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Pink Targets (KS1) |
Red Targets (KS1) |
Blue Targets (KS1) |
Orange Targets (KS1) |
I can make a simple prediction based on the pictures or text of a straightforward story. |
I can answer ‘how’ and ‘why’ questions on one point of a picture book I have listened to, where answer is clear in the book. |
I can identify and link two significant events in a story I have listened to or read. |
I can demonstrate understanding of simple cause and effect in fiction and non-fiction texts I have read where the link between cause and effect is stated in the text and supported by a picture. |
I can say something about who was in the story, what happened and where it took place. |
I can say whether they liked or disliked a book, and give a simple reason. |
Having mis-read a word in print, with support, I can recognise the sentence does not make sense and can correct it. |
I can give a personal opinion about an event or character and give a simple justification in a discussion about a story. |
I can suggest how a character might feeling. |
I can identify a repeated sound, having heard a phrase with clear alliteration. |
I can select a favourite book and my favourite part and talk about why giving clear reasons. |
I know some key stories, fairy stories and traditional tales, and can identify key characteristics of these stories. |
I can show understanding of many common words and phrases in a story that is read aloud to me, with prompting. |
I can usually remember the main sequence of events in a story when questioned. |
I can sometimes recall interesting and effective word choices in books I have listened to or read, when prompted. |
I can discuss word meanings, linking new meanings to those already known and find a word in a sentence that has the same meaning as a given word or phrase. |
I can suggest how an unfamiliar story read aloud to me might end. |
I can predict what might happen next in a story |
I can find a specific piece of information in answer to a literal question when looking at a double-page spread. |
With prompts, I can answer questions about books I have listened to, drawing on what I already know. |
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Turquoise Targets (KS1) |
Gold Targets (KS1) |
White Targets (KS1) |
I can make a sensible prediction and can justify the prediction on the basis of what has happened so far in the story. |
I can use empathy to help understand characters and their motivation, with support. |
I can show my understanding of simple cause and effect in fiction and non-fiction texts by explaining how items of information are related. |
I know what some common non-fiction features are called and what they do. |
I can recognise interesting and explain vocabulary in a text I have listened to or read. |
I can check that a text makes sense when I am reading it and correct myself if I read something incorrectly. |
I can form a simple question I would like to ask a character about events from the story, with support. |
I can find specific information on a page of non-fiction text, often using features such as key words, headings, captions, etc. appropriately, with support. |
I can discuss the meaning of unfamiliar words and link their meanings to known vocabulary. |
I can sometimes identify specific examples of literary language in texts I have listened to or read, e.g. alliteration, rhyme, similes, repetition, with support. |
I can retell I can retell recently read stories, including main characters and most key events in the correct order and demonstrate an understanding of simple cause and effect. |
I can discuss and explain my opinions about characters in stories and explain why I did/didn’t like them. |
I can answer literal and simple inference questions based on a story. |
I can explain and discuss my understanding of books, poems and other material I have listened to or read, sometimes giving a more detailed account of my opinions. |
I can make a sensible prediction about what might happen next using what has happened so far in the story. |
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Lime A Targets (KS1) |
Lime B Targets (KS1) |
Brown A Targets (Yr 3) |
Brown B Targets (Yr 3) |
I can understand characters and explain why they do certain things. |
I can choose an adjective to describe a character and justify this. |
I can explain the main idea of a paragraph or page I have just read with some support. |
I can draw inferences such as characters’ feelings, thoughts and motives from their actions. |
I can use key words, headings and captions to find information in a non-fiction text with some help. |
I can explain and discuss my understanding of books, poems and other material I have listened to or read, sometimes giving a more detailed account of my opinions. |
I can predict what will happen from what I have read/heard in a text, sometimes drawing on knowledge of similar texts. |
I can answer literal or deductive questions from a range of different kinds of books and texts, using clues and information from different parts of the text where these are clearly signposted. |
I can discuss why some events in a story are important and make simple links between items of information. |
I can discuss and clarify the meanings of words and link new meanings to known vocabulary. |
I can distinguish between simple statements of fact and opinion where opinions are clearly signposted with ‘I think’. |
I can describe a character using a variety of synonyms and give some reasons for my choices. |
I can make a sensible prediction of what might happen and, when prompted, explain the prediction using what has happened so far in the story. |
I can recognise simple recurring literary language in stories and poetry. |
