Reading
0.5
F
Concepts explain the directionality of printed texts
of print
and screen
Sentences
and clause
level
grammar
describe how word order in sentences is
important for meaning, for example 'The
boy sat on the dog', 'The dog sat on the
boy'
Alphabet recognise the letters of the alphabet and
knowledge identify lower and upper case
/ Letter
and Sound
Knowledge
explain how print and images contribute
Visual
language to meaning in texts
Features of identify some characteristic features of
literary texts, for example beginnings
literary
and endings of traditional texts, cultural
texts
patterns of storytelling, for example
‘Once upon a time’, ‘A long, long time
ago’, ‘Before the Dreamtime…’
F.5
1
read and view supportive print and digital
texts in a phrased and fluent manner,
using a range of information sources and
text features to develop and sustain
meaning
identify the parts of a simple sentence
that represent ‘What’s happening?’,
‘Who or what is involved?’ and the
surrounding circumstances
recall key ideas and
recognise literal and
implied meaning in
texts
1.5
identify nouns that represent
people, places, things & ideas and
can be, for example, common,
proper, concrete or abstract
identify the letters of the
identify and distinguish all uppercase and
English alphabet and use the lowercase letters in the alphabet
sounds represented by most
letters
recognise common sound-letter
correspondences
use knowledge of
sounds and letters,
high frequency
words, sentence
boundary
punctuation and
recognise and use common vowel blends, directionality to
for example ‘ae’ in cake, and consonant
make meaning
blends, for example ‘tr’ in train
identify sentences that contain
more than one idea
recognise a wide range of
letter/sound correspondences
including some silent letters,
vowel/consonant diagraphs & less
common sound-letter combinations
2
read texts that contain varied
sentence structures
3
read texts that contain varied
sentence structures, a range of
punctuation conventions
read texts that contain some
unfamiliar vocabulary, a significant
number of high frequency sight
words
read texts that contain images that
provide additional information
discuss language used to describe
understand how similar texts share
characters and settings within and characteristics by identifying text
across texts and how these support structures & language features used
meaning
to describe characters, settings &
events
understand that there are
different types of texts and
that these can have similar
characteristics
2.5
identify the effect on audiences of a selection of
read texts that contain images that
visual techniques
provide additional information
identify & discuss the use of descriptive adjectives
(‘in the middle of a vast, bare plain’) to establish
setting & atmosphere & to draw readers into
events that follow
retell the events in a text in sequence
Language
devices
Reading monitor meaning when reading by
processes selecting from a range of information
sources and text features (ACELY1649
Reading processes)
read short predictable texts
identify the
with familiar vocabulary and
language features,
supportive images, drawing
images and
on their developing
vocabulary used to
knowledge of concepts about
describe characters
print and sound and letters
and events
recall one or two events
identify and describe words that represent read aloud, with
from texts with familiar
people, places and things (nouns, including developing fluency
topics
pronouns), happenings and states (verbs), and intonation,
qualities (adjectives) and details such as
short texts with
when, where and how (adverbs)
some unfamiliar
vocabulary, simple
and compound
sentences and
supportive images
describe some differences between
imaginative and informative texts
Purpose,
audience &
structures of
different
types of
texts
Comprehe
nsion
strategies
Expressing
preferences
& evaluating
texts
understand the
different purposes
of texts
use punctuation to support phrasing monitor meaning and self-correct
& fluency when reading aloud, eg
using context, prior knowledge,
recognition of capital letters to signal punctuation, language and phonic
proper nouns & commas to separate knowledge
items in lists
make connections between texts by
read less predictable texts in a
comparing content
phrased & fluent manner, using a
range of information sources & text
features to monitor meaning & selfcorrect
identify and explain the typical text
structures of a range of text types, eg
simple narratives, instructions &
expositions
read and view an increasing range of different types
of texts by combining contextual, semantic,
grammatical and phonic knowledge, using text
processing strategies, for example monitoring,
predicting, confirming, rereading, reading on and
self-correcting
become familiar with typical text structures &
language features of various types of text, eg
narratives, procedures, reports, reviews &
expositions
understand how content can be
organised using different text
structures depending on the
purpose of the text
identify an author’s purpose for writing a text, eg, to
entertain, to inform, to persuade, & evaluate how
well the text achieved its purpose
use some comprehension strategies identify literal and implied meaning, comprehend & evaluate texts by, eg drawing on
