1. AF1 – use a range of strategies, including accurate decoding of text, to read for meaning. Level 1 In some reading, usually with support… Level 2 In some reading… Level 3 In most reading… Level 4 Across a range of reading... Level 5 Across a range of reading… B1: some high frequency and familiar words read fluently and automatically. Can the child read some HFW? B1: Range of key words read on sight. Can the child read a range of HFW? B1: Range of strategies used mostly effectively to read with fluency, understanding and expression. Does the child use a range of reading strategies? (Phonics, page clues, word recognition, reading ahead, grammatical knowledge of a sentence). B2: Decode familiar and some unfamiliar words using blending as the prime approach. Does the child decode using blending as their main reading strategy? B2: Unfamiliar words decoded using appropriate strategies, e.g. blending sounds. Can the child use some appropriate reading strategies as well as blending? B3: Some awareness of punctuation marks, e.g. pausing at full stops. Does the children have some awareness of punctuation when reading e.g. full stops.? B3: Some fluency and expression, e.g. taking account of punctuation, speech marks. Does the child read expressively, taking account of punctuation? E.g. ?!” “

2. AF2 – understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to the text. Level 1 In some reading, usually with support… Level 2 In some reading… Level 3 In most reading… Level 4 Across a range of reading... Level 5 Across a range of reading… B1: some simple points from familiar texts recalled. What happened next?Who, what, where, when why…Who said?Is X true or not true?Can you retell the story / process? *Level 1 refers to simple points and lacks detail. B1: some specific, straightforward information recalled, e.g. names of characters, main ingredients. What happened before/ after / when? What is the name of the main character? What are the names of the characters? Name two important things about..?What are the main problems in the story? Can you retell the story / process? (Use of characters names, / technical vocabulary) What did the …. do?Where did … go?Describe the …. B1: simple, most obvious points identified though there may also be some misunderstanding, e.g. about information from different places in the text. What happened in the beginning, middle and end of the story? Which event …?What is this story / book about? Give one reason why… Can you retell the story / process? *Level 3 elicits greater detail covering the whole text) B1: some relevant points identified. What happened in the beginning, middle and end of the story? Which event …? What is this story / book about? Give one reason why… Can you retell the story / process? (Greater detail covering the whole text) *Level 4 questions are the same as Level 3, however evidence of the child able to answer across a range of reading. B1: most relevant points clearly identified, including those selected from different places in the text. What are the main problems in the story? How are they resolved? What happening in the beginning, build up, problem, resolution, ending? *Level 5 must evidence across a range of reading. B2: some pages/sections of interest located, e.g. favourite characters/events/ information/pictures. Find and show me your favourite part of the book. Show me your favourite character. What are you favourite pictures in the book B2: generally clear idea of where to look for information, e.g. about characters, topics. What page is … on? (Use contents, titles, sub headings, index, glossaries) Show me in the book when the character …Show me in the book where the problem / description of / is… B2: some comments include quotations from or references to text, but not always relevant, e.g. often retelling or paraphrasing sections of the text rather than using it to support comment. Pupils retell or paraphrase in response to questions rather than quoting directly. B2: comments supported by some generally relevant textual reference or quotation, e.g. reference is made to appropriate section of text but is unselective and lacks focus. Pupils use some quotes to support answers to questions above (b1) by locating relevant sections/information but quotes not always accurate. B2: comments generally supported by relevant textual reference or quotation, even when points made are not always accurate. Pupils use some quotes to support answers to questions using relevant quotes.