I know that information can be found in non-fiction features such as diagrams, photos, captions, labels and charts, as well as in main text, and often use these features with minimal prompting to find answers to questions. |
I can give an opinion on a moral dilemma presented in a story and give a simple reason for this. |
I can retell some familiar stories such as fairy stories and traditional tales, talking about the important events in them. |
I can ask and answer questions about books I have listened to or read, drawing on what I already know or on background information and vocabulary provided by the teacher. |
I can identify an interesting word or phrase in a passage, give synonyms and express preferences for particular words, with some prompting. |
I can point out interesting vocabulary on a page and can explain in simple terms the effect the word has the reader. |
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Grey A Targets (Yr 4) |
Grey B Targets (Yr 4) |
Blue A Targets (Yr 5) |
Blue B Targets (Yr 5) |
I can identify main ideas drawn from more than one paragraph with some support. |
I can discuss a book with others and ask questions to improve my understanding of the text. |
I can retell stories and relay main points of sequentially ordered non-fiction texts in correct sequence with different degrees of detail, depending on purpose. |
I can select and sort information from a range of sources and, with minimal support, record this information. |
I can use a range of different non-fiction text features to help retrieve information from a text, and with support choose a simple way to record the information I have discovered. |
I can retrieve and record information from fiction and non-fiction texts. |
I can draw inferences such as characters’ feelings, thoughts and motives from their actions, and with support, can justify inferences, including some that are less clearly suggested by the text. |
I can identify the character from whose point of view the story is told, and can infer that character’s feelings, thoughts and motives from their actions, often justifying inferences with evidence. |
I can retell stories with support, sometimes with different degrees of detail, depending on purpose. |
I can predict what might happen from what is stated and implied in a text. |
I can answer questions about similarities and differences between two chapters of a book. |
I can give my impressions of a setting, choosing interesting vocabulary, and backing up with evidence from the text. |
I can automatically track meaning of a text during reading, self-correcting as part of the reading process. With occasional support, I can make a good estimate of meaning of an unfamiliar word in context. |
I can choose suitable words to describe characters’ feelings, thoughts and motives from studying their actions, and can justify my inferences with evidence. |
I can give my impressions of a character and provide reasoned justifications (evidence) for views |
I can participate in discussion about an author’s choice of language and show understanding of how some language choices affect the reader’s understanding. |
I can use appropriate actions and gestures to convey the meaning of a poem or play script when reading it aloud. |
I can discuss words and phrases from a book I have read and explain how they capture the reader’s interest and imagination. |
I can discuss how authors use language, including similes, considering the impact on the reader, with some support. |
I can predict what might happen next in a story, sometimes using complex clues drawing on more than one aspect of the plot or of character. |
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Red A Targets (Yr 6) |
Red B Targets (Yr 6) |
Red Plus Targets |
I can track and retell sequence of events in a longer and more complex novel or sequentially organised non-fiction text. |
I can infer characters’ feelings, thoughts and motives from their actions, and justify inferences with evidence. |
I can read between the lines and explain different possible interpretations of an event in a fiction or non-fiction text. |
I can draw inferences such as characters’ feelings, thoughts and motives from their actions, and with minimal support can justify inferences which may sometimes be based on implied details. |
I can predict what might happen next in a range of texts, including those which are less predictably structured, based on stated and implied details from the text and their wider reading. |
I can participate in discussion about views expressed in two texts on a similar topic or by same author, taking into account differences in purpose and audience. |
I can predict what might happen from details based on character and/or setting, identifying the evidence in the text. |
I can distinguish between statements of fact and opinion in fiction and non-fiction and explain the difference. |
I can read between the lines and explain different possible interpretations of an event in a fiction or non-fiction text. |
I can discuss and, with support, evaluate how authors use some common types of literary or subject-specific language, considering the impact on the reader. |
I can take part in discussion to explore words with different or similar meanings, based on their reading. |
I can select appropriate evidence and ideas from more than one source and use it to deliver a well-reasoned and balanced presentation based on what I have read. |
I can identify and discuss themes and conventions in and across two related books I have read. |
I can discuss and evaluate how authors use figurative language, considering the impact on the reader. |
I can use breadth of reading to discuss my opinions of authors and themes and, with support, I can justify why I like these. |
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