Reading skills_save for pdf - Staffordshire Learning Net ...

grammar handwriting punctuation words 

full stops spelling capital letters question 

marks commas verbs adverbs grammar 

The Staffordshire 

handwriting punctuation words full stops 

spelling capital letters question marks 


full stops spelling 

Reading 

capital letters question 

marks commas verbs adverbs grammar 

handwriting punctuation words full stops 

Skills Grids 

spelling capital letters question marks 



text paragraphs novels language spelling 

libraries vowels poems columns titles authors 

text paragraphs novels language grammar 


text paragraphs novels language adverbs 

libraries vowels poems columns titles words 

text paragraphs novels language verbs 


text paragraphs novels language books 


text paragraphs novels language poems 


text paragraphs novels language text libraries 

vowels poems columns titles authors text 

paragraphs novels language vowels libraries 


paragraphs novels language books libraries 

vowels poems columns titles authors books 



libraries novels language full stops libraries 

vowels columns columns titles authors poems 

paragraphs novels language novels text 

vowels titless columns titles authors vowels 


vowels poems columns titles authors books 



paragraphs novels language full stops 


text paragraphs novels language novels text 

vowels poems columns titles authors poems 


vowels poems columns titles authors text verbs 

A development of the successful 

skills-ladder approach to 

assessing children’s progress 

in reading 

Formative and summative assessment 

of reading at FS, KS1 and KS2

CONTENTS 

SECTION 1 - PAGES 3-8 

INTRODUCTION 

The Staffordshire Reading Skills Grids: 

General Information 

The Staffordshire Reading Skills Grids: Introduction 

The Staffordshire Reading Skills Grids: How to use 

SECTION 2 - PAGES 9-16 

THE STAFFORDSHIRE READING SKILLS GRIDS 

Reading: Foundation Stage: FSP Focus 

Reading: Levels 1 – 5 

Reading: P Levels Focus


General Information 


Introduction 


How to use

THE STAFFORDSHIRE READING SKILLS GRIDS - 

GENERAL INFORMATION 

The Staffordshire Reading Skills Grids: General 

Information 

The Staffordshire Reading Skills Grids is a companion 

document to the successful Staffordshire Writing Skills 

Grids. The grids are a development of the successful 

Reading Skills Ladders, which have been used widely by 

schools throughout Staffordshire and beyond, to assist 

teachers in analysing pupils’ reading and setting 

appropriate reading targets. They have been expanded 

to provide sub-levels for all National Curriculum levels 

and are fully aligned with both the process and 

materials of Assessing Pupils’ Progress (APP) in 

reading. 

The grids have been produced in collaboration with 

colleagues from the Bailiwick of Guernsey where they 

are being used in all primary schools for End of KS2 

teacher assessment of reading, which has replaced the 

use of KS2 SATs on the islands. 

The Staffordshire Reading Skills Grids are 

intended to support teachers in making informed and 

reliable teacher assessment judgements about their 

pupils’ reading and have been designed so that the 

same tool can be used effectively for both formative 

and summative assessment. 

For formative assessment: 

• As a diagnostic tool to identify pupils’ strengths 

and weaknesses in reading 

• To inform ‘next steps’ in pupils’ reading journeys 

• To support teachers in identifying gaps in teaching 

and learning and adjust planning accordingly 

4 

For summative assessment: 

• To support teachers in assigning an overall 

National Curriculum level for reading for 

statutory assessment at the end of KS1 and KS2 

and for optional recording of Teacher Assessment 

at the end of Y1, Y3, Y4 and Y5. 

• To increase teachers’ accuracy and consistency in 

levelling of reading, aligning their judgements for 

periodic (termly) assessment of pupils’ progress 

and internal tracking with National Curriculum 

level descriptors. 

Who can benefit from the use of The 

Staffordshire Reading Skills Grids? 

Pupils: 

• Receive clear, detailed feedback about where they 

have made progress and what they need to do to 

improve further. 

Parents: 

• Receive detailed reports on their children’s 

overall progress and specific information about 

their particular strengths and weaknesses. 

Subject leaders: 

• Can identify patterns and trends across groups, 

classes, key stages or whole-school 

• Can use information to identify curricular targets 

for reading 

• Can consider any specific actions which may be 

required to address identified areas of weakness.

INTRODUCTION TO THE STAFFORDSHIRE 

READING SKILLS GRIDS 

CONTENT OF GRIDS 

The content of the grids has been produced with 

reference to the following resources: 

• National Curriculum level descriptors for 

reading - English AT2 (1999) 

• QCA Assessment Focuses for reading (2003) 

• QCA ‘Building a picture of what children can 

do…’ (2004) 

• Renewed Primary Framework (2006) 

• Assessing Pupils’ Progress in Reading - KS3 

(2006) & KS2 (2008) 

• PNS - Letters & Sounds (2007) 

• Early Years Foundation Stage document (2007) 

• Revised P scales for English, mathematics, 

science and ICT (2004) 

• Book Bands for Guided Reading – Bickler, 

Baker & Hobsbaum (2003) 

ORGANISATION OF THE GRIDS 

There are two different grids for use with reading 

which is below Level 1. 

Reading: Foundation Stage – FSP Focus 

The main grid (page 10) uses statements from the 

Early Years Foundation Stage document and is intended 

for use with Nursery/Reception age children. 

Reading: Working towards Level 1 - P Levels Focus 

A second grid (Appendix – page 16) uses statements 

from the ‘P levels’ and is intended for use with older 

pupils, particularly those with learning difficulties, who 

are working significantly below age-related 

expectations. 

EAL 

5 

Levels 1-5 

Each grid covers one NC level together with the 

preceding and following sub-level (e.g. Level 3 Focus 

covers the range from 2A- 4C).The different elements 

of reading are classified using the QCA Assessment 

Focuses for reading. The chart below shows the links 

between the Assessment Focuses and the reading 

strands from the Renewed Framework. 

Renewed Framework 

reading strands 

5. Word recognition: 

decoding (reading) 

7. Understanding and 

interpreting texts 

8. Engaging and responding 

to texts 

Renewed Framework 

reading strands 

The grids have been structured so that the Assessment 

Focuses appear in numerical order. Although the 

Reading Assessment Focuses are not hierarchical and 

they are all important for all readers, the guidance 

from QCA is that early readers (Levels 1-3) need to 

become confident with AF1, AF2 and AF3. For readers 

to progress to Level 4 and beyond they need to be 

secure with AF3 and to develop the more analytical 

and evaluative skills associated with AFs 4-7. 