identify literal and implied meaning
to build literal & inferred meaning, eg main ideas and supporting detail
knowledge of the topic, subject-specific vocabulary connecting ideas in different parts
making connections between
& experience of texts on the same topic
of a text
information in print & images or
building on & using prior knowledge
make considered inferences taking into account,
and vocabulary
eg topic knowledge or a person’s likely actions &
feelings
use predicting and
questioning strategies to
make meaning from texts
identify connections
between texts and their
personal experience
understand how language features,
images & vocabulary choices are
used for different effects
make connections
to personal
experience when
explaining
characters and main
events in short texts
use text features & search tools to locate
information in written & digital texts efficiently
develop criteria for establishing personal
preferences for literature
select information, ideas and events
in texts that relate to their own lives
and to other texts
Reading
F.5
1
How texts
reflect the
context of
culture &
situation in
which they
are created
read and view supportive print and
recall key ideas and recognise literal
digital texts in a phrased and fluent
and implied meaning in texts
manner, using a range of information
sources and text features to develop and
sustain meaning
Sentences
and clause
level
grammar
identify the parts of a simple sentence
that represent ‘What’s happening?’,
‘Who or what is involved?’ and the
surrounding circumstances
Alphabet identify and distinguish all uppercase
knowledge and lowercase letters in the alphabet
/ Letter
and Sound recognise common sound-letter
correspondences
Knowledge
1.5
identify nouns that represent people,
places, things & ideas and can be, for
example, common, proper, concrete
or abstract
2
2.5
read texts that contain varied
sentence structures
3
3.5
4
read texts that contain varied sentence
structures, a range of punctuation
conventions
identify sentences that contain more
than one idea
use knowledge of sounds and
recognise a wide range of letter/sound read texts that contain some
letters, high frequency words,
correspondences including some silent unfamiliar vocabulary, a significant
sentence boundary punctuation
letters, vowel/consonant diagraphs & number of high frequency sight
and directionality to make meaning less common sound-letter combinations words
identify & explain how
adverb group/phrases &
prepositional phrases
provide details of the
circumstances surrounding
a happening or state
recognise and use common vowel
blends, for example ‘ae’ in cake, and
consonant blends, for example ‘tr’ in
train
Visual
language
discuss language used to describe
characters and settings within and
across texts and how these support
meaning
Features of
literary
texts
Language
devices
understand the different purposes
of texts
understand how similar texts share
characteristics by identifying text
structures & language features used
to describe characters, settings &
events
identify & discuss the use of
descriptive adjectives (‘in the
middle of a vast, bare plain’) to
establish setting & atmosphere & to
draw readers into events that
follow
use punctuation to support phrasing &
fluency when reading aloud, eg
recognition of capital letters to signal
proper nouns & commas to separate
items in lists
read and view an increasing range of
different types of texts by combining
contextual, semantic, grammatical
and phonic knowledge, using text
processing strategies, for example
make connections between texts by monitoring, predicting, confirming,
read less predictable texts in a phrased comparing content
rereading, reading on and self& fluent manner, using a range of
correcting
information sources & text features to
monitor meaning & self-correct
identify and explain the typical text
become familiar with typical text
structures of a range of text types, eg
structures & language features of
simple narratives, instructions &
various types of text, eg narratives,
expositions
procedures, reports, reviews &
expositions
recognise how authors and
illustrators choose
techniques to hold a
readers’ attention and elicit
an emotional response
understand how language features,
images & vocabulary choices are used
for different effects
identify & explain a range of language features, images and
devices & deliberate word
vocabulary are used to engage the
play in poetry & other literary interest of audiences
texts, eg nonsense words,
spoonerisms, neologisms &
puns
monitor meaning, for
example by note-taking and
recording of key
information from a range of
texts
understand how content can be
organised using different text
structures depending on the purpose
of the text
read & view different types
of texts, identifying how
they vary in either
complexity & technicality,
depending on either the
approach to the topic, the
purpose & the intended
audience
monitor meaning and self-correct
using context, prior knowledge,
punctuation, language and phonic
knowledge
identify an author’s purpose for
writing a text, eg, to entertain, to
inform, to persuade, & evaluate how
well the text achieved its purpose
use some comprehension strategies to identify literal and implied meaning, comprehend & evaluate texts by, eg identify literal and implied meaning
