1. The learner will read familiar words in simple texts with understanding and enjoyment |
1.1 I can recognise familiar words in simple texts [1] |
1.2 I can read words aloud [2] |
1.3 I can relate letters to their sounds [3] |
1.4 I can understand meaning when reading aloud [4] |
1.5 I can accept help and support when needed [5] |
1.6 I can identify what I like or enjoy in poems, stories and non-fiction [6] |
1. The learner will read simple texts with accuracy and understanding |
1.1 I can read simple texts accurately [8] |
1.2 I can explain what I read [9] |
1.3 I can express opinions about major events or ideas in stories, poems and non-fiction [10] |
1.4 I can use more than one strategy to read unfamiliar words [11] |
1.5 I can use more than one strategy to establish meaning [12] |
1. The learner will read a range of texts fluently and accurately |
1.1 I can read independently [14] |
1.2 I can use strategies appropriately to establish meaning [15] |
1.3 I can explain the main points when reading different types of text [16] |
1.4 I can express preferences in my reading [17] |
1.5 I can use the alphabet to locate books and find information that is classified alphabetically [18] |
1. The learner will understand the significant ideas, themes, events and characters in what they read |
1.1 I can explain the mainpoints when reading more complex text [20] |
1.2 I can identify a theme running through a text [21] |
1.3 I can identify events described in a text [22] |
1.4 I can describe characters in stories in simple terms [23] |
1.5 I can draw a conclusion from information I read [24] |
1.6 I can use the information I read to make deductions [25] |
1.7 I can use ideas I find in my reading [26] |
1.8 I can find specific information in text [27] |
1. The learner will show understanding of a range of texts, selecting essential points and using inference and deduction where appropriate. |
1.1 I can identify key features in texts to support my views [29] |
1.2 I can explain simple themes in reading material [30] |
1.3 I can explain the nature of characters in stories [31] |
1.4 I can select specific sentences, phrases and relevant information to support my views [32] |
1.5 I can select and retrieve information from a range of text based sources [33] |
1.6 I can collate information from a range of text based sources [34] |
1. The learner will identify different layers of meaning and comment on their significance and effect in a range of texts |
1.1 I can respond to literary texts with personal opinions [36] |
1.2 I can refer to aspects of language when reviewing texts [37] |
1.3 I can refer to the structure when reviewing texts [38] |
1.4 I can refer to themes when reviewing texts [39] |
1.5 I can justify my views with evidence from the nature of the text [40] |
1.6 I can summarise a range of information from different sources [41] |
1. The learner will show understanding of the ways in which meaning and information are conveyed in a range of texts |
1.1 I can articulate personal and critical responses to poems [43] |
1.2 I can articulate personal and critical responses to plays [44] |
1.3 I can articulate personal and critical responses to novels [45] |
1.4 I can identify thematic features of the text [46] |
1.5 I can identify structural features of the text [47] |
1.6 I can identify linguistic features of the text [48] |
1.7 I can explain why some literary works are particularly influential [49] |
1.8 I can select and synthesise a range of information from a variety of sources [50] |
1. The learner will demonstrate appreciation of a range of texts through their comments and responses |
1.1 I can evaluate how authors achieve their effects through the use of linguistics [52] |
1.2 I can evaluate how authors achieve their effects through the use of structure [53] |