3. AF3 – deduce, infer or interpret information, events or ideas from texts. Level 1 In some reading, usually with support… Level 2 In some reading… Level 3 In most reading… Level 4 Across a range of reading... Level 5 Across a range of reading… B1: reasonable inference at a basic level, e.g. identifying who is speaking in a story. Who is speaking in the story? Who is this book for? (Adults / children) What might this book be about? (Looking at the cover / illustrations) B1: simple plausible inference about events and information, using evidence from text, e.g. how a character is feeling, what makes a plant grow. How is … feeling? What might happen next? Why did….What character would you like / not like to be friends with and why? How does … work? Ask questions of non fiction texts where pupils deduce from what is written. B1: straightforward inference based on a single point of reference in the text, e.g. he was upset because it says “he was crying.” How is the character feeling? What words tell you this? What might happen next? Why do you think this? How did the character act? What were the reasons? What might the character have been thinking when they…? What words tell us…? What does the word … imply / tell us about? Ask questions of non fiction texts for pupils to use evidence from the text as well as own knowledge e.g. what makes a plant grow, in the text it says place it in a sunny spot so it needs sun to grow. B1: comments make inferences based on evidence from different points in the text, e.g. interpreting a character’s motive from their actions at different points. What do the actions tell you about this character? What were the reasons this character acted in the way they did? Why did … say …? *Level 4 must comments from different points in the text. *Level 4 includes evidence across a range of reading. B1: comments develop explanation of inferred meanings drawing on evidence across the text, e.g. “you know her dad was lying because earlier she saw him take the letter.” Tell me about the character of …Tell me about how the character changes…What might happen next? What is the writer trying to make you think and why? *Level 5 must include evidence drawn across the entire text. B2: comments/question about meaning of parts of text, e.g. details of illustrations, diagrams, changes in font style. Can the child make comments about the text? Does the child ask questions about what parts of the text mean? E.g. changes in font style. B2: comments based on textual cues, sometimes misunderstood. Does the child use the pictures to help them deduce, infer or interpret information? (Sometimes misunderstood) B2: responses to text show meaning established at a literal level e.g. “walking good” means “walking carefully” or based on personal speculation e.g. a response based on what they personally would be feeling rather than feelings of character in the text. What does the word / phrase X mean? What were the reasons this character acted in the way they did? *Level 3 if based on personal speculation – e.g. because if it was me… B2: inferences often correct, but comments are not always rooted securely in the text or repeat narrative or content. Inference are correct but no reference to the text. B2: comments make inferences and deductions based on textual evidence, e.g. in drawing conclusions about a character’s feelings on the basis of their speech and actions. Inferences are correct based on textual evidence. How is the character feeling? E.g. Quoting both speech and actions.

4. AF4 – identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level. Level 1 In some reading, usually with support… Level 2 In some reading… Level 3 In most reading… Level 4 Across a range of reading... Level 5 Across a range of reading… B1: some awareness of simple text features, e.g. font style, labels, titles. Is this fiction or non fiction? Where is the …. (Simple text features e.g. title, page number, heading, blurb, sub heading, picture) *Level 1 is a focus on organisational features (e.g. layout). B1: some awareness of use of features of organisation, e.g. beginning and ending of story, types of punctuation. What is the job of …(full stop ? !, “”)? What happens at the beginning / middle / end of the story? How can I find out what … means? (E.g. use a glossary) How can I find a page about… (Use index / contents) *Level 2 is a focus on organisational features (e.g. layout). B1: a few basic features of organisation at text level identified, with little or not linked comment, e.g. ‘it tells about all the different things you can do at the zoo.’ How does … help the reader? Why is a different font / size / italics used here? (Headings, sub headings etc) What is the job of … text feature e.g. heading, sub heading, diagram etc? What are the functions of the different stages of the story? (Make reference to beginning, build up, problem, resolution and ending) *Level 3 is a focus on organisational features (e.g. layout). B1: some structural choices identified with simple comment, e.g. ‘he describes the accident first and then goes back to tell you why the child was in the road.’ Identification of structural features..What type of text is this? How do I know the order to read this text? What order is the text written in (e.g. chronological, non- chronological, flashbacks etc). What is the purpose of this paragraph (e.g. character description, setting description, orientation, reorientation etc)? Why has some information been printed in a table? What are the functions of the different stages of the story? (Make reference to beginning, build up, problem, resolution and ending). Identify passages of time…What is the purpose of the introductory paragraph? *Level 4 is a focus on identification of structural features. B1: comments on structural choices show some general awareness of writer’s craft, e.g. “it tells you all things burglars can do to your house and then the last section explains how the alarm protects you.” Identification of structural features..What type of text is this? How do I know the order to read this text? What order is the text written in (e.g. chronological, non- chronological, flashbacks etc). What is the purpose of this paragraph (e.g. character description, setting description, orientation, reorientation etc)? Why has some information been printed in a table? What are the functions of the different stages of the story? (Make reference to beginning, build up, problem, resolution and ending). Identify passages of time…What is the purpose of the introductory paragraph? *Level 5 comments on the purpose/usefulness of structural features for the reader. B2: some basic features of organisation at text level identified, e.g. ‘the writer uses bullet points for the main reasons.’ *Level 4 is a focus on identification of structural features. B2: various features relating to organisation at text level, including form, are clearly identified, with some explanation, e.g. “each section starts with a question as if he’s answering the crowd.” *Level 5 comments on the purpose/usefulness of structural features for the reader.