For EAL pupils specific assessment criteria can be found in ‘Raising Achievement: The Assessment of pupils 

learning English as an additional language’ amended version available shortly from the Ethnic Minority 

Achievement Unit. Tel: 01785 278257 

AF1 

AF1, AF2, AF3, AF4 

and AF5 

All AFs – especially AF3, 

AF6 and AF7

THE STAFFORDSHIRE READING SKILLS GRIDS 

STATUTORY ASSESSMENT 

CRITERIA 

The exact wording of the National Curriculum level 

descriptors and the Foundation Stage Profile Points 

have been incorporated into these grids. In order that 

these statutory elements can be clearly identified, they 

have been highlighted in colour (FSP – pink and NC 

level descriptors – blue). 

NB Reminder - for Statutory End of KS1 Teacher 

Assessment, only Level 2 can be divided into sub-levels 

– 2C, 2B, 2A. 

SELECTING SUITABLE EVIDENCE 

For evidence to give a true indication of a child’s 

attainment or progress in reading, it needs to have 

been produced with a high degree of independence. 

In most on-going work teachers will provide 

considerable support with particular elements of 

reading. This does not mean that on-going classroom 

reading (e.g. shared and guided reading) cannot be 

used as part of the evidence for a level obtained by a 

child, but the degree of teacher support and scaffolding 

needs to be taken into account. 

6 

Suitable assessment evidence from on-going work may 

include: 

• Reading records (especially those where 

teachers’ comments relate specifically to 

teaching objectives and Assessment Focuses – 

See Staffs Guided Reading Records [revised] on 

www.education.staffordshire.gov.uk/curriculum/ 

themesandinitiatives/assessment/statutory/ks1 

• Observations of children’s reading in a range of 

contexts 

- reading aloud in different size groups 

- pairs, small groups, whole-class, whole-school 

- assemblies, presentations, etc 

- reading to obtain information – evidence from all 

curriculum areas, including ICT 

- reading for pleasure – knowledge about children’s 

reading preferences and reading beyond the 

classroom 

- response to material read – discussion in shared and 

guided reading, and all curriculum areas, drama 

(e.g. role-play, hot-seating, etc) 

- range of reading – fiction, information, ICT texts, 

magazines, etc 

• Written responses to reading – comprehension 

• Children’s reflections of their own reading 

• Written plans

HOW TO USE ‘THE STAFFORDSHIRE READING 

SKILLS GRIDS’ 

Reading evidence 

Collect together full range of evidence from 

children’s on-going work 

1. Read evidence and identify approximate NC level of reading. 

2. Use appropriate Level Focus Grid to identify ‘best-fit’ sub-level. 

Remember – 

1. For each Assessment Focus highlight the criteria 

statements which have been met. 

2. Make a ‘best-fit’ overall level judgement. 

For ‘secure evidence’ several examples are needed. Don’t give ‘the benefit 

of the doubt’ on the basis of only one example in a child’s reading. 

For some Assessment Focuses you may have insufficient evidence upon 

which to make a reliable judgement – record IE in the appropriate 

Assessment Focus box. 

Evidence for different Assessment Focuses will often be highlighted 

across several sub-levels and a ‘best-fit’ overall level judgement will be 

required. 

NB – Weighting of Assessment Focuses 

For Levels 1-3 – AF1, AF2 and AF3 carry the greatest ‘weighting’ 

For Level 4 onwards – AF3 must be secure with ‘best-fit’ across all the 

other Assessment Focuses. 

7

KEY QUESTIONS WHEN ASSESSING READING 

The following guidance for KS1 teachers can be found in the QCA booklet ‘Building a picture of what children 

can do…’ and can be downloaded from www.qca.org.uk This recommends that teachers might have in mind the 

following key questions, relating to the Assessment Focuses, when reviewing children’s reading. 

Skills Grids - AFs Key Questions 

AF1 

Use a range of strategies, 

including accurate decoding 

of text, to read for 

meaning. 

AF2 

Understand, describe, 

select or retrieve 

information, events or 

ideas from texts and use 

quotation and reference to 

text 

AF3 

Deduce, infer or interpret 

information, events or 

ideas from texts. 

AF4 

Identify and comment on 

the structure and 

organisation of texts, 

including grammatical and 

presentational features at 

text 

AF5 

Explain and comment on 

writers’ use of language, 


literary features at word 

and sentence level. 

AF6 


writers’ purposes and 

viewpoints, and the overall 

effect of the text on the 

reader 

AF7 

Relates texts to their 

social, cultural and 

historical contexts and 

literary traditions. 

Can the child gain meaning from texts by: 

reading words on sight e.g. familiar common words, some content words? 

making use of phonic strategies, e.g. consonant blends; word initial/word final; 

long vowels; polysyllabic words? 

using sentence and whole text knowledge, e.g. by self-correcting, substituting 

words that make grammatical or contextual sense? 

showing awareness of punctuation marks in reading, e.g. pausing at full stops? 

Can the child: 

recall the main ideas of a story or information text? 

identify how characters behave, e.g. repeated actions and words? 

connect words and illustrations, e.g. what additional information does the 

illustration add? 

say what they have found out by reading the book? 

retrieve relevant details from different paragraphs or sections of the text? 


use knowledge of a story so far to make predictions about what will happen 

next? 

connect information together to draw out implied meanings? 

distinguish between more and less important items of information? 

use clues from what characters do and say to explain their motives? 


make use of book conventions and organisational devices to focus their reading, 

eg index, glossary? 

trace how ideas link and how a writer signals changes and connections? 


comment on the effect of specific words and how they convey meaning, 

eg ideas, characters, atmosphere? 

discuss language patterns and how they contribute meaning, eg refrain, rhymes 

or repetition? 


respond to the text overall and say what they liked/ disliked about it? 

identify the main purpose of a text, eg using evidence from what they have 

read? 


identify traditional characters and settings in fiction? 

relate the text to others, eg by a similar type, by the same author, in a series? 

8

SECTION 2 - THE STAFFORDSHIRE 

SKILLS GRIDS 

Reading: 

Foundation Stage FSP Focus 


Levels 1 - 5 


P Levels Focus

READING: FOUNDATION STAGE - FSP FOCUS 

N.B. - FSP Points 4-8 have equal value and can be Children who are consistently working beyond the Early Learning Goals 

achieved in any order. should be recorded as FSP-R9. 

READING FSP 1 & FSP 2 FSP 3 FSP 4 & 5 FSP 6, 7 & 8 1C – Lower 1 

1 - Pink 2 - Red 3-Yellow 4- Blue 

Recognises familiar words in 

simple texts. 

