• I can explore the meaning of new words.
• Use a dictionary to check the meanings of words read and heard.
• I can discuss and explore effective language choices, giving reasons for my ideas.
• I read most words and can decode unfamiliar words instinctively.
• I can use a range of strategies to work out the meaning of unfamiliar words.
• I can apply my knowledge of root words, prefixes and suffixes.

• Frequently read fiction, non-fiction, poetry and plays.
• I can read a range of texts silently and discuss what I have read.
• I can recommend books to others based on my own reading preferences.
• I can discuss non-fiction, reference books and textbooks.
• I can recommend texts based on personal choice, giving reasons.
• I am familiar with fairy tales, myths and legends.

Question & retrieval

• I check that the text makes sense by asking questions about unfamiliar words and phrases.
• I can retrieve and record information from non-fiction.
• In using non-fiction, I can accurately retrieve information using contents pages and indexes, summarising and recording the information found.
• I can navigate and efficiently retrieve a variety of information from both fiction and non-fiction.

• I can make predictions based on the mood or atmosphere of the text.
• I can predict what might happen from details stated and implied.
• I can adjust my predictions based on further reading.

Visualise

• I can recognise and explain the structural conventions of common text types.
• I can explain how the structure of a text guides the reader to find specific information.
• I can discuss and explain how and why texts have different structures.

• I can begin to summarise the main ideas from a text.
• I can summarise the ideas from longer texts, identifying key details that support the main idea.
• I can make notes when analysing texts, starting to précising paragraphs.

• I can compare stories with similar themes.
• I can compare different versions of the same text.
• I can explain how books written in different contexts can have similar themes.

• I can discuss how characters feel at different points of a story.
• I am able to engage with a wide range of characters, across different settings and/or time periods.
• I can show empathy towards a character and justify reasons for actions and opinions.

• I can use my own experiences to understand events in a text.
• I can make links between texts I have read, with similar styles or themes.
• I know that the context in which a text is written can affect a text.

• I can explain how the words and language used by an author can create a specific effect.
• I can discuss language used in a variety of texts and explain how the writer has used these to enhance meaning.
• I can evaluate the author’s use of language and can explain how it has created an impact on the reader.

• I recognise that inferences can be made by reading between the lines.

• I can make inferences and justify with some evidence.

• I can draw inferences about characters’ feelings, thoughts and motives from their actions.
• I confidently justify inferences with evidence.

I read widely and frequently, outside as well as in school, for both pleasure and information.

• I read a range of material and show that I can sustain the reading of longer and more demanding books and poetry.
• I make use of scanning and text marking to help give a clear summary of the key ideas.
• I can infer meaning using evidence from the text I am studying, wider reading and personal experience.
• I adapt my own opinion in the light of further reading or other’s ideas.
• I choose to read widely for pleasure and for different purposes and do so outside of lesson time, because I want to.
• I add value to my reading by using my personal knowledge and context to read between and beyond the lines.
• I recognise that there may be times that my interpretation of the text may need to be reviewed in light of new information.
• I express my own ideas about a text, supporting my ideas with evidence and explaining why this evidence justifies my opinion.
• I compare texts by the same author and talk authoritatively about their different styles and techniques.
• I recognise some of the techniques and strategies used by authors to help bring a character to life or to create a precise setting.