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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. Reads a range of familiar and 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 Assessment Focus1 Use a range of strategies, including accurate decoding of text, to read for meaning 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) Assessment Focus 2 Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text 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…’) Assessment Focus 3 Deduce, infer or interpret information, events or ideas 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. Assessment Focus 4 Identify and comment on the structure and organisation of texts, including grammatical and literary features at 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…’). Assessment Focus 5 Explain and comment on the writers’ use of language, including grammatical and literary features at word and sentence level Assessment Focus 6 Identify and comment on writer’s purposes and viewpoints and the overall effect of the text on the reader Assessment Focus 7 Relate texts to their social, cultural and historical contexts and literary traditions © Staffordshire County Council = P Levels Purple
REVISED - STAFFORDSHIRE GUIDED READING RECORDS Y3 GUIDED READING RECORD Year Term Group: Reading Target: AF1 AF2 AF3 AF4 AF5 AF6 AF7 Use a range of strategies, including accurate decoding of text, to read for meaning 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 Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text Deduce, infer or interpret information, events or ideas from texts Identify and comment on the structure and organisation of texts, including grammatical and literary features at text level Explain and comment on the writers’ use of language, including grammatical and literary features at word and sentence level Date Text Obj AFs Names Comments Identify and comment on 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 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!
Page 1 and 2: grammar handwriting punctuation wor
Page 3 and 4: The Staffordshire Reading Skills Gr
Page 5 and 6: INTRODUCTION TO THE STAFFORDSHIRE R
Page 7 and 8: HOW TO USE ‘THE STAFFORDSHIRE REA
Page 9 and 10: SECTION 2 - THE STAFFORDSHIRE SKILL
Page 11 and 12: Reading: Level 1 Focus READING 1 FS
Page 13 and 14: Reading: Level 3 Focus READING 3 2A
Page 15: Reading: Level 5 Focus READING 5 4A

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