Begins to blend phonemes in order to 

decode simple CVC words with short 

vowels. 

Begins to recognise some common 

consonant digraphs and uses phonic 

knowledge to attempt unknown words 

Reads a range of familiar and 

common words (e.g. Phase 2*) and 

simple sentences independently. 

Blends sounds in words. (FSP – 

LSL6) 


common words and simple 

sentences independently. (FSP-R6) 

Uses phonic knowledge to read 

simple regular words (FSP – LSL7) 

Attempts to read more complex 

words, using phonic knowledge 

(FSP – LSL8) 

Links sounds to letters, naming and 

sounding letters of the alphabet. 

(FSP–LSL4) 

Hears and says sounds in words 

(FSP-LSL5) in the order in which they 

occur (EYFS-LSL[40-60+m]) 

Links some sounds to 

letters. (FSP – LSL3) 

Hears and says the initial 

sound in words and knows 

which letters represent some 

of the sounds (EYFS – LSL 

[40-60+m]) 

Continues a rhyming string. 

(EYFS-LSL[40-60+m]) 

Recognises rhythm in spoken words. (EYFS- 

LSL[30-50m]) 

Joins in with rhyming & rhythmic activities. 

(FSP –LSL1) 

Shows an awareness of rhyme & alliteration. 

(FSP – LSL2/ EYFS-LSL [30-50m]) 

Understands the concept of a word (EYFS – R 

[30-50m]) 

Assessment Focus1 


including accurate decoding of 

text, to read for meaning 

Knows that print conveys meaning. (FSP-R2) Recognises a few familiar 

Understands the structure of a simple 

story and uses when re-enacting or 

re-telling. 

Locates significant parts of a recount 

and identifies the main points in 

Retells narratives in the correct 

sequence, drawing on language 

patterns of stories. (FSP-R7) 

Knows that information can be retrieved 

from books and computers. (EYFS- 

R[40-60+m]) 

words. (FSP-R3) 

Describes main story settings, 

events and principal 

characters. (EYFS LfC [30- 

50m]) 

Listens to stories with increasing attention and 

recall. (EYFS LfC [30-50m]) 

Assessment Focus 2 

Understand, describe, select or 

retrieve information, events or 


quotation and reference to text 

correct sequence. 

Talks about stories and non-fiction 

texts, identifying major points and key 

themes. 

Uses their knowledge of simple 

stories to support predictions. 

Identifies the patterns and structures 

of rhyme and patterned text when 

retelling and reciting. 

Understands and uses correctly, 

terms referring to the conventions of 

print: book, cover, beginning, end, 

page, word, letter, line. 

Listens with enjoyment, and 

responds to stories, songs and other 

music, rhymes and poems and 

makes up own stories, songs, 

rhymes and poems. (EYFS-LCT-4) 

Suggests how the story might 

end. (EYFS-R[30-50m]) 

Joins in with repeated refrains, anticipating key 

events and important phrases. (EYFS-LfC[30-50]) 



information, events or ideas 

from texts 

10 

Shows an understanding of how 

information can be found in nonfiction 

texts to answer questions 

about where, who, why and how. 

(FSP-R8) 

Knows that, in English, print is read 

from left to right and top to bottom. 

(FSP-R4) 

Shows an understanding of the 

elements of stories, such as main 

character, sequence of events and 

openings. (FSP-R5) 

Begins to be aware of the way 

stories are structured. (EYFS- 

R[30-50m]) 

Handles books carefully. (EYFS-R[30-50m]) 

Holds books the correct way up and turns pages. 

(EYFS-R[30-50m]) 


Identify and comment on the 

structure and organisation of 

texts, including grammatical 

and literary features at text 

level 

Returns to favourite books, poems, 

songs, rhymes to be re-read and 

enjoyed. 

Enjoys an increasing range of 

books.(EYFS-R[40-60+m]) 

Has some favourite stories, 

rhymes, songs, poems or 

jingles. (EYFS-R[22-36m]) 

Developing an interest in books. (FSP-R1) 


Explain and comment on the 



literary features at word and 

sentence level 



writer’s purposes and 

viewpoints and the overall 

effect of the text on the reader 


Relate texts to their social, 

cultural and historical contexts 

and literary traditions 

© Staffordshire County Council 

Reads books of own choice with some fluency and accuracy. 

FSP – R9

Reading: Level 1 Focus 

READING 1 FSP 6, 7 & 8 1C – Lower 1 1B – Secure 1 1A – Upper 1 2C – Lower 2 

Book Bands 2 - Red 3 – Yellow 4- Blue 5- Green 6-Orange 7-Turquoise 8 - Purple 

Uses knowledge of vowel digraphs and 

trigraphs when attempting unfamiliar 

words. 

Begins to notice when reading does not 

make sense and attempts to selfcorrect. 

Reads on sight the full range of high 

frequency words (e.g. Phase 5*). 

Blends and segments adjacent consonants 

and uses these skills to attempt to read 

unfamiliar words. 

Knows one grapheme for each of the 44 

phonemes. 

Reads simple familiar texts aloud with 

fluency and expression appropriate to the 

grammar (e.g. pausing at full stops and 

raising voice at questions). 

Reads on sight a range of high frequency 

and other familiar words (e.g. Phases 3 & 

4*). 

Identifies and talks about the main events 

and characters in a text. 

Shows a developing awareness of 

character and dialogue through role-play. 

Locates relevant parts of a text in response 

to simple questions. 

Uses knowledge of letters and soundsymbol 

relationships in order to read 

words and to establish meaning when 

reading aloud. In these activities they 

sometimes require support. 

Blends phonemes in order to decode CVC 

words, including words with common 

spelling patterns for long vowel phonemes. 

Reads, on sight, some common words (e.g. 

Phases 2 & 3*). 

Recognises familiar words in simple 

texts. 

Begins to blend phonemes in order to 

decode simple CVC words with short 

vowels. 

Begins to recognise some common 

consonant digraphs and uses phonic 

knowledge to attempt unknown words. 


common words (e.g. Phase 2*) and 

simple sentences independently. 

Blends sounds in words. (FSP 

–LSL6) 


common words and simple 

sentences independently. 

(FSP-R6) 

Uses phonic knowledge to 

read simple regular words 

(FSP – LSL7) 

Attempts to read more 

complex words, using phonic 



including accurate decoding 

of text, to read for meaning 

Comments on obvious features of 

characters or setting. 

Re-tells stories, including most of the 

main events and characters, but parts 

may be over-long or over-short. 

