Reading Bands
black
|
Hold books the right way up and turn the pages correctly. |
|
Understand that books carry meaning. |
|
Show interest in the pictures. |
|
Identify features of the pictures. |
|
Describe what is happening in the pictures with reference to where it is happening, who is involved and what they are doing. |
|
Begin to tell own simple story using ‘book language’ (‘one day’, ‘after that’, ‘then’) |
pink
|
Application of phase 2 phonics – identifying single sounds. |
|
Begin to recognise and read phase 2 tricky words. |
|
Begin to sound and blend CVC words with increasing independence, speed and accuracy. |
|
Match words 1:1 with accuracy. |
|
Use the illustrations to access the text and to give more detail to the story. |
|
Link the story to own experiences. |
|
Begin to read whole sentences with reasonable pace when familiar with the text. |
red
|
Begin to apply phase 3 phonic knowledge including some vowel digraph knowledge. |
|
Sound and blend CVC, CVCC and CCVC words with increasing speed and accuracy. |
|
Read phase 2 and 3 tricky words by sight. |
|
Continue to talk about the story and to link it to own experiences. |
|
Track print accurately, pointing if necessary. |
|
Read whole sentences with reasonable pace when familiar with a text. |
yellow
|
Use and apply knowledge from phonics phase 3 and 4. |
|
Track the text with eyes, using finger pointing only at points of difficulty. |
|
Segment and blend unfamiliar words then re-read whole word. |
|
Recognise and read phase 3 and 4 tricky words. |
|
Self-correct using picture and text clues to support. |
|
Begin to take note of punctuation – fullstops. |
|
Make plausible predictions about what might happen next. |
|
Be able to give a basic retelling of what has been read. |
|
Read whole sentences with good pace. |
|
Begin to link what they have read to other texts. |
blue
|
Increasingly recognise and apply phase 5 phonic knowledge. |
|
Self-correct from the context of the text. |
|
Begin to work out unfamiliar words by thinking about what would make sense. |
|
Be able to ‘chunk’ a two syllable word into small recognisable parts. |
|
Begin to take note of punctuation (fullstops and exclamation marks) and use these to add expression when reading. |
|
Read sentences with good pace and link them to following sentences with increasing fluency and phrasing. |
|
Continue to segment and blend aloud when necessary. |
|
Be able to answer general recall questions about a text. |
|
Make plausible predictions about what might happen next. |
|
Be able to recognise a non-fiction text. |
green
|
Continue to recognise and apply phase 5 phonic knowledge including alternative grapheme sounds. |
|
Segmenting and blending much less – only when necessary to decode an unfamiliar word. |
|
Begin to attempt some unfamiliar words by thinking about what would make sense. |
|
Self-correct with speed and independence from the context of the text. |
|
Read longer sections of text without losing your place. |
|
Take note of fullstops, exclamation marks and question marks to add expression when reading. |
|
Be able to maintain good pace and fluency through whole sentences, linking them together well. |
|
Be able to order events in a story and answer specific questions about character and plot. |
|
Make plausible predictions about what might happen next. |
|
Recognise a non-fiction text and understand that this can be read in a different way, ie not cover to cover, but by picking different aspects of interest. |
orange
|
Continue to use and apply all phonic knowledge to read with independence. |
|
Be able to recognise if it is a fiction or a non-fiction and say how you know. |
|
Read sentences fluently with good pace and continue to link them together well. |
|
Use punctuation to read with expression (. ? !) |
|
Self-correct with speed and independence from the context of the text. |
|
Be able to order the events of a story and begin to draw on basic inference skills (picture based) to answer questions about characters’ thoughts and feelings. |
|
Give an opinion about what has been read. |
|
Make plausible predictions about what might happen next. |
|
Continue to attempt some unfamiliar words by thinking about what would make sense. |
turquoise
|
Continue to use and apply all phonic knowledge to read with independence. |
|
Recognise and adapt the reading style needed for fiction and non-fiction texts. |
|
Read fluently through shorter and longer sentences with good pace. |
|
Use punctuation to read with expression (. , ? !) |
|
Self-correct with speed and independence from the context of the text. |
|
Be able to read and decode more complex words. |
|
Be able to order the events of a story and predict what will happen next. |
|
Be able to explain what a character is thinking and feeling from the pictures and text. |
|
Give an opinion about what has been read and say why you think that. |
|
Solve more unfamiliar words by reading around the word in a sentence. |
purple
|
Be able to recognise the structure of non-fiction and fiction texts. |
|
Read accurately and fluently with a rapid pace. |
|
Use punctuation to read with expression (. , ? !) |
|
Begin to understand the meaning of unfamiliar words by reading around the word in the sentence. |
|
Have the ability to read silently. |
|
Correct inaccurate reading and be able to explain why you did this. |
|
Predict what you think will happen next in a story and explain why you think this. |
|
Be able to look at what a character is saying and doing in the text to explain what they are thinking and feeling. |
|
Give an opinion about a text and share different reasons why you think that. |
gold
|
Locate information in non-fiction texts. |
|
Read accurately and fluently with rapid pace |
|
Use punctuation to read with expression (. , ? ! ( )) |
|
Solve the meaning of some unfamiliar words by gaining understanding from the text around the word. |
|
Know where inverted commas are and use some character voices for expression. |
|
Read silently most of the time. |
|
Correct inaccurate reading and be able to explain why you did this. |
|
Predict what might happen on the basis of what has been read so far. |
|
Give a reasoned opinion about a text and start to identify the ideal audience of the text. |
|
Be able to look at what a character is saying and doing in the text to explain what they are thinking and feeling. |
white
|
