Reading
/ Layered Targets for: Reading: Inference and Deduction (Fiction)AF3 / Year Group: 1
End of Year Expectation: Identify the main events and characters in stories, and find specific information in simple texts.
Ability Level / Target / Teaching Points / Example Response
Must ( or Step 1) / I can tell you who the main character is in a story and one thing about them. / Provide children with opportunities to draw, talk and discuss characters in the story. / Child could point out the picture of the main character, baddie etc.
Child could give an a response prompt with a character’s name e.g. “The goodie in this story is………”
Children could play with a story sack or small world relevant to a story and talk about the characters in it.
Should ( or Step 2) / I can join in with a discussion about a character from a story, and say what happens. / Encourage the child to give oral responses to questions about the characters in a story.
Use the question hand to prompt ‘who’ ‘what’ and ‘where’ questions. / (T- “Who was kicking the ball?”)
Joe was kicking the ball.
(T – “Tell me about Joe.”)
Joe was the big brother and he always looked after the ball.
(T – “What were Cinderella’s sisters like?”)
They were ugly and horrid.
Could ( or Step 3) / I can say what a character might be feeling because of what they say and do. / Encourage the children to explore the stories through practical activities such as role play, drawing pictures, story maps, small world, story boxes and discussing them etc. / Children use props, role play, story maps, etc., to help structure a retelling of a familiar story
Reading
/ Layered Targets for: Reading: Inference and Deduction (Fiction)AF3 / Year Group: 2
End of Year Expectation: Give some reasons why things happen or characters change.
Ability Level / Target / Teaching Points / Example Response
Must ( or Step 1) / I can join in with a discussion about a character from a story, and say what happens. / Encourage the child to give oral responses to questions about the characters in a story.
Use the question hand to prompt ‘who’ ‘what’ and ‘where’ questions. / (T- “Who was kicking the ball?”)
Joe was kicking the ball.
(T – “Tell me about Joe.”)
Joe was the big brother and he always looked after the ball.
(T – “What were Cinderella’s sisters like?”)
They were ugly and horrid.
Should ( or Step 2) / I can say what a character might be feeling because of what they say and do. / Encourage the children to explore the stories through practical activities such as role play, drawing pictures, story maps, small world, story boxes and discussing them etc. / Children use props, role play, story maps, etc., to help structure a retelling of a familiar story
Could ( or Step 3) / I can explain what a character is feeling because of what they say and do. / Teach the children to interpret actions and speech as feelings eg skipping = happy; crying = upset; “Oh shut up!” = annoyed; “That’s brