EYFS

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Word reading

∙ Say a sound for each letter in the alphabet and at least 10 digraphs;

 ∙ Read words consistent with their phonic knowledge by sound-blending; ∙ Read aloud simple sentences and books that are consistent with their phonic knowledge, including common exception words

∙ I can use letter sounds to work out and read new words.

 ∙ I can say quickly the sound of all the letters and letter groups.

 ∙ I can read new words correctly by blending the letter and letter group sounds I have been taught.

 ∙ I can read many common exception words. 

∙ I can read words made up of the letter sounds I know and which have endings -s, -es, -ing, -ed, - er and -est. ∙ I can read words of more than one syllable using sounds that I have been taught. 

∙ I can read words like I’m, I’ll and we’ll and understand that the apostrophe represents the missing letter or letters.

 ∙ I can read many words quickly and accurately without needing to sound and blend words I have seen before. 

∙ I can read aloud books that use letters and letter groups I have been taught. 

∙ I can use the sounds I know to re-read books more fluently and with more confidence.

∙ I can use the sounds I know to decode words automatically and my reading is fluent. 

∙ I can read and blend all sounds I have been taught.

 ∙ I can recognise alternative sounds for letters or groups of letters.

 ∙ I can read words of two or more syllables that contain sounds I have been taught. 

∙ I can read words containing common suffixes. 

∙ I can read further common exception words and see where the sounds do not match the spelling. 

∙ I can read most words quickly and accurately without needing to sound and blend words I have seen before. 

∙ I can read aloud books within my reading level, without making many errors and sounding out new words without long pauses. 

∙ I can re-read books sounding out new words correctly to improve my speed and confidence.

∙ I can use my knowledge of root words, prefixes (including dis-, mis-, in-, il-, im-, ir-), and suffixes (including -ly), to help me read aloud and to understand the meaning of new words.

 ∙ I can read further exception words including words, that do not follow spelling patterns.

∙ I can use my understanding of root words, prefixes (including re-, sub-, inter-, super-, anti-, auto-), and suffixes (including -ation, -ous), to help me understand the meaning of new words.

 ∙ I can read and decode further exception words accurately, including words that do not follow spelling patterns.

∙ I can read aloud and understand the meaning of at least half of the words on the Year 5/6 list.

∙ I can read aloud and understand the meaning of the words on the Year 5/6 list.

Comp-rehension

∙ Demonstrate understanding of what they have read and has been read to them by retelling stories and narratives using their own words and new vocabulary;

 ∙ Anticipate – where appropriate – key events in stories, non-fiction, rhymes and poems; 

∙ Use new vocabulary during discussions about stories, non-fiction, rhymes and poems and during role-play.

∙ I can enjoy and understand a wide range of stories, poems and non-fiction texts (that I can't yet read myself) by hearing them read and talking about them with others. 

∙ I can enjoy stories and texts that I can read for myself, or have had read to me, which link to things I have experienced. 

∙ I can enjoy reading key stories, fairy stories and traditional tales because I know them well (and can retell them) and comment on their special features.

 ∙ I can join in with words when I can guess what is coming next. 

∙ I can enjoy and understand rhymes and poems, and can recite some by heart. 

∙ I can explain the meaning of words that I know and I can talk about the meaning of new words. I can link the meaning of new words to those I already know. 

∙ I can use what I have already read or heard, or information a teacher has given me, to help me understand what I am reading. 

∙ I can usually spot if a word has been read wrongly by following the sense of the text. 

∙ I can talk about the title and events in books I have read or heard read. 

∙ I can say how the characters might feel in a story I have read or heard on the basis of what is said and done.

 ∙ I can say what might happen next in a story. 

∙ I can take part in a group talk about what we have listened to. I take turns and listen to what others have to say. ∙ I can explain clearly my understanding of texts which have been read to me.

∙ I can enjoy and understand books by listening to, talking about and expressing my views on poems, stories and non-fiction texts that I can't read myself.

∙ I can enjoy reading and discussing the order of events in books and how items of information are related. 

∙ I can enjoy reading by knowing a wider range of stories, fairy stories and traditional tales and I can retell them to others. 

∙ I can enjoy reading by recognising repeated themes and ideas in stories and poems. 

∙ I can explain the meaning of words that I know and I can ask about the meaning of new words. I can link the meaning of new words to those I already know.

 ∙ I can talk about my favourite words and phrases.

 ∙ I can enjoy reading poems and know some off by heart. I can say what I like and don’t like about a poem. I can change my voice when reading a poem to make it clearer. 

∙ I can use what I have already read or heard, or from the information a teacher has given me, to help me understand what I am reading. 

∙ I can spot if a word has been read wrongly by following the sense of the text. 

∙ I can say how the characters might feel in a story I have read or heard on the basis of what is said and done and answer questions.

 ∙ I can say how the characters might feel in a story I am reading on my own on the basis of what is said and done. ∙ I can ask and answer questions about the books or stories I am reading and make links. 

∙ I can say what might happen next in a story based on what has happened so far. 

∙ I can take part in a group talk about what we have listened to. I take turns and listen to what others have to say. ∙ I can explain what I think about books, poems and other material that I have read or heard.

∙ I can make reading fun by listening to and discussing stories, poems, plays and non-fiction work. 

∙ I can show that I enjoy reading by reading lots of different types of books.

 ∙ I can read a wide range of books, including fairy stories, myths and legends and retell some of them to others. 