5. AF5 – explain and comment on writers’ use of language, including grammatical and literary features at word and sentence level. Level 1 In some reading, usually with support… Level 2 In some reading… Level 3 In most reading… Level 4 Across a range of reading... Level 5 Across a range of reading… B1: comments on obvious features of language, e.g. rhymes and refrains, significant words and phrases. Which words rhyme? What words rhyme with…?What is the pattern in the story? Which words are repeated? What are the key words? B1: some effective language choices noted, e.g. ‘slimy’ is a good word there. Why is this word a good word to use? What does this word tell us? Why has the writer used this word? Is this word / phrase a good choice? What words/phrases tell you this is a story? B1: a few basic features of writer’s use of language identified, but with little or no comment, e.g. ‘there are lots of adjectives.’ What types of words has the writer used here? (e.g. alliteration, adjectives, adverbs) What type of word has the writer used to start this sentence? (e.g. adverbs) Which words tell you how the character spoke? Can you find any words that tell you when …. happened? B1: some basic features of writer’s use of language identified, e.g. “all the questions make you want to find out what happens next.” What types of words has the writer used here? (e.g. alliteration, adjectives, adverbs) What type of word has the writer used to start this sentence? (e.g. adverbs)Why is this word / phrase effective?Why do you think this word was used? How does the author make the character sad / lonely / frightening etc? (Comment on use of language)Which words or phrases create suspense in this piece of writing?Why does the writer choose to start that way? *At Level 4 children explain the effectiveness of the writer choices. B1: various features of writer’s use of language identified, with some explanation, e.g. “when it gets to the climax they speak in short sentences and quickly which makes it more tense.” As level 4 and Explanations give more than one example. Why does the writer compare X to X? Why does the author keep mentioning X? B2: some familiar patterns of language identified, e.g. once upon a time; first, next, last.’ Identify the story language used e.g. once upon a time. Identity the time connectives. Identity the addition connectives. Identify the causal connectives. B2: simple comments on writer’s choices e.g. “disgraceful” is a good word to use to show he is upset. Children explain the effectiveness of the writer’s choices. B2: comments show some awareness of the effect of writer’s language choices, e.g. “inked up” is a good way of describing how the blackberries go a bluey black colour as they ripen.” More in depth comment.