build literal & inferred meaning, eg
main ideas and supporting detail
drawing on knowledge of the topic, connecting ideas in different parts of a
making connections between
subject-specific vocabulary &
text
information in print & images or building
experience of texts on the same topic
on & using prior knowledge and
vocabulary
make considered inferences taking
into account, eg topic knowledge or
a person’s likely actions & feelings
Comprehe
nsion
strategies
Expressing
preferences
& evaluating
texts
identify the effect on audiences of a read texts that contain images that
selection of visual techniques
provide additional information
identify the language features,
images and vocabulary used to
describe characters and events
Reading identify and describe words that representread aloud, with developing fluency
processes people, places and things (nouns, includingand intonation, short texts with
pronouns), happenings and states (verbs), some unfamiliar vocabulary, simple
qualities (adjectives) and details such as and compound sentences and
when, where and how (adverbs)
supportive images
Purpose,
describe some differences between
audience & imaginative and informative texts
structures of
different
types of
texts
read texts that contain images that
provide additional information
make connections to personal
experience when explaining
characters and main events in short
texts
use text features & search tools to
locate information in written &
digital texts efficiently
develop criteria for establishing
personal preferences for literature
select information, ideas and events in
texts that relate to their own lives and
to other texts
build literal and inferred
meaning to analyse and
evaluate texts, for example
make inferences about a
persons’ motivations and
intentions consider how this
impacts on the audience
understand that texts have
different structures depending on
the purpose and audience
identify and explain characteristic
text structures and language
features used in a range of
imaginative, informative and
persuasive texts to meet the
purpose of the text
describe literal and implied
meaning connecting ideas in
different texts
express preferences for particular
texts, and respond to others’
viewpoints
Reading
1.5
2
2.5
3
3.5
4
How texts
reflect the
context of
culture &
situation in
which they
are created
Sentences
and clause
level
grammar
identify nouns that represent
people, places, things & ideas and
can be, for example, common,
proper, concrete or abstract
identify sentences that contain more
than one idea
Alphabet recognise a wide range of
knowledge letter/sound correspondences
/ Letter
including some silent letters,
and Sound vowel/consonant diagraphs & less
Knowledge common sound-letter combinations
Visual
language
Features of discuss language used to describe
literary
characters and settings within and
texts
across texts and how these support
meaning
read texts that contain varied
sentence structures
Language
devices
identify & explain how adverb
group/phrases & prepositional
phrases provide details of the
circumstances surrounding a
happening or state
identify the effect on audiences of read texts that contain images
a selection of visual techniques
that provide additional
information
identify & discuss the use of
descriptive adjectives (‘in the
middle of a vast, bare plain’) to
establish setting & atmosphere &
to draw readers into events that
follow
understand how language
features, images & vocabulary
choices are used for different
effects
Reading use punctuation to support phrasing &monitor meaning and selfprocesses fluency when reading aloud, eg
correct using context, prior
read and view an increasing range of
different types of texts by combining
recognition of capital letters to signal knowledge, punctuation,
contextual, semantic, grammatical
proper nouns & commas to separate language and phonic knowledge and phonic knowledge, using text
items in lists
processing strategies, for example
make
connections
between
monitoring, predicting, confirming,
read less predictable texts in a
texts
by
comparing
content
rereading, reading on and selfphrased & fluent manner, using a
correcting
range of information sources & text
features to monitor meaning & selfcorrect
Purpose,
identify and explain the typical text
become familiar with typical text
understand how content can be
audience & structures of a range of text types, eg
structures & language features of organised using different text
structures ofsimple narratives, instructions &
various types of text, eg narratives, structures depending on the
different
expositions
procedures, reports, reviews &
purpose of the text
types of
expositions
texts
identify an author’s purpose for
writing a text, eg, to entertain, to
inform, to persuade, & evaluate how
well the text achieved its purpose
Comprehe use some comprehension strategies toidentify literal and implied
nsion
build literal & inferred meaning, eg meaning, main ideas and
strategies making connections between
supporting detail
information in print & images or
building on & using prior knowledge
and vocabulary
Expressing
preferences
& evaluating
texts
5
read texts that contain varied
sentence structures, a range of
punctuation conventions
read texts that contain some
unfamiliar vocabulary, a
