malmesbury c of e primary school

NAME

CLASS

READINGyears 4,5,6

LEARNING LADDERS

CONTENTS

Ladder Title Page

DecodingComprehenderReading Detective TargetsLanguage Lover TargetsResponder TargetsBig Reader Targets

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I can recognise and understand an even greater variety of suffixes and prefixes.

I can maintain fluency and accuracy when reading complex sentences, with subordinate clauses.

I can respond to more complex punctuation.

I can cope with different features of language such as abbreviations, e.g. etc; colloquialisms (informal

language) e.g ain’t; specialist vocabulary e.g. photosynthesis.

I can recognise where words are an exception to the rule.

I can cope with different features of language used in poems and different forms of writing e.g. dialect,

colloquialisms.

I can read, on sight, all the words from Years 3 and 4 spelling list.

I can work out how to say a homophone so that the sentence makes sense e.g. I read the book last night.

I can use connectives as signposts to indicate a change of tone e.g. on the other hand, consequently.

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READING LADDER

Decoding

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I can locate information using skimming, scanning and text marking.

I can discuss complex plots in stories.

I can summarise the main ideas drawn from more than one paragraph.

Based on what is already known, I can further research facts.

I can compare, contrast and evaluate different non-fiction texts e.g. diaries, instructions etc.

I can recognise texts that contain features of more than one text type, e.g. persuasive letter.

I can identify features of different fiction genres e.g. adventure, sci-fi etc.

I can distinguish between statements of fact and opinion.

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Comprehender

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I can pull together clues from action, dialogue and description to infer/suggest meaning.

I can recognise different points of view.

I can discuss moods, feelings and attitudes using inference.

I can use detailed knowledge of text types to make reasoned predictions.

I can draw information from different parts of the text to infer meaning.

I can point out, provide evidence for and explain my predictions and inferences.

I can make predictions with evidence from the text and with knowledge of wider reading.

I can identify and comment on explicit points of view and those that are implied.

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Reading Detective Targets

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I know how suspense is built up in a story, including the development of the plot.

I can identify and comment on expressive, figurative and descriptive language to create effect in poetry

and prose.

I can identify and describe the styles of individual writers and poets.

I can compare and contrast the styles of individual writers and poets providing examples.

I can find and comment on examples of how authors express different moods, feelings and attitudes.

I know how style and vocabulary are linked to the purpose of the text e.g. ‘obviously..’ or ‘experts state..’

used in a persuasive texts.

I can recognise the use and effect of patterned language in text.

I can use language features of a range of non-fiction text types to support understanding e.g. instruction

texts may use bullet points in a list.

I can comment on and explain the writer’s use of language features - ‘In a poem about a train, the rhythm and rhyme pattern mimic that of a train’.

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Language Lover Targets

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I can identify themes and traditions/conventions in a wide range of books.

I can talk about the author’s techniques for describing characters, settings and actions.

I am able to talk about themes in a story and recognise thematic links with other texts.

I can comment critically (pros and cons) on the overall impact of poetry or forms of writing, with reference to

the text.

I understand how the author wants the reader to react.

I can respond critically to issues raised in stories: find evidence in the text, explore alternative storylines and

evaluate the author’s solution.

I can identify and discuss features in and across a wide range of writing e.g. compare features of a play

script with instructions.

I can identify main ideas taken from more than one paragraph and can summarise these.

I can recognise ways in which writers present issues and points of view in fiction and non-fiction texts - ‘He has only mentioned the bad points about air

travel’.

I can identify and describe the key characteristics about a writer’s or a poet’s style.

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Responder Targets

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I can make connections between books by the same author - ‘Michael Morpurgo often starts his stories in

the present but then goes back in time’.

I understand that texts reflect the time and culture in which they were written - ‘Hound of the Baskervilles would have been very scary for Victorian readers’.

I can compare the openings of a particular novel with the beginnings of other novels I have read.

I understand that texts reflect the time and culture in which they were written - ‘Michael Morpurgo writes

with empathy towards those involved by WWII’.

I can recognise some different forms of poetry e.g. Kennings, Haiku etc.

I am beginning to evaluate texts by comparing how different sources treat the same information e.g.

comparing historical fiction, to a poem, to a factual book about a significant event.

I can identify themes across a range of texts, e.g. social, cultural and historical.

I can comment on how the reader’s or writer’s context makes a difference to our understanding of the social, cultural or historical setting - ‘The island sounds really

dangerous to us because we have...’

I can participate in discussions about books, building on my own and others’ ideas and challenging views

respectfully.

I can identify different character types across a range of texts e.g. villain, hero.

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READING LADDER

Big Reader Targets

NOTES

LEARNING LADDERS

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The ‘Learning Ladders’ logo, device and characters are Trademarks of Learning Ladders Education Ltd.

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