6. AF6 – identify and comment on writers’ purposes and viewpoints, and the overall effect on the reader. Level 1 In some reading, usually with support… Level 2 In some reading… Level 3 In most reading… Level 4 Across a range of reading... Level 5 Across a range of reading… B1: some simple comments about preferences, mostly linked to own experience. What is your favourite character? Did you enjoy the story and why? Have you ever done anything like X…. (name the character). Do you know any other stories that have a character like X? Did you like this book more or less than…What would you tell someone else about this book to make them read it? What did you think about the ending? B1: some awareness that writers have viewpoints and purposes, e.g. ‘it tells you how to do something, she thinks it is not fair.’ What would you ask the author? Why do you think the author ended the story that way? What do you think the author wanted you to think about? Does the author like…How do you know? B1: comments identify main purpose, e.g. “the writer doesn’t like violence.” What was this text written for? (purpose). Why do you think the author wrote this text? B1: main purpose identified e.g. “it’s all about why going to the dentist is important and how you should look after your teeth.” was this text written for? (purpose) *Level 4 demonstrates evidence across a range of reading. B1: main purpose clearly identified, often through general overview, e.g. “the writer is strongly against war and wants to persuade the reader to agree.” Can you summarise the purpose of the text? *Level 5 demonstrates evidence across a range of reading. B2: simple statements about likes and dislikes in reading, sometimes with reasons. What did you like / dislike about this book? Try to give reasons. B2: express personal response but with little awareness of writer’s viewpoint or effect on reader, e.g. “she was just horrible like my nan is sometimes.” How do the characters make you feel?What / who do they remind you of? B2: simple comments show some awareness of writer’s viewpoint, e.g. “he only tells you good things about the farm and makes the shop sound boring.” What is the writer’s viewpoint? B3: simple comment on overall effect on the reader, e.g. ‘the way she describes him as “ratlike” and “shifty” makes you think he’s disgusting. What is the effect of the writer’s viewpoint on the reader? B2: viewpoint in texts clearly identified, with some, often limited, explanation, e.g. at the end he knows he’s done wrong and makes the snake sound attractive and mysterious. Do you agree with the writer’spoint of view? Why / why not? B3: general awareness of effect on the reader, with some, often limited explanation, e.g. you’d be persuaded to sign up because 25p a week doesn’t seem that much to help someone else. What is the effect of the writer’s viewpoint on the reader? (Elaborated Explanation)

7. AF7 – related texts to their social, cultural and historical traditions. Level 1 In some reading, usually with support… Level 2 In some reading… Level 3 In most reading… Level 4 Across a range of reading... Level 5 Across a range of reading… B1: a few basic features of well-know story and information texts distinguished, e.g. what typically happens to good and bad characters, differences between the type of text in which photos or drawing used. Can you tell me who the baddie/goodie is in this story? What is different about the pictures in this book and this book (one with illustrations, one with photos). Can you sort the books into information and story books? B1: general features of a few text types identified, e.g. information books, stories, print media. How do we know if this book is fiction or fact? Which stories have openings like this (once upon a time etc.)? Sort the books into fiction and non- fiction books and explaining which features determining this. B1: some simple connections between texts identified, e.g. similarities in plot, topic, or books by same author, about same characters. Did you like this book more or less than…? (by same author) Can you think of another story with a similar theme/plot/topic? Do you known any other books by the same author? Are the characters and/or plot similar or different? B1: features common to different texts or versions of the same text identified, with simple comment, e.g. characters, settings, presentational features. What are the common features of these…(recounts, non- chronological reports, explanation texts etc). Alternative versions of the same texts (e.g. playscript/narrative; narrative/film; Shakespeare/simplified versions): Are the character the same in the alternative versions? Is the setting the same in the alternative versions? Are the events the same in the alternative versions? B1: comments identify similarities and differences between texts, or versions, with some explanation e.g. narrative conventions in traditional tales or stories from different cultures, ballads, newspaper reports. *Level 5 is same as Level 4 but with some explanation provided. B2: some awareness that books are set in different times and places. What time is this story set in? Where does this story take place? B2: recognition of some features of the context of texts, e.g. historical setting, social or cultural background. How do you know this story is set in a different culture? How do you know this story is set in a different time? What is the problem/issue identified in this text? B2: simple comment on the effect the reader’s or writer’s context has on the meaning of texts, e.g. historical context, place, social relationships. How does this text compare with other texts dealing with similar issues? B2: some explanation of how the contexts in which texts are written and read contribute to meaning, e.g. how historical context influenced adverts or war reports from different times/places; or how a novel relates to when/where it was written. How does this story relate to when it was written? How does this story related to where it was written?