Locates specific information in the text 

in response to simple questions. 

Identifies main events or key points in a 

text. 

Answers simple literal retrieval questions 

about a text. 

Understands the structure of a simple 

story and uses when re-enacting or retelling. 

Locates significant parts of a recount and 

identifies the main points in correct 

sequence. 

knowledge (FSP – LSL8) 

Retells narratives in the 

correct sequence, drawing on 

language patterns of stories. 

(FSP-R7) 


Understand, describe, select 

or retrieve information, 

events or ideas from texts 

and use quotation and 

reference to text 

Uses an understanding of incidents, 

characters and settings to make 

predictions. 

Compares stories, identifying 

common themes and characters. 

Uses an understanding of the 

structure of recounts, reports and 

Expresses opinions about main events and 

characters in stories. 

Relates incidents from stories to own 

experience. 

Makes predictions based on title, cover, 

blurb, etc. 

In response to supportive questioning, 

begins to talk about events and ideas in 

stories. 

With prompting, attempts simple predictions 

about characters. 

Talks about stories and non-fiction texts, 

identifying major points and key themes. 

Uses their knowledge of simple stories to 

support predictions. 




from texts 

11 

instructions to make predictions. 

Recognises main structural features of 

non-fiction texts (e.g. contents, index, 

headings). 

Understands how simple diagrams and 

charts add information. 

Understands the difference between fiction 

and non-fiction. 

Recognises ways to create emphasis in text 

(e.g. capitalisation, bold print). 

Begins to talk about the differences 

between fiction and non-fiction. 

Identifies the patterns and structures of 

rhyme and patterned text when retelling 

and reciting. 

Understands and uses correctly, terms 

referring to the conventions of print: book, 

cover, beginning, end, page, word, letter, 

line. 

Shows an understanding of 

how information can be found 

in non-fiction texts to answer 

questions about where, who, 

why and how. (FSP-R8) 






level 

Recognises some familiar patterns of 

language (e.g. once upon a time; first, 

next, last). 

Begins to notice effective language 

choices (e.g. slimy, spooky). 

Makes choices from a selection of 

texts and begins to give reasons for 

choices. 

Responds to simple questions about likes 

and dislikes about texts. 

Expresses response to poems, stories 

and non-fiction by identifying aspects 

they like. 

Returns to favourite books, poems, 

songs, rhymes to be re-read and enjoyed. 

Enjoys an increasing range of 

books.(EYFS-R[40-60+m]) 











effect of the text on the 

reader 



cultural and historical 

contexts and literary 

traditions 

Reads books of own choice with some fluency and accuracy. 

FSP – R9 Blue = National Curriculum Level Descriptors *PNS Letters and Sounds 

© Staffordshire County Council


READING 2 1A - Upper 1 2C - Lower 2 2B - Secure 2 2A - Upper 2 3C - Lower 3 

Book Bands 6- Orange 7-Turquoise 8 - Purple 9 - Gold 10 - White 11 - Lime 

Reads independently, using 

strategies appropriately to establish 

meaning. 

Recognises some common prefixes 

and suffixes and regular verb 

endings to construct the meaning of 

words in context. 

Reads aloud a simple unfamiliar text 

accurately and fluently with 

expression and intonation, taking 

account of the punctuation (e.g. 

commas to mark pauses and 

grammatical boundaries). 

Reads increasing range of medium 

frequency words (e.g. Next 200 

common words*) accurately and 

automatically. 

Uses more than one strategy, such as 

phonic, graphic, syntactic and contextual, 

in reading unfamiliar words and 

establishing meaning. 

Begins to use knowledge of alternative ways 

of pronouncing the same grapheme. 

Identifies syllables in order to read polysyllabic 

words. 

Usually notices when reading does not make 

sense and self-corrects using knowledge of 

context and syntax. 

Reads on sight a limited range of medium 

frequency words (e.g. Next 200 common 

words*) 

Pupils’ reading of simple texts shows 

understanding and is generally accurate. 

Shows understanding of a text by commenting 

on plot, setting & character. 

Begins to generate questions before reading 

and using knowledge of non-fiction text 

structure (e.g. use of index) to begin to locate 

and retrieve specific information. 

Expresses opinions about major events or 

ideas in stories, poems and non-fiction. 

Uses knowledge of vowel digraphs 

and trigraphs when attempting 

unfamiliar words. 

Begins to notice when reading does 

not make sense and attempts to selfcorrect. 

Reads on sight the full range of high 

frequency words (e.g. Phase 5*). 

Blends and segments adjacent 

consonants and uses these skills to 

attempt to read unfamiliar words. 

Knows one grapheme for each of the 

44 phonemes. 

Reads simple familiar texts aloud with 

fluency and expression appropriate to 

the grammar (e.g. pausing at full stops 

and raising voice at questions). 

Reads on sight a range of high 

frequency and other familiar words (e.g. 

Phases 3 & 4*). 


Use a range of strategies, including 

accurate decoding of text, to read 

for meaning 

Recognises a range of prefixes and 

suffixes to construct the meanings of 


Reads aloud with intonation and 

expression taking account of an 

increasing range of punctuation (e.g. in 

dialogue). 

Identifies main points and summarises 

orally. 

Makes notes to summarise main points 

from a passage of text. 

Identifies and comments on main 

characters and how they relate to 

one another. 

Re-tells stories, giving main points 

clearly in sequence, with appropriate 

balance and detail. 

Comments on obvious features of 

characters or setting. 

Re-tells stories, including most of the 

main events and characters, but 

parts may be over-long or over-short. 

Locates specific information in the 

text in response to simple questions. 

Identifies and talks about the main 

events and characters in a text. 

Shows a developing awareness of 

character and dialogue through roleplay. 

Locates relevant parts of a text in 

response to simple questions. 




ideas from texts and use quotation 

and reference to text 

Explores underlying themes and ideas, 

making clear references to text. 

Begins to justify opinions about events 

and actions in text with reference to 

relevant parts of the text. 

Begins to make inferences about 

thoughts and feelings of main 

characters, justifying views using 

evidence from text. 

Uses knowledge of the alphabet to 

Identifies key themes and discusses 

reasons for events in stories. 

Makes simple inferences about 

thoughts and feelings and reasons 

for actions. 

Begins to evaluate the usefulness of 

information in texts for answering 

questions. 

Uses an understanding of incidents, 

characters and settings to make 

predictions. 

Compares stories, identifying 

common themes and characters. 

Uses an understanding of the 

structure of recounts, reports and 

instructions to make predictions. 

Expresses opinions about main events 

and characters in stories. 

