ASSESSMENT FOCUS
2C
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1
Use a range of strategies
including accurate
decoding of text to read
for meaning.
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2
Understand, describe,
select or retrieve
information, events or
ideas and use quotation
and reference from text.
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3
Deduce, infer or interpret
information, events or
ideas from text.
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4
Identify and comment on
the structure and
organisation of texts,
including grammatical and
presentational features.
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5
Explain and comment on
writers’ use of language
inc. grammatical and
literary features at word
and sentence level.
6
Identify and comment on
writers’ purposes and
viewpoints and the overall
effect of the text on the
reader.
7
Relate texts to their
social, cultural and
historical traditions.
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I can quickly segment and blend CVC, CCVC
and CVCC words.
I can chunk words and use regular long vowel
phonemes (g-r-ee-n).
I can use one other decoding strategy (eg
missing the word out, context, hiding words).
I can read all of the Y1 and some of the Y2
words.
I am aware of how . ! ? and , are used and I am
beginning to use expression.
I am reading for meaning and beginning to self
correct.
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I can begin to recall the main points of any
text eg character names, main ingredients.
I can talk about my book and make comments.
I can begin to locate information about
characters.
I can begin to use a contents page to find
information.
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I am beginning to make plausible inferences
(eg how a character is feeling).
I make comments about illustrations, diagrams
and changes to the text with support (eg why
is the text in capitals?).
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I am beginning to be aware of how fiction and
non fiction texts are organised and use this in
reading simple texts.
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I can begin to identify some familiar patterns
of language (eg once upon a time, time words).
I can give plausible reasons why an author
might have chosen a particular word
independently.
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I am beginning to understand why a text has
been written (that it has a purpose).
I can tell you what I like and dislike about the
text.
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I am beginning to recognise that texts are set
in different times and places.
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2B
2A
I can use segmenting and blending effectively
and independently, identifying a range of long
vowel sounds.
I can use more than one other decoding
strategy.
I can read all of the Y1 and most of the Y2
words.
I take account of . ! ? , … “ “
I can read with some fluency and expression.
I can self correct independently.
 I can use a range of strategies including
segmenting, blending, missing the word out,
context, hiding words, chunking etc to read
unfamiliar words.
 I can read all of the KS1 words.
 I read with fluency and expression and take
account of punctuation ( . ! ? , … “ “ ‘ )
I can recall some specific information about
texts including main events, characters and main
points.
I know where to locate specific information in
my book.
I can begin to locate information to support my
comments.
 I can recall specific information about the
text and begin to tell you about the main
points.
 I know where to find information in a fiction
and non fiction book.
 I can locate some information to support my
comments.
I can make plausible inferences and I am
beginning to be able to show you which part of
the text makes me think this.
I make comments about illustrations, diagrams
and changes to the text with increasing
accuracy.
I can comment on how fiction and non fiction
texts are organised and sequenced.
I have some awareness of the types of
punctuation I might see in a book.
 I can make plausible inferences about
information and events and use the text to
support these.
 I can make comments based on textual and
pictoral clues independently .
I can show you where writers have used
effective words (eg slimy, dull).
I notice familiar patterns of language.
 I can show you where writers have used
effective words (eg slimy, dull) and when
prompted I can begin to tell you why they
have chosen these words.
 I am beginning to understand why some
features of organisation are used (eg
diagrams and bullet points).
I understand the purpose of the text at a basic
level.
 I am beginning to show awareness of writers’
viewpoints (eg she thinks it is not fair).
 I can tell you my likes and dislikes about the
text and begin to give reasons.
 I can comment on writers’ purposes and
viewpoints at a basic level.
 I can give simple statements about likes and
dislikes of texts and give some valid
reasons.
I can identify the setting and period in which
the book is set.
 I am becoming aware when a book is set in a
different culture.