• I notice key words and phrases that show the passing of time to introduce paragraphs or chapters.
• I can explore the meaning of new words, making use of a dictionary.
• I can note examples of descriptive language and explain the mood created.
• I can read further common exception words confidently.
• I can identify how authors use precise vocabulary to meet the purpose of the text.
• I can apply my knowledge of root words, prefixes and suffixes.

• I can express my personal likes and/or dislikes about the work of significant authors and poets.
• I can listen to the opinions of others and adjust my own thinking.
• I can discuss a range of fiction, non-fiction and poems.
• I can explain similarities and differences with own experiences of reading different genres (plays, myths and legends).

Question & retrieval

• I ask questions to make sure that I understand the text.
• I recognise the introduction, build-up, climax or conflict and resolution in narrative.
• I can retrieve key words and phrases as evidence when making a point.
• I can record and retrieve information from non-fiction using contents and indexes.
• I retrieve information from text where there is distracting information.

• 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 on the basis of mood or atmosphere how a character will behave in a particular setting.

Visualise

• I know that the organisation and layout of books vary depending on its purpose.
• I can use the organisation and layout of a book to find specific information.
• I can recognise and explain the structural conventions of common text types.

• I know that the main idea of a text can be summaries in a sentence.
• I can identify the main idea in paragraphs in a text.
• I can explain my opinion on the ending of longer stories.

• I can compare characters (what they say and what they do).
• I can compare texts with similar themes.

• I can compare my personal response to a text with others.
• I can compare the works of different writers across some different genres.

• I can show empathy towards characters and the situations they are in.
• I understand why a character acted or responded in a certain way.
• I can make deductions about characters’ motives and behaviours.

• I know that a reader needs to interact with a text to understand it fully.
• I can use my own experiences and knowledge of the world to help understand a text.
• I make connections with books with similar themes.

• I know that writers choose words and language to show atmosphere, mood or feelings.
• I understand that authors use a variety of sentences for different reasons.
• I explain the decisions that the author has made in setting up problems for the characters and deciding how to resolve them.

• I can identify techniques used by authors to persuade the reader to feel dislike or sympathy.
• I can explore alternative outcomes to an issue.
• I can draw inferences from characters feelings, thoughts and motives that justifies their actions and use evidence to support my ideas.
• I can use inference and deduction to identify key characteristics of more than one character in a story, using evidence to support my views.

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

• I skim, scan and organise non-fiction information under different headings.
• When reading aloud, I show awareness of the listener through the use of pauses, giving emphasis and keeping an appropriate pace to entertain and maintain interest.
• I locate and use information from a range of sources, both fiction and non-fiction.
• I appreciate that there can be bias in persuasive writing, including with articles and advertisements.
• I use inference and deduction to work out the characteristics of different people from a story.
• I refer to the text to support my predictions and opinions.
• I talk about why I prefer certain authors and get immersed in reading their books.
• I have established a preference for a specific genre of texts and can explain why this is the case.
• I talk widely about different authors, giving some information about their backgrounds and the type of literature they produce.
• I can compare fictional accounts in historical novels with the factual account.
• I am confident of my ability to read between the lines as well as my ability to read beyond the lines.
• I am confident enough to ask questions related to the text I am reading and to offer opinions about the way the story may begin to unfold.
• I know that if I met the author of a book that I have read, I would have several questions to ask them.
• I am regularly using ideas I picked up from my reading in my own writing.