Relates incidents from stories to own 

experience. 

Makes predictions based on title, cover, 

blurb, etc. 



information, events or ideas from 

texts 

12 

Makes predictions using experience of reading 

books written by the same author or based on 

similar themes. 

Suggests alternative events that might have 

happened and gives reasons. 

locate books and find information. 

Understands how to use indexes to 

locate specific information. 

Understands difference between prose 

and playscripts. 

Understands main structural and 

page lay-out features of fiction and 

non-fiction texts. 

Gains an overall impression of a text 

by making predictions about 

content/subject of a book by skim 

Recognises main features of page lay-out in 

texts (e.g. title, sub-headings, labels, diagrams 

and charts in non-fiction and paragraphs in 

fiction). 

Understands how to use alphabetically 

ordered texts to retrieve information. 

Recognises main structural features 

of texts (e.g. contents, index and 

headings in non-fiction and chapters 

in fiction). 

Understands how simple diagrams 

and charts add information. 

Understands the difference between 

fiction and non-fiction. 

Recognises ways to create emphasis in 

text (e.g. capitalisation, bold print). 



structure and organisation of texts, 

including grammatical and literary 

features at text level 

Identifies where the choice of language 

has helped to create moods or build 

tension. 

reading, title, contents, illustrations. 

Talks about how different words or 

phrases affect the meaning. 

Begins to understand the effects of different 

words and phrases (e.g. to create humour, 

images and atmosphere). 

Recognises some familiar patterns 

of language (e.g. once upon a time; 

first, next, last). 

Begins to notice effective language 

choices (e.g. slimy, spooky). 

Makes choices from a selection of 

texts and begins to give reasons for 

choices. 



writers’ use of language, including 

grammatical and literary features at 

Compares texts and expresses 

preferences. 

Evaluates the usefulness of information 

(e.g. follows instructions to see if they 

Responds to texts discussing 

preferences with reference to 

favourite characters and books with 

similar themes. 

Makes choices about which texts to read 

based on prior reading experience. 

Expresses likes and dislikes about texts, 

providing simple reasons. 

Responds to simple questions about 

likes and dislikes about texts. 

word and sentence level 


Identify and comment on writer’s 

purposes and viewpoints and the 

overall effect of the text on the 

reader 

work). 

Understands that some stories are 

handed down by word of mouth. 

Demonstrates some awareness that 

books have been written in different 

times and places. 

Makes comparisons between books noting 

similarities and differences (e.g. alternative 

versions of a traditional story). 


Relate texts to their social, cultural 

and historical contexts and literary 

traditions 


Blue = National Curriculum Level Descriptors *PNS Letters and Sounds



Book Bands 10 - White 11 - Lime 

Uses knowledge of how complex 

sentences are constructed and 

punctuated to deepen understanding 

and read aloud with appropriate 

phrasing. 

Re-reads and reads ahead to determine 

meaning. 

Uses knowledge of word roots derivations 

and spelling patterns to read unknown 

words. 

Knows how to work out the pronunciation of 

homophones using the context of the 

sentence. 

Reads a range of texts fluently and 

accurately. 

Uses knowledge of word formation and 

a wider range of prefixes and suffixes to 

construct the meaning of words in 

context. 


expression taking account of range of 

punctuation, (e.g. commas, dashes, 

hyphens). 

Reads independently, using 

strategies appropriately to establish 

meaning. 

Recognises a range of prefixes and 

suffixes to construct the meanings of 



expression taking account of an 

increasing range of punctuation (e.g. in 

dialogue). 

Recognises some common prefixes and 

suffixes and regular verb endings to 

construct the meaning of words in 

context. 

Reads aloud a simple unfamiliar text 

accurately and fluently with expression 

and intonation, taking account of the 

punctuation (e.g. commas to mark 

pauses and grammatical boundaries). 

Reads increasing range of medium 

frequency words (e.g.Next 200 common 

words*) accurately and automatically. 

Identifies and comments on main 

characters and how they relate to one 

another. 

Re-tells stories, giving main points 

clearly in sequence, with appropriate 

balance and detail. 





Demonstrates broad understanding 

of text by including most of main 

points in responses with some 

general references to the text. 

Locates information by beginning to 

use appropriate skills (e.g. skimming, 

scanning, text marking, using ICT 

Begins to understand how stories may vary 

(e.g. in pace, build up, sequence, 

complication or resolution). 

Locates specific information making 

efficient use of text features (e.g. contents, 

sections, headings). 

In responding to fiction and nonfiction, 

shows understanding of the 

main points 

from a passage of text. Identifies and discusses issues, locating 

evidence in the text. 

Understands narrative order and 

chronology in stories. 

Identifies main points and summarises 

orally. 

Makes notes to summarise main points 






resources). 

Infers meaning with reference to text, 

but also applying knowledge from 

own wider experience (e.g. why a 

character is behaving in a particular 

way). 

Begins to infer meaning using evidence 

from the text (e.g. clues from action, 

dialogue or description). 

Uses knowledge of structure/content of 

fiction and non-fiction genres to make or 

confirm predictions. 

Identifies the point of view from which a 

story is told and responds by e.g. retelling 

from a different point of view. 

Deduces reasons for characters’ actions 

and events based on evidence from 

text. 

Distinguishes fact from opinion and 

recognises the point of view being 

presented in text. 

Develops an active response to text by 

empathising with different characters’ 

points of view. 

Explores underlying themes and ideas, 

making clear references to text. 

Begins to justify opinions about events 

and actions in text with reference to 

relevant parts of the text. 

Begins to make inferences about 

thoughts and feelings of main 

characters, justifying views using 

evidence from text. 

Identifies key themes and discusses 

reasons for events in stories. 

Makes simple inferences about thoughts 

and feelings and reasons for actions. 

Begins to evaluate the usefulness of 

information in texts for answering 

questions. 




texts 

13 

Identifies features of different fiction 

genres (e.g. science fiction, 

adventure, myths, legends). 

Identifies structure and language 

features of a wider range of nonfiction 

text types. 

Understands how chapters and paragraphs 

are used to collect, order and build up 

ideas. 

Identifies structure and language features 

of a range of non-fiction text types (e.g. 

explanations, recounts, persuasion). 

Makes use of non-fiction features (e.g. 

contents to scan and assess for 

relevance for intended purpose). 

Identifies features of different text-types 

and uses appropriate reading strategies 

(e.g. scrolling through an ICT text). 

Uses knowledge of the alphabet to 

locate books and find information. 

Understands how to use indexes to 

locate specific information. 

Understands difference between prose 

and playscripts. 

