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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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READING LADDER
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 LADDER
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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READING LADDER
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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READING LADDER
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
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The ‘Learning Ladders’ logo, device and characters are Trademarks of Learning Ladders Education Ltd.
Booklets are licensed for internal use by Malmesbury C of E Primary School.
For further information visit www.learningladders.info.
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