Knowledge about how the book and text work



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Reading Record 1: ‘p’ levels (SS1-3) to level 2a. Child’s name: Date started:

ate/ initial when achieved. Highlight: N- green; R-pink; Y1- yellow; Y2 blue/orange

Area

p4 (SS1)

p5 (SS2)

p6 (SS2)

p7 (SS3)

p8 (SS3)

1c

1b

1a

2c

2b

2a

Knowledge about how the book and text work

I am interested in pictures and print

I hold the book in the correct way and turn the pages carefully.

I like hearing stories and match the story I hear to the picture or page.

I read and point left to right across a page, and top to bottom down page.

I point to words as I read them, matching what I say to what I read.

I am beginning to read fact (non-fiction) and fiction (stories and poems) differently. I might only read part of a non-fiction book to find out information.


I can use alphabetical order to use dictionaries and look up information.

I am starting to use words such as author, character, beginning, middle, end, contents, letter name and letter sound.


I can tell the difference between fiction and non-fiction books, and use words such as consonant/vowel, fiction, plot, reference.

I am beginning to recognise and use common book conventions, e.g. headings, paragraphs and indexes.

I know that stories are written in books.

I know that words, signs, symbols and pictures carry meaning

Overall independence, fluency, accuracy, sense of meaning, awareness of punctuation

I know that some signs, pictures and symbols can tell a story.

I know that signs, symbols and text tell me things.

I can guess the next word, phrase, sign or symbol and know if one is missed out: e.g ‘We’re going on a ...hunt’

I can continue a repetitive phrase from a story I already know: e.g. ‘He huffed and he puffed and he .....’

I am beginning to recognise some rhyming words when the rhyme is read out e.g. ‘Twinkle twinkle little star...are.


I understand the sentence I’ve just read (sometimes with prompting).

I can use my knowledge of letters, sounds and words and understand them when reading aloud (with support).

I can use my knowledge of letters, sounds and words to read simple books (or pieces of writing) and understand them.

I can read ahead, and make use of expression and intonation to make the story sound exciting.
If I see different text fonts, exclamation marks or question marks I change my voice to show I understand what they mean.

I enjoy listening to rhymes and can tell the difference between sounds.

I can point to a few familiar words, signs or symbols

I can point to print, signs or symbols associated with my name or familiar words, objects or actions.

I can tell the difference between print and pictures in texts.

I can recognise my own name and 20 of the Reception words.

I can recognise all of the Reception Year high frequency words.

I can read half of the Year 1&2 high frequency words within a story and on their own.


I can concentrate to read a simple text without simply flicking through.

I can read all of the Year 1&2 high frequency words within a story and on their own.

I can read most of a simple book with pace, taking account of punctuation (pausing at full stops and commas).


I can read simple unfamiliar texts accurately.

I can use the rhyming words in a book to help me read unfamiliar words.

Use of reading strategies: phonics, graphics, syntactic, contextual




I can match objects to pictures and symbols.


I start to understand that letters are put together to make words.

I can recognise some letters by shape or sound.

I can recognise all letters of the alphabet (including sh, ch, th) by shape and sound, and use these to sound out the first sound in unfamiliar words.

I can sound out the first and end sounds in unfamiliar words.

I can sound out and blend the first, middle and end sounds in unfamiliar words.


I can read all the beginning consonant blends e.g. bl, spr, cr.

I can read all of the final consonant blends e.g. –lp, -nd, -lk.



I can break down unfamiliar words into smaller parts to help me read e.g. bl-end-er.

I can read all of the long vowels e.g. oa, ee, igh, ow, oor.

I use grammatical strategies to read unfamiliar words.

I use the meaning of the whole book (or sentence or paragraph) to read unfamiliar words.


I recognise and spontaneously return to self-correct when I make a mistake or when I have read something that doesn’t make sense.

Understanding and response: interest, involvement, personal response; retelling, prediction; retelling comments on book or main events. plot, characters, surprises, main ideas.

I may join in retelling a story I know.


I choose to read or be read to.

I start to choose my own books to read.

I choose to read a variety of books.

I enjoy reading books and understand how they are organised.

I can say what I like and don’t like in a familiar text.

I respond to events and ideas in poems, stories and non-fiction.

I can comment on events or ideas in poems, stories and non-fiction.

I show an understanding of texts by recounting the main events (using story language) or summarise key facts.

I can comment on obvious features of a text.



I can comment on features such as plot, setting, characters and how information is presented.


I can express opinions on events and actions and comment on the ways in which text is written or presented.

I can say something that happened in the story.


I can say what happened in the beginning, middle and end of the story.

I can sequence the main events of a story in order.

I choose a book to read after reading the blurb on the back cover.

I choose books because I like the cover or title.

I respond when I share a book with another person.

I am beginning to answer simple questions about a picture.

I am beginning to answer simple questions about a familiar story.

I can answer a simple question about a book.

I can make some reference to what I’ve read (remembered/ recalled) to answer a question.

I can find the appropriate page in a book to answer a specific question.

I am beginning to find answers to questions in the text (point to key words/ phrases)

I can find the answers to questions in the text.

I can refer explicitly to the text when answering questions.

I can use the information in a book to deduce other information (which isn’t written).

I can find and name several of my favourite books and know what they have got in them.

I know a few favourite authors and have a few favourite information books.

I can predict what might happen in the story from reading the blurb on the back of the book.

I have a growing range of favourite authors and can talk about their books.


I can identify and comment on characters and how they relate to each other.

I can say what might be in the picture on the next page.

I can make predictions as to what the book is about from the front cover.

I can predict the next event from what I’ve already read.



Year


Nursery

Reception

Y1

Y2

Term

A

S

S

A

S

S

A

S

S

A

S

S

Overall level

(TA)



































Colour

(C. Moon)








































GJ and SJ 2003






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