Identifies where the choice of language 

has helped to create moods or build 

tension. 

Understands main structural and page 

lay-out features of non-fiction texts. 

Gains an overall impression of a text by 

making predictions about 

content/subject of a book by skim 

reading, title, contents, illustrations. 






Understands difference between 

literal and figurative language (e.g. 

by discussing the effects of imagery 

in poetry and prose). 

Comments on the effectiveness of 

expressive, descriptive and figurative 

Comments on the effectiveness of the 

author’s choice of language to create 

moods and build tension. 

Begins to interpret the effect the choice 

of language has to create moods and 

build tension. 

Identifies the use of expressive, 

descriptive and figurative language in 

prose and poetry. 

Talks about how different words or 

phrases affect the meaning. 






language in prose and poetry. 

Expresses personal response to text, 

beginning to recognise its general 

effect on reader. 

Recognises and comments on main 

purpose of text. 

Expresses personal response but with little 

awareness of the writer’s viewpoint or the 

effect on the reader. 

In responding to fiction and nonfiction 

expresses preferences. 

Knows how style and vocabulary are 

linked to the purpose of the text (e.g. 

exaggerated writing in persuasive text). 

Compares texts and expresses 

preferences. 

Evaluates the usefulness of information 

(e.g. follows instructions to see if they 

work). 

Responds to texts discussing 

preferences with reference to favourite 

characters and books with similar 

themes. 





reader 

Comments on how language in texts 

varies according to origin or historical 

setting (e.g. Caribbean, 

Shakespeare, text language). 

Understands that some stories and poems 

come from different times and cultures. 

Can relate text to other books by same 

author or to other authors within the 

same genre. 

Understands that some stories are 

handed down by word of mouth. 

Demonstrates some awareness that 

books have been written in different 

times and places. 




traditions 


Blue = National Curriculum Level Descriptors *PNS Letters and Sounds



Uses a full range of strategies to read a 

range of texts fluently and accurately 

Uses word derivations and word 

formation,(e.g. prefixes, acronyms and 

letter omission), to construct meaning of 

words in context across a range of texts. 

Reads fluently and accurately, 

demonstrating an understanding of 

more sophisticated punctuation (e.g. 

colon, semi-colon, parenthetic commas, 

dashes, brackets). 

Uses a full range of strategies to read 

appropriate texts fluently and accurately. 

Applies grammatical knowledge to read 

complex sentences confidently with 

appropriate phrasing and intonation. 

Uses knowledge of how complex 

sentences are constructed and 

punctuated to deepen understanding 

and read aloud with appropriate 

phrasing. 

Re-reads and reads ahead to determine 

meaning. 

Uses knowledge of word roots 

derivations and spelling patterns to read 

unknown words. 

Knows how to work out the 

pronunciation of homophones using the 

context of the sentence. 

Book Bands 





Responses and comments are usually 

supported by relevant references to text. 

Decides on quality and usefulness of 

text by skim-reading to gain an overall 

impression. 

Explains points or opinions and usually 

includes some specific references to 

text. 

Uses skills of skimming, scanning and 

text marking to locate relevant 

information quickly and effectively. 

Locates and uses ideas and 

information. 

Uses quotations from, or references to, 

text to support opinions and predictions. 

Uses skills of skimming, scanning and 

text marking to locate relevant 

information. 

In responding to a range of texts, 

shows understanding of significant 

ideas, themes, events and 

characters, beginning to use 

inference and deduction. 

Refers to text when explaining views. 

Demonstrates broad understanding of 

text by including most of main points in 

responses with some general 

references to the text. 

Locates information by beginning to use 

appropriate skills (e.g. skimming, 

scanning, text marking, using ICT 

Begins to understand how stories may 

vary (e.g. in pace, build up, sequence, 

complication or resolution). 

Locates specific information making 

efficient use of text features (e.g. 

contents, sections, headings). 






Distinguishes between implicit and 

explicit points of view. 

Explains how messages, moods, 

feelings and attitudes are conveyed in 

poetry and prose, using inference and 

deduction and making some reference 

to text. 

Infers meaning based on evidence 

drawn from different points in text. 

resources). 

Infers meaning with reference to text, 

but also applying knowledge from own 

wider experience (e.g. why a character 

is behaving in a particular way). 

Begins to infer meaning using evidence 

from the text (e.g. clues from action, 

dialogue or description). 

Uses knowledge of structure/content of 

fiction and non-fiction genres to make or 

confirm predictions. 

Identifies the point of view from which a 

story is told and responds by e.g. 




texts 

14 

Identifies author’s use of genrespecific 

language to convey information in nonfiction 

texts. 

Identifies specific structural devices 

used by author to organise text, with 

some awareness of impact. 

Uses secure understanding of structure 

and language features of fiction and full 

range of non-fiction text types to support 

understanding when reading extended 

texts or from a range of sources. 

Recognises and uses knowledge of 

structure and language features of 

different fiction and non-fiction text types 

to support understanding when reading. 

Identifies features of different fiction 

genres (e.g. science fiction, adventure, 

myths, legends). 


features of a wider range of non-fiction 

text types. 

retelling from a different point of view. 

Understands how chapters and 

paragraphs are used to collect, order 

and build up ideas. 


features of a range of non-fiction text 

types (e.g. explanations, recounts, 

persuasion). 

Comments on the effectiveness of the 

author’s choice of language to create 

moods and build tension. 






Identifies some basic features of writer’s 

language choices, with some 

explanation. 

Compares and contrasts the styles of 

different writers and poets, giving 

examples from texts. 

Identifies and describes style of 

individual writers and poets. 

Understands difference between literal 

and figurative language (e.g. by 

discussing the effects of imagery in 

poetry and prose). 

Comments on the effectiveness of 

expressive, descriptive and figurative 

language in prose and poetry. 

Expresses personal response to text, 

beginning to recognise its general effect 

on reader. 






Appraises a text quickly and effectively 

and identifies its main purpose and 

viewpoint. 

Shows general awareness of overall 

impact of text on reader. 

Recognises writer’s viewpoint, (e.g. 

author’s bias). 

Begins to show some awareness of the 

writer’s viewpoint. 

Recognises and comments on main 

purpose of text. 

Expresses personal response but with 

little awareness of the writer’s viewpoint 

or the effect on the reader. 





reader 

Identifies how themes, characters and 

authors’ viewpoints may reflect different 

social, cultural and historical contexts. 

Identifies and explains social, moral and 

cultural issues in stories. 

Identifies social, moral and cultural 

issues in stories. 

