Year Group: 1
Reading
Layered Targets for: AF5 Authors use of language
See Response Hooks –
www.lancsngfl.ac.uk/nationalstrategy/literacy
End of Year Expectation:
Explore the effect of patterns of language and repeated words and phrases
Ability Level
Must ( or Step 1)
Should ( or Step 2)
Could ( or Step 3)
Target
I can join in stories and
rhymes with patterned
language and repeated
words and phrases
I can explore and enjoy
patterned language and
repetitive texts
I can say what I like
about stories and
rhymes with patterned
language and repeated
phrases
Teaching Points
Read rhymes and patterned stories to the
children as often as possible.
Emphasise the rhythms and patterns so that
children can anticipate and join in.
Create opportunities for role play for children
to imitate and innovate upon these rhymes
and stories.
Teach children to join in and then repeat
patterned lines from rhymes and stories.
Ask children to anticipate and recite the next
lines in rhymes and stories.
Use rhythm and actions to reinforce the
patterns.
Model how to respond orally to stories and
rhymes.
Use Response Hooks so children can more
easily articulate their responses.
www.lancsngfl.ac.uk/nationalstrategy/literacy
1
Examples
Too many to list – but good examples such as
The Little Red Hen, The Three Little Pigs;
Goldilocks and the Three Bears; The Magic
Porridge Pot.
There is a huge range of nursery rhymes and
patterned poems.
See the Lancashire Little Daisy Project on
www.lancsngfl.ac.uk/nationalstrategy/literacy
Children’s Classic Stories, Fairytales, fables
and folktales. ISBN 1-84236-384-0
100 Classic Stories !SBN 978-1-84236-944-9
Year Group: 2
Reading
Layered Targets for: AF5 Authors use of language
See Response Hooks –
www.lancsngfl.ac.uk/nationalstrategy/literacy
End of Year Expectation:
Explore how particular words are used, including words and expressions with similar meanings
Ability Level
Must ( or Step 1)
Should ( or Step 2)
Target
I can identify particular
words and what they
mean
I can identify words that
have similar meanings
Teaching Points
Collect descriptive words and phrases and
explain their meanings. Encourage children
to use new words in their talk and writing.
Teach synonyms and shades of meaning.
Display words in order of intensity .
Examples
Word of the week – find and explain an
ambitious word. Use this word to describe as
many things as possible during the week.
e.g. dilapidated; pounced; precious.
Big large huge enormous gigantic
Irritated; cross; angry; furious; incandescent
Use zone of relevance.
www.lancsngfl.ac.uk/nationalstrategy/literacy
Could ( or Step 3)
I can say why an author
has used a particular
word
I can talk about the words an author has
used; how they make me feel and what I
imagine.
2
Use the response hooks to support children in
articulating their responses to authors’ language.
‘It makes me feel. . . it makes me imagine . . . ‘
Year Group: 3
Reading
Layered Targets for: AF5 Authors use of language
See Response Hooks –
www.lancsngfl.ac.uk/nationalstrategy/literacy
End of Year Expectation:
Explain how authors use figurative and expressive language to create images and atmosphere
Ability Level
Must ( or Step 1)
Should ( or Step 2)
Could ( or Step 3)
Target
I can identify the
language the author has
used to create an effect.
Teaching Points
Teach the function and effect of adjectives.
Identify adjectives and how they affect the
noun.
Examples
Look at description with and without the
adjectives covered up.
The giant lived in a castle.
The enormous giant lived in a towering castle.
I can identify and
comment on the
language the author has
used to create an effect.
Teach the function and effect of adjectives
and verbs. Identify how the author has used
verbs to convey characters'’ moods, actions
and tone.
…deep, dark forest
. . . . tall, gloomy tower
. . . mean, spiteful woman
. . . limbering up in a very slow, stiff, creaky sort
of way.
The genie came whirling up to Amal.
I can talk about the
effect the language
used has upon the
reader.
Model how to articulate a response to
language.
