand that non-fiction books are structured in different ways.
• I can use some of the features of non-fiction to help me to find information: contents, index, glossary etc.
• I can recognise different poetry forms, such as free verse and narrative.

• I can talk about the main idea of a text.
• I can identify the main idea within the paragraphs of a text.
• I can summarise the works of a certain writer or poet I have studied.

• I can compare different types of books: poetry, stories and non-fiction.
• I can compare my personal response to a text with others.
• I can compare the works of different writers.

• I can talk about how a character might be feeling.
• I understand why a character acted or responded in a certain way.
• I can talk about characters’ motives and behaviours.

• I can make links between the different stories I have read.
• I can use my own experiences and knowledge of the world to help understand a text.
• I make connections with books with similar ideas or characters.

• I know that writers choose words and language to make the reader think and feel things.
• I can discuss words and phrases that authors use to capture the reader’s interest and imagination.
• I understand that authors use a variety of sentences for different reasons

• I can use simple inference to discuss what has been said and done in a text.
• I can draw inferences such as how characters are feeling.
• I can justify inferences and deductions with evidence from the text.

I read widely and frequently in order to become an independent, fluent and enthusiastic reader.

• When reading aloud, I take full account of the punctuation in the text.
• I make a note of any new word I come across in my reading with the intention of using them in my own writing.
• I read ahead to determine the direction and meaning of a story.
• I talk with confidence about the stories I have read and can ask and answer questions related to these texts.
• I am confident in predicting what may happen next and use the text I have read so far to help me predict.
• My predictions about what happens next are becoming more accurate.
• I am an avid reader who finds every opportunity to read extra texts other than what has been provided for me.
• I am beginning to develop a preference for certain types of texts and authors.
• I am keen to find our more about a pot whose poetry I have enjoyed.
• I note with increasing interest the way authors use a variety of techniques and strategies to develop characters and the relationship between them.
• I am keen to find out more about the background setting of a text I am reading, for example the historical, social or cultural setting.
• I recognise how authors can persuade and begin to use some of these skills in my own writing.
• I seek unfamiliar texts in my reading so that I can explore new vocabulary.
• I am beginning to recognise the characteristics of certain authors and add these to ideas in my own writing.