Comments on how language in texts 

varies according to origin or historical 

setting (e.g. Caribbean, Shakespeare, 

text language). 

Understands that some stories and 

poems come from different times and 

cultures. 




traditions 


Blue = National Curriculum Level Descriptors


READING 5 4A - Upper 4 5C - Lower 5 5B - Secure 5 5A - Upper 5 Level 6 

Confidently uses a full range of strategies 

to attempt to read any new text fluently and 

accurately. 


wide range of texts fluently and accurately. 

Understands use of connectives as 

signposts to indicate a change of tone, 

voice, opinion – and applies this to maintain 

understanding when reading specific types 

of text. 


range of texts fluently and accurately. 

Uses word derivations and word 

formation,(e.g. prefixes, acronyms and 

letter omission), to construct meaning of 

words in context across a range of texts. 

Reads fluently and accurately, 

demonstrating an understanding of 

more sophisticated punctuation 

(e.g. colon, semi-colon, parenthetic 

commas, dashes, brackets). 

Book Bands 





Summarises a range of 

information from different 

sources. 

Responses clearly identify and explain 

most of the relevant points, supported by 

appropriate references to text. 

Reflects on the implications of events, 

actions and feelings in order to explain 

them fully. 

Shows understanding of a range of 

texts, selecting essential points where 

appropriate. 

In responses, identifies key themes and 

characters. 

Retrieves and collates information from 

a range of sources. 

Responses and comments are usually 

supported by relevant references to text. 

Decides on quality and usefulness of 

text by skim-reading to gain an overall 

impression. 

Explains points or opinions and 

usually includes some specific 

references to text. 

Uses skills of skimming, scanning 

and text marking to locate relevant 

information quickly and effectively. 






In reading and discussing a range 

of texts, identifies different layers 

of meaning and comments on their 

significance and effect. 

Provides reasoned explanation for inferred 

meaning, drawing on a range of evidence 

from the text. 

Recognises and responds to text 

complexity, recognising layers of meaning. 

Shows understanding of a range of texts 

using inference and deduction where 

appropriate. 

Distinguishes between implicit and 

explicit points of view. 

Explains how messages, moods, 

feelings and attitudes are conveyed in 

poetry and prose, using inference and 

deduction and making some reference 

to text. 

Infers meaning based on evidence 

drawn from different points in text. 




texts 

Explains implicit and explicit points of view. 

Gives personal responses to 

literary texts, referring to aspects 

of structure in justifying their 

views. 

Explains how an author’s use of genrespecific 

language features supports the 

writer’s theme or purpose. 

Explains impact and effectiveness of 

structural devices used by author to 

organise text. 

In responses, identifies key features. 

Identifies author’s use of genrespecific 

language to convey information in nonfiction 

texts. 

Identifies specific structural devices used 

by author to organise text, with some 

awareness of impact. 

Uses secure understanding of 

structure and language features of 

fiction and full range of non-fiction 

text types to support understanding 

when reading extended texts or from 

a range of sources. 






15 

Comments on author’s use of genre-specific 

language to convey information across a 

range of non-fiction texts 

Comments on specific structural devices 

used by the author to organise text, with 

some explanation of effectiveness. 

Gives personal responses to 

literary texts, referring to aspects 

of language and themes in 

justifying their views. 

Explains effectiveness and impact on 

reader of writer’s language choices. 

Recognises when a word or phrase has 

more than one layer of meaning and 

explains this precisely. 

Identifies some basic features of writer’s Selects sentences, phrases and relevant 

language choices, with some 

information to support views. 

explanation. Comments on writer’s language choices, 

showing some awareness of effect on 

reader. 

Compares and contrasts the styles of 

different writers and poets, giving 

examples from texts. 






Viewpoint in text is clearly identified, with 

some evidence from text used to provide 

explanation. 

Appreciates how a reader’s personal 

experiences affect their interpretation of a 

Viewpoint in text is clearly identified, with 

some explanation. 

Comments critically on overall impact of 

poetry or prose with reference to, e.g. use 

of language, development of themes. 

Appraises a text quickly and effectively 

and identifies its main purpose and 

viewpoint. 

Shows general awareness of overall 

impact of text on reader. 

Recognises writer’s viewpoint, (e.g. 

author’s bias). 





reader 

response to a text. 

Explains and explores how themes, 

characters and authors’ viewpoints may 

reflect different social, cultural and 

historical contexts. 

Comments on how themes, characters and 



Identifies how themes, characters and 



Identifies and explains social, moral 

and cultural issues in stories. 




traditions 


Blue = National Curriculum Level Descriptors

READING: WORKING TOWARDS LEVEL 1 - P LEVELS FOCUS 

READING P4 & P5 P6 P7 P8 1C – Lower 1 

Recognises familiar words 

in simple texts. 

Begins to blend phonemes in 

order to decode simple CVC 

words with short vowels. 

Begins to recognise some 

common consonant digraphs 

and uses phonic knowledge to 

attempt unknown words. 


common words (e.g. Phase 

2*) and simple sentences 

independently. 

Understands that words, signs, 

symbols and pictures convey 

meaning (R-P8) 

Recognises and reads a 

growing repertoire of familiar 

words or symbols, including 

their own name. (R-P8) 

Recognises the letters of the 

alphabet by shape, name and 

sound. (R-P8) 

Begins to associate sounds 

with patterns in rhymes, with 

syllables, and with words, 

signs, symbols & letters. (R-P8) 

Distinguishes between print or symbols 

and pictures in texts. (R-P7) 

Recognises some letters of the 

alphabet (R-P7) by shape and sound. 

Hears and identifies initial sounds in 

familiar words, by pointing, saying or 

using a pattern of body movements 

which the class or group have learned 

to associate with a particular phoneme. 

Recognises some familiar words or 

logos from environmental print. 

Joins in with saying or singing parts of 

the alphabet. 

Selects and recognises or reads a 

small number of words or 

symbols linked to a familiar 

vocabulary (e.g. name, people, 

objects or actions) (R-P6) 

Matches letters and short words. 

(R-P6) 

Shows some ability to continue a 

rhyming string orally. 

Shows that knows that printed and 

handwritten words (supported by 

symbols as necessary) carry 

meaning (e.g. use, repeat or point to 

text of classroom signs or notices). 

Begins to recognise when a 

significant word or symbol is omitted 

from a sentence in a familiar story or 

text. 

Can point to a picture of the main 

character. 

Can point to a picture and talk about 

that part of the story or text. 

Begins to remember one or two repeated 

words (e.g. names of people or objects, or 

key words in a repetitive phrase, in a familiar 

text, when sharing book with an adult). 