∙ I can tell you what a book that I am reading is about. 

∙ I can read aloud poems and perform play scripts. 

∙ I can discuss words that excite me in the books that I read.

∙ I can understand what I have read, checking that it makes sense by talking to others about it. 

∙ I can ask questions about the texts that I have read to help me understand them. 

∙ I can work out what a character in a book is feeling by the actions they take and can explain how I know. 

∙ I can predict what might happen from clues in what I have read. 

∙ I can tell someone about the main ideas in a paragraph. 

∙ I can say how a text is organised to help me understand it using paragraphs, headings, subheadings and inverted commas to show speech. ∙ I can use non-fiction texts to find out information on a subject. 

∙ I can talk about books and poems and I can take turns in telling people about them

∙ I can show that I enjoy reading by reading a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks. 

∙ I can show that I enjoy reading by reading lots of different types of books and for different reasons. 

∙ I can use a dictionary to check the meaning of words. 

∙ I can read a wide range of books, fairy stories, myths and legends and retell some of them to others.

 ∙ I can discuss words and phrases that excite me in the books that I read. 

∙ I can discuss different types of poetry e.g. free verse and narrative poetry. 

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

∙ I can check what I have read, and that I have understood it, by telling someone else what has happened. 

∙ I can ask questions about what I have read to help me understand a complicated text. 

∙ I can tell from what I have read how a character is feeling and thinking and why they take an action. I can show you the parts of the text that tell me this. 

∙ I can predict what will happen in a text, using details I have already read to help me.

 ∙ I can summarise what has happened in a text, using themes from paragraphs to help me. 

∙ I can understand how the use of words in a text, how it is set out, and its presentation add to its meaning.

 ∙ I can join in a clear reasoned discussion about the books and poems that I have read, taking turns and listening to others.

∙ I can find and record information from nonfiction texts over a wide range of subjects.

∙ I can read, enjoy, understand and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks. 

∙ I can read, enjoy and understand a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from the past and books from other cultures or traditions. 

∙ I can write or give a detailed book review including reasons why I would recommend the book. 

∙ I can discuss and compare events, structures, issues, characters and plots of stories, poems and information texts. 

∙ I can discuss and compare events, issues and characters within a book. 

∙ I can prepare poems and plays to read aloud and perform. I can change my voice to make them sound more interesting to listen to and to make the meaning clear. 

∙ I can understand what I am reading by checking that the book makes sense and finding the meaning of new words from the context. 

∙ I can ask sensible and interesting questions about the texts to help me understand them more. 

∙ I can explain characters’ feelings, thoughts or reasons for their actions. I can explain my thoughts with evidence from the text.

∙ I can predict what might happen in increasingly complex texts by using evidence from the text.

∙ I can talk about why authors use language, including figurative language, and the impact it has on the reader. 

∙ I can participate in discussions about books that are read to me and those that I can read, building on my own and others' ideas and challenging views courteously.

 ∙ I can tell the difference between statements of fact and opinion. 

∙ I can find and write down facts and information from non-fiction texts

∙ I can read, enjoy, understand and discuss books that are written by different authors, in different styles. I can read books that are structured in different ways for different purposes e.g. for fun or research. 

∙ I can read, enjoy and understand a wide range of books, including books from our literary heritage and books from other cultures and traditions. 

∙ I can discuss ideas, events, structures, issues, characters and plots of texts across a wide range of writing. ∙ I can discuss and compare themes, structures, issues, characters and plots within a book and between different books. 

∙ I can read, understand and learn from a wide range of poetry, and can learn longer poems by heart. 

∙ I can read whole books, including novels, with confidence. 

∙ I can show my understanding of texts by summarising the main ideas over a paragraph or a number of paragraphs, finding key details as evidence to support my views. 

∙ I can understand how language, structure and presentation contribute to the meaning of a text. 

∙ I can talk about how authors use language, including figurative language, and the impact it has on the reader.

∙ I can participate in discussions about books that are read to me and those that I can read, building on my own and others' ideas and challenging views courteously and with clear reasoning. 

∙ I can show my understanding of texts and poems through presentations and debates and can present information using notes.

∙ I have created to help me focus on the topic in my presentation. 

∙ I can fully explain my views with reasons and evidence from the text.

Spoken language

Communication & Language Listening ∙ Listen carefully and respond appropriately when being read to and during whole-class and small group discussions; 

∙ Make comments about what they have heard and ask questions to clarify their understanding; 

∙ Hold conversation when engaged in backand-forth exchanges with their teachers and peers. 

Speaking 

∙ Participate in small group, class and one-toone discussions, offering their own ideas, using new vocabulary; 

∙ Offer explanations for why things might happen, making use of new vocabulary from stories, non-fiction, rhymes and poems when appropriate; ∙ Express their ideas using full sentences, with modelling and support from their teacher

∙ I can listen to, talk about and have an opinion on a wide range of poetry, stories and non-fiction. 

∙ I can continue to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with a voice that makes the meaning clear. 

∙ I can discuss my favourite words and phrases. 

∙ I can answer and ask questions.

∙ I can ask reasoned questions to improve my understanding of a text. 

∙ I can take part in considered discussion about books that are read to me and those that I can read, taking turns and listening to what others say.

∙ I can participate in discussions about books that are read to me and those that I can read, building on my own and others’ ideas and challenging views courteously