significant number of high
frequency sight words
read texts that contain images
that provide additional
information
understand how similar texts
share characteristics by
identifying text structures &
language features used to
describe characters, settings &
events
4.5
describe how aspects of
literary texts can convey
information about
cultural elements, such
as beliefs, traditions &
customs
comprehend & evaluate texts by, eg identify literal and implied
drawing on knowledge of the topic, meaning connecting ideas in
subject-specific vocabulary &
different parts of a text
experience of texts on the same
topic
make considered inferences taking
into account, eg topic knowledge
or a person’s likely actions &
feelings
use text features & search tools to
locate information in written &
digital texts efficiently
develop criteria for establishing
select information, ideas and
personal preferences for literature events in texts that relate to
their own lives and to other
texts
recognise how authors and
illustrators choose techniques to
hold a readers’ attention and
elicit an emotional response
describe how events, characters
and settings in texts are
depicted and explain their own
responses to them
identify & explain a range of
language features, images and
devices & deliberate word play in vocabulary are used to engage the
poetry & other literary texts, eg interest of audiences
nonsense words, spoonerisms,
neologisms & puns
monitor meaning, for example
by note-taking and recording of
key information from a range of
texts
understand how language
features, images and vocabulary
influence interpretations of
characters, settings and events
read & view different types of
texts, identifying how they vary
in either complexity &
technicality, depending on
either the approach to the topic,
the purpose & the intended
audience
build literal and inferred
meaning to analyse and
evaluate texts, for example
make inferences about a
persons’ motivations and
intentions consider how this
impacts on the audience
understand that texts have
different structures depending on
the purpose and audience
identify and explain characteristic
text structures and language
features used in a range of
imaginative, informative and
persuasive texts to meet the
purpose of the text
describe literal and implied
meaning connecting ideas in
different texts
express preferences for particular
texts, and respond to others’
viewpoints
students explain how text
structures assist in
understanding the text
identify the typical
structures and language
features of a range of
text types for example
narrative, procedure,
exposition, explanation,
discussion and
informative
analyse, for example by analyse and explain literal and
making connections
implied information from a
between ideas and
variety of texts
information in and across
texts to clarify
understanding, and
synthesise ideas and
information from print
and digital sources
Reading
2.5
How texts
reflect the
context of
culture &
situation in
which they
are created
Sentences
and clause
level
grammar
Alphabet
knowledge /
Letter and
Sound
Knowledge
Visual
identify the effect on audiences of a
language
selection of visual techniques
3
5.5
read texts that contain images that
provide additional information
recognise how authors and illustrators
choose techniques to hold a readers’
attention and elicit an emotional
response
describe how events, characters and
settings in texts are depicted and
explain their own responses to them
understand how language features, identify & explain a range of devices & language features, images and
images & vocabulary choices are
deliberate word play in poetry & other vocabulary are used to engage the
used for different effects
literary texts, eg nonsense words,
interest of audiences
spoonerisms, neologisms & puns
understand how language features,
images and vocabulary influence
interpretations of characters, settings
and events
monitor meaning, for example by
note-taking and recording of key
information from a range of texts
understand how content can be
organised using different text
structures depending on the
purpose of the text
types of
texts
identify an author’s purpose for writing a
text, eg, to entertain, to inform, to
persuade, & evaluate how well the text
achieved its purpose
Comprehens comprehend & evaluate texts by, eg
identify literal and implied meaning
ion
drawing on knowledge of the topic,
connecting ideas in different parts
strategies subject-specific vocabulary & experience of a text
of texts on the same topic
make considered inferences taking into
account, eg topic knowledge or a
person’s likely actions & feelings
use text features & search tools to locate
information in written & digital texts
efficiently
Expressing develop criteria for establishing personal select information, ideas and events
preferences preferences for literature
in texts that relate to their own
& evaluating
lives and to other texts
Personal
responses to
the ideas,
characters
and
viewpoints
in texts
Analysing
and
evaluating
texts
5
identify & explain how adverb
group/phrases & prepositional phrases
provide details of the circumstances
surrounding a happening or state
Reading
processes
texts
4.5
read texts that contain varied
sentence structures, a range of
punctuation conventions
plain’) to establish setting & atmosphere