Recognises own name card from a selection 

of two. 

Begins to anticipate words which rhyme in 





Understands the structure of a 

simple story and uses when 

re-enacting or re-telling. 

Locates significant parts of a 

recount and identifies the 

main points in correct 

sequence. 

Expects written text to make 

sense; looks at pictures to check 

for sense. 

Recognises and indicates main 

character or event in a familiar 

text. 

Shows an interest in the activity of 

reading. (R-P7) 

Frequently looks at and re-reads known 

words and phrases from a variety of 

familiar texts, (e.g. big books, story 

books, poems, captions, own and other 

children’s writing). 

Shows awareness of events in a story, 

rhyme or recount they have heard, and 

be able to ‘Find me the picture/photo 

where…’ 

Predicts words, signs or symbols in 

narrative (e.g. when adult stops 

reading, fills in missing word) (R-P7) 

Takes on the persona of a familiar 

character in role-play or drama. 

familiar texts. 

Selects a few words, signs or symbols 

with which they are familiar and derives 

some meaning from text, symbols or 

signs presented in a familiar way.(R-P5) 

Matches objects to pictures and symbols. 

(RP5) 

Listens and responds to familiar rhymes 

and stories. (R-P4) 

Looks carefully at pictures in a book and 

points out details when asked. 

With support, joins in role-play activities or 

participates in re-telling of familiar story. 

Shows curiosity about content at a simple 

level (e.g. answers basic two key-word 

questions about a story) (R-P5) 


Understand, describe, select 

or retrieve information, events 

or ideas from texts and use 


Talks about stories and nonfiction 

texts, identifying major 

points and key themes. 

Uses their knowledge of 

simple stories to support 

predictions. 

Uses illustrations to make 

predictions. 

Identifies subject matter of books 

by using titles and illustrations, 

(e.g. ‘It’s a book about…’) 




from texts 

16 

Identifies the patterns and 

structures of rhyme and 

patterned text when retelling 

and reciting. 

Understands and uses 

correctly, terms referring to the 

conventions of print: book, 

cover, beginning, end, page, 

word, letter, line. 

Selects objects to represent 

beginning/middle/end of a familiar 

text. 

Places events in reasonable 

order, through oral recount or 

ordering pictures/objects of 

reference. 

Understands the conventions of 

reading (e.g. following text from left to 

right, top to bottom and page following 

page) (R-P7) 

Shows an understanding of story 

structure, (e.g. notices when a page is 

missed out from a familiar book). 

Points, or eye-points, to 

words/symbols linked to familiar 

vocabulary, tracking left to right. 

Begins to recognise and use simple 

book terminology, (e.g. can show 

front/back of a book, or a picture, the 

writing or the cover). 

Shows some understanding of how 

books work (e.g. turning pages, holding 

book the right way up). (R-P4) 

Moves finger left to right to follow text. 






level 

Notices when a familiar phrase or 

sentence is muddled up or a word 

omitted, and is able to correct the 

‘mistake’. 

Returns to favourite books, 

poems, songs, rhymes to be 

re-read and enjoyed. 

Gives information about subject 

matter of book (e.g. says, ‘Read 

me the book about dinosaurs’). 

Links events in stories to own 

experience (e.g. points to picture and 

says, “I’ve got a dog like that”. 

Chooses a favourite book and indicates 

they want an adult to read it. 

Comments on stories, (e.g. says ‘It’s funny’). Chooses a favourite book or 

magazine from a selection of three. 

Adopts some ‘book talk’ in orally 

retelling a story, (e.g. ‘Once upon a 

time…’, ‘happily ever after…’). 











effect of the text on the reader 






= P Levels 

Purple

REVISED - STAFFORDSHIRE GUIDED READING RECORDS 

Y3 GUIDED READING RECORD Year Term 

Group: Reading Target: 

AF1 AF2 AF3 AF4 AF5 AF6 AF7 




Year 3 Objectives 

5. Word recognition: decoding (reading) 

Note: Y3 is a significant year for moving 

the emphasis on teaching from word 

recognition to language comprehension. 

For this reason, there is no content for 

strand 5 after Year 2. Children working 

significantly above or beow age-related 

expectaions will need differentiated 

support, which may include tracking 

forward or back in terms of learning 

objectives. 

7. Understanding and interpreting texts 

1. Identify and make notes of the main 

points of section(s) of text 

2. Infer charcters’ feelings in fiction and 

consequences in logical explanations 

3. Identify how different texts are 

organised, including reference texts, 

magazines and leaflets, on paper and 

on screen 

4. Use syntax, content and word structure 

to build their store of vocabulary as they 

read for meaning 

5. Explore how different texts appeal to 

readers using varied sentence 

structures and descriptive language 

8. Engaging with & responding to texts 

1. Share and compare reasons for reading 

preferences, extending the range of 

books read 

2. Empathise with characters and debate 

moral dilemmas portrayed in texts 

3. Identify features that writers use to 

provoke readers’ reactions 







texts 



texts, including grammatical and 

literary features at text level 






Date Text Obj AFs Names Comments 




reader 




Our popular Guided Reading Records 

have been revised to bring them fully into 

line with both ‘The Staffordshire Reading 

Skills Grids’ and Assessing Pupils’ Progress 

materials. They are available on the 

English and Literacy area of the Staffordshire website: 

www.education.staffordshire.gov.uk/curriculum/subjectareas 

New!

With thanks to Mavis Humphreys: Literacy Consultant, 

(Staffordshire LA June 2008) 

With thanks to... Jane Hunter, Di Collins, Jon Lilley, Liz Mahy and 

Sally Rickard from the Bailiwick of Guernsey for their meticulous 

reviewing and editing of material and to members of the 

Staffordshire Assessment, Early Years, Inclusion and Primary 

Literacy Teams for their advice and support. 

If you, or someone you know, would like a copy of this booklet in 

large print, Braille, on audio-tape or in languages other than English, 

please contact: 

Quality Learning Services, Kingston Centre, 

Fairway, Stafford. ST16 3TW. 

Telephone: 01785 277932 Fax: 01785 256193 

www.education.staffordshire.gov.uk 

The content of this documentation is subject to copyright of Staffordshire County Council; 

2012 © All rights reserved. You may not, except with our express written permission, 

commercially exploit the content. Any redistribution or reproduction of part or all of the 

contents in any form is prohibited other than in accordance with the law.

Reading skills_save for pdf - Staffordshire Learning Net ...

Create successful ePaper yourself

Delete template?

Save as template?