See Response Hooks on
www.lancsngfl.ac.uk/nationalstrategy/literacy
3
Reading
Layered Targets for: AF5 Authors use of language
Explain and comment on writers’ use of language, including
grammatical and literacy features at word and sentence level
Year Group: 4
See Response Hooks –
www.lancsngfl.ac.uk/nationalstrategy/literacy
End of Year Expectation:
Explain how authors use figurative and expressive language to create images and atmosphere
Ability Level
Target
Teaching Points
Examples
Identify examples from poetry,
Must ( or Step 1)
Should ( or Step 2)
Could ( or Step 3)
Spiders webs like diamond necklaces
The sea is an angry dog
The moon was a ghostly galleon
I come from haunts of coot and hern
I can identify figurative
language
Identify similes, metaphors, alliteration,
onomatopoeia and personification in texts.
I can identify figurative
language and comment
upon the effect
Identify similes, metaphors, alliteration,
onomatopoeia and personification in texts.
Teach children how to articulate their
responses when commenting upon the
effectiveness on conveying images and
atmosphere.
Use the response hooks to support oral and
written responses.
The author wants me to imagine. . .
The effect of this phrase is to . . . .
These words give the impression that . . .
I can identify and
comment upon
figurative language and
evaluate the effect.
Identify similes, metaphors, alliteration,
onomatopoeia and personification in texts.
Teach children how to critically evaluate the
effectiveness of the techniques used.
This phrase is effective because . . .
I think that the author has been successful in . . .
because . . .
The author wants me to . . . .
4
Reading
Layered Targets for: AF5 Authors use of language
Explain and comment on writers’ use of language, including
grammatical and literacy features at word and sentence level
Year Group: 5
See Response Hooks –
www.lancsngfl.ac.uk/nationalstrategy/literacy
End of Year Expectation:
Explore how writers use language for comic and dramatic effects
Ability Level
Target
Teaching Points
Examples
Character’s names – Mr Twit; Reginald Von
Hoobie-Doobie.
Must ( or Step 1)
Should ( or Step 2)
Could ( or Step 3)
I can identify where the
author has used
humour or dramatic
effect
Teach how authors use words, phrases and
actions to make characters humorous or
events dramatic.
I can identify and
comment upon the
ways in which the
author has used
humour and dramatic
effect
Teach the children to comment upon how
effective the author’s techniques are in
making the text funny or dramatic.
Use response stems:
I can identify, comment
and critically evaluate
the ways in which the
author has used
humour and dramatic
effect.
Teach the children about author’s style.
What language patterns and techniques
does this author use to create humour and
tension. What is the effect of language
choices and techniques in achieving this.
5
Funny descriptions.
Drawing Dr Xargle’s Earthlet from the
description
How has the author made the event seem
tense? The character angry?
What has the author done to make you laugh?
How effective is this in creating humour or
tension?
Reading
Layered Targets for: AF5 Authors use of language
Explain and comment on writers’ use of language, including
grammatical and literacy features at word and sentence level
Year Group: 6
See Response Hooks –
www.lancsngfl.ac.uk/nationalstrategy/literacy
End of Year Expectation:
Recognise rhetorical devices used to argue, persuade, mislead and sway the reader
Ability Level
Must ( or Step 1)
Should ( or Step 2)
Could ( or Step 3)
Target
I can identify the
language used to
influence the reader
I can identify the
different ways language
is to influence the
reader
I can identify and
comment upon the
effectiveness of the
language used to
influence the reader
Teaching Points
Teach the children how to recognise the
ways in which authors manipulate language
in order to influence the reader.
Teach children to recognise where authors
use questions to challenge the reader or
argue a point. Teach the techniques authors
use to sway or influence the reader.
Teach children how to comment and
evaluate upon the effectiveness of the
techniques used.
6
Examples
‘All good supermarkets’
‘Only a fool would believe’
‘Yet another supermarket is to be built’
‘How big is your carbon footprint?’
‘What are you doing to save the planet?’
‘What did you do this week-end?’
‘Those in the know believe that . . .’
The author is trying to make the reader . . . .
The words make the reader feel excluded or
ignorant.
How has the author created this feeling?
How effective is the author’s choice of
language?