1.3 I can evaluate how authors achieve their effects through the use of presentation [54] |
1.4 I can select and analyse information and ideas [55] |
1.5 I can comment on how ideas are conveyed in different texts [56] |
1. The learner will confidently sustain their responses to a demanding range of texts, developing their ideas and referring in detail to aspects of language, structure and presentation |
1.1 I can make apt and careful comparison between texts [58] |
1.2 I can include consideration of audience, purpose and form [59] |
1.3 I can identify and analyse arguments, opinion and alternative interpretations [60] |
1.4 I can make cross-references where appropriate [61] |
Links
[1] https://theingots.org/community/ncl1u2enrx#1.1
[2] https://theingots.org/community/ncl1u2enrx#1.2
[3] https://theingots.org/community/ncl1u2enrx#1.3
[4] https://theingots.org/community/ncl1u2enrx#1.4
[5] https://theingots.org/community/ncl1u2enrx#1.5
[6] https://theingots.org/community/ncl1u2enrx#1.6
[7] https://theingots.org/community/ncl1u2enri
[8] https://theingots.org/community/ncl2u2enrx#1.1
[9] https://theingots.org/community/ncl2u2enrx#1.2
[10] https://theingots.org/community/ncl2u2enrx#1.3
[11] https://theingots.org/community/ncl2u2enrx#1.4
[12] https://theingots.org/community/ncl2u2enrx#1.5
[13] https://theingots.org/community/ncl2u2enri
[14] https://theingots.org/community/ncl3u2enrx#1.1
[15] https://theingots.org/community/ncl3u2enrx#1.2
[16] https://theingots.org/community/ncl3u2enrx#1.3
[17] https://theingots.org/community/ncl3u2enrx#1.4
[18] https://theingots.org/community/ncl3u2enrx#1.5
[19] https://theingots.org/community/ncl3u2enri
[20] https://theingots.org/community/ncl4u2enrx#1.1
[21] https://theingots.org/community/ncl4u2enrx#1.2
[22] https://theingots.org/community/ncl4u2enrx#1.3
[23] https://theingots.org/community/ncl4u2enrx#1.4
[24] https://theingots.org/community/ncl4u2enrx#1.5
[25] https://theingots.org/community/ncl4u2enrx#1.6
[26] https://theingots.org/community/ncl4u2enrx#1.7
[27] https://theingots.org/community/ncl4u2enrx#1.8
[28] https://theingots.org/community/ncl4u2enri
[29] https://theingots.org/community/ncl5u2enrx#1.1
[30] https://theingots.org/community/ncl5u2enrx#1.2
[31] https://theingots.org/community/ncl5u2enrx#1.3
[32] https://theingots.org/community/ncl5u2enrx#1.4
[33] https://theingots.org/community/ncl5u2enrx#1.5
[34] https://theingots.org/community/ncl5u2enrx#1.6
[35] https://theingots.org/community/ncl5u2enri
[36] https://theingots.org/community/ncl6u2enrx#1.1
[37] https://theingots.org/community/ncl6u2enrx#1.2
[38] https://theingots.org/community/ncl6u2enrx#1.3
[39] https://theingots.org/community/ncl6u2enrx#1.4
[40] https://theingots.org/community/ncl6u2enrx#1.5
[41] https://theingots.org/community/ncl6u2enrx#1.6
[42] https://theingots.org/community/ncl6u2enri
[43] https://theingots.org/community/ncl7u2enrx#1.1
[44] https://theingots.org/community/ncl7u2enrx#1.2
[45] https://theingots.org/community/ncl7u2enrx#1.3
[46] https://theingots.org/community/ncl7u2enrx#1.4
[47] https://theingots.org/community/ncl7u2enrx#1.5
[48] https://theingots.org/community/ncl7u2enrx#1.6
[49] https://theingots.org/community/ncl7u2enrx#1.7
[50] https://theingots.org/community/ncl7u2enrx#1.8
[51] https://theingots.org/community/ncl7u2enri
[52] https://theingots.org/community/ncl8u2enrx#1.1
[53] https://theingots.org/community/ncl8u2enrx#1.2
[54] https://theingots.org/community/ncl8u2enrx#1.3
[55] https://theingots.org/community/ncl8u2enrx#1.4
[56] https://theingots.org/community/ncl8u2enrx#1.5
[57] https://theingots.org/community/ncl8u2enri
[58] https://theingots.org/community/ncl9u2enrx#1.1
[59] https://theingots.org/community/ncl9u2enrx#1.2
[60] https://theingots.org/community/ncl9u2enrx#1.3
[61] https://theingots.org/community/ncl9u2enrx#1.4
[62] https://theingots.org/community/ncl9u2enri