Locate information in non-fiction texts. |
|||
|
Sustain reading by regularly finishing whole books. |
|||
|
Read accurately and fluently with rapid pace |
|||
|
Use punctuation to read with expression (. , ? ! ( )) |
|||
|
Know where inverted commas are and use some character voices for expression. |
|||
|
Read silently most of the time. |
|||
|
Monitor accuracy of own reading by checking it makes sense and re reading if necessary. |
|||
|
Be able to order the events of a story in a longer text. |
|||
|
Solve the meaning of some unfamiliar words by gaining understanding from the text around the word. |
|||
|
Be able to find the meaning of unfamiliar words in a book and then explain these to others. |
|||
|
Spot words that have the following spelling patterns in the book:
. |
|||
|
Predict accurately what might happen on the basis of what has been read so far. |
|||
|
Give a reasoned opinion about a text and explain how it makes you feel as a reader. |
|||
|
Identify a theme in a text |
lime
|
Use non-fiction features to help me find information efficiently. |
|||
|
Sustain reading by regularly finishing whole books. |
|||
|
Read accurately and fluently with rapid pace |
|||
|
Use punctuation to read with expression (. , ? ! ()) |
|||
|
Know where inverted commas are and consistently use character voices for expression |
|||
|
Read silently most of the time. |
|||
|
Monitor accuracy of own reading by checking it makes sense and re reading if necessary. |
|||
|
Be able to order the events of a story in a longer text (only including the key information) |
|||
|
Solve the meaning of some unfamiliar words by gaining meaning from the text around the word. |
|||
|
Be able to find the meaning of unfamiliar words in a book and then explain these to others. |
|||
|
Identify the same theme across a range of texts. |
|||
|
Spot words that have the following spelling patterns in the book:
|
|||
|
Be able to look at what a character is saying, doing and how characters are described in the text to explain what they are thinking and feeling. |
|||
|
Give a reasoned opinion about a text and explain how it makes them feel as a reader. |
|||
|
Accurately predict what might happen next from details and events in a text. |
ruby
|
Retrieve information accurately from a non-fiction text. |
|||
|
Find examples of fact and opinion within my reading. |
|||
|
Read accurately and fluently with rapid pace. |
|||
|
Sustain reading by regularly finishing different types of text e.g. non-fiction, fiction, modern and older fiction. |
|||
|
Use punctuation to read with expression (. , ? ! () …) |
|||
|
Know where inverted commas are and consistently use character voices for expression |
|||
|
Read silently most of the time. |
|||
|
Be able to make summaries, in order of events as they happened in the text. |
|||
|
Solve the meaning of some unfamiliar words by gaining meaning from the text around the word. |
|||
|
Be able to find the meaning of unfamiliar words in a book and then explain these to others. |
|||
|
Be able to spot the use of similes, metaphors and onomatopoeia within a text. |
|||
|
Monitor accuracy of own reading by checking it makes sense and re reading if necessary. |
|||
|
Identify changes in character feelings across a text. |
|||
|
Predict accurately from details and events in a text – using more than one piece of evidence in their answer. |
|||
|
Give a reasoned opinion about a text and explain the audience it is best suited to. |
|||
|
Spot words that have the following spelling patterns in the book:
|
sapphire
|
Retrieve information accurately from a non-fiction text. |
|||
|
Find examples of fact and opinion within my reading. |
|||
|
Read accurately and fluently with rapid pace |
|||
|
Sustain reading by regularly and finishing different types of text e.g. non-fiction, fiction, modern and older fiction. |
|||
|
Use punctuation to read with expression (. , ? ! () … : ;) |
|||
|
Know where inverted commas are and consistently use character voices for expression |
|||
|
Read silently most of the time. |
|||
|
Monitor accuracy of own reading by checking it makes sense and re reading if necessary. |
|||
|
Be able to make summaries, in order of events as they happened in the text. |
|||
|
Be able to find the meaning of unfamiliar words in a book and then explain these to others. |
|||
|
Solve the meaning of some unfamiliar words by gaining meaning from the text around the word. |
|||
|
Be able to spot the use of similes, metaphors and onomatopoeia within a text and explain the effect of these on the readers feelings. |
|||
|
Identify changes in character, atmosphere and mood across a text. |
|||
|
Predict accurately from details and events in a text – being able to explain alternatives for why something could happen. |
|||
|
Provide well justified views about a text and explain the audience that it is best suited to. |
|||
|
Spot words that have the following spelling patterns in the book:
|
silver
|
Retrieve information accurately from a non-fiction text. |
|||
|
Find examples of fact and opinion within my reading. |
|||
|
Read accurately and fluently with rapid pace |
|||
|
Sustain reading by regularly and finishing different types of text e.g. non-fiction, fiction, modern and older fiction. |
|||
|
Use punctuation to read with expression (. , ? ! () … : ;) |
|||
|
Know where inverted commas are and consistently use character voices for expression |
|||
|
Read silently most of the time. |
|||
|
Be able to make summaries, in order of events as they happened in the text. |
|||
|
Monitor accuracy of own reading by checking it makes sense and re reading if necessary. |
|||
|
Solve the meaning of some unfamiliar words by gaining meaning from the text around the word. |
|||
|
Be able to find the meaning of unfamiliar words in a book and then explain these to others. |
|||
|
Be able to spot the use of similes, metaphors and onomatopoeia within a text and explain the effect of these on the reader’s feelings. |
|||
|
Ask questions about what they have read and explore the answers. |
|||
|
Identify changes in character, atmosphere and mood across a text. |
|||
|
Predict accurately from details and events in a text – being able to explain alternatives for why something could happen. |
|||
|
Provide well justified views about a text and explain how this makes them feel. |
|||
|
Spot words that have the following spelling patterns in the book:
|