& to draw readers into events that
follow
read & view an increasing range of
different types of texts by combining
contextual, semantic, grammatical &
phonic knowledge, using text processing
strategies, eg monitoring, predicting,
confirming, rereading, reading on & selfcorrecting
Purpose,
become familiar with typical text
audience & structures & language features of various
structures oftypes of text, eg narratives, procedures,
different
reports, reviews & expositions
4
describe how aspects of literary
texts can convey information about
cultural elements, such as beliefs,
traditions & customs
Features of identify & discuss the use of descriptive
literary textsadjectives (‘in the middle of a vast, bare
Language
devices
3.5
read & view different types of texts,
identifying how they vary in either
complexity & technicality, depending
on either the approach to the topic,
the purpose & the intended audience
build literal and inferred meaning to
analyse and evaluate texts, for
example make inferences about a
persons’ motivations and intentions
consider how this impacts on the
audience
students explain how text structures
assist in understanding the text
understand that texts have
different structures depending on
the purpose & audience
identify the typical structures and
language features of a range of text
types for example narrative,
procedure, exposition, explanation,
identify & explain characteristic text discussion and informative
structures & language features used
in a range of imaginative,
informative & persuasive texts to
meet the purpose of the text
describe literal and implied
analyse, for example by making
analyse and explain literal and implied
meaning connecting ideas in
connections between ideas and
information from a variety of texts
different texts
information in and across texts to
clarify understanding, and
synthesise ideas and information
from print and digital sources
compare the structures and
features of different texts
with a similar purpose
express preferences for particular
texts, and respond to others’
viewpoints
identify & explain how
language choices are used
to influence personal
responses to texts, eg
modality can be used to
opened up degrees of
possibility through the use
of a selection of modal
verbs, adverbs, adjectives &
nouns
analyse the similarities or
differences in literary texts
on similar topics, themes or
plots, for example, the use
of a first-person or thirdperson narrator
use of a variety of
comprehension strategies
to interpret and analyse
information and ideas; for
example, reviewing,
summarising, asking
questions or predicting
identify & analyse strategies
authors use language to
influence the reader
6
Reading
3.5
4
How texts
reflect the
context of
culture &
situation in
which they
are created
4.5
describe how aspects of literary
texts can convey information
about cultural elements, such as
beliefs, traditions & customs
5
Sentences
and clause
level
grammar
Alphabet identify & explain how adverb
knowledge group/phrases & prepositional
/ Letter
phrases provide details of the
and Sound circumstances surrounding a
Knowledge happening or state
Visual
language
Features of recognise how authors and
literary
illustrators choose techniques to
texts
hold a readers’ attention and elicit
Language
devices
describe how events, characters
and settings in texts are
depicted and explain their own
responses to them
understand how language
features, images and vocabulary
influence interpretations of
characters, settings and events
an emotional response
identify & explain a range of devices &language features, images and
deliberate word play in poetry & othervocabulary are used to engage
literary texts, eg nonsense words,
the interest of audiences
spoonerisms, neologisms & puns
Reading monitor meaning, for example by
processes note-taking and recording of key
students explain how text
structures assist in
understanding the text
information from a range of texts
Purpose,
read & view different types of texts,
audience & identifying how they vary in either
structures ofcomplexity & technicality,
different
depending on either the approach to
types of
the topic, the purpose & the
texts
understand that texts have
different structures depending
on the purpose and audience
identify the typical structures and
language features of a range of
text types for example narrative,
procedure, exposition,
explanation, discussion and
informative
identify and explain
characteristic text structures
and language features used in a
range of imaginative,
informative and persuasive texts
to meet the purpose of the text
Comprehe build literal and inferred meaning to describe literal and implied
analyse, for example by making
nsion
analyse and evaluate texts, for
meaning connecting ideas in
connections between ideas and
strategies example make inferences about a
different texts
information in and across texts to
persons’ motivations and intentions
clarify understanding, and
consider how this impacts on the
synthesise ideas and information
audience
from print and digital sources
Expressing
express preferences for
preferences
particular texts, and respond to
& evaluating
others’ viewpoints
intended audience
texts
analyse and explain literal and
implied information from a
variety of texts
5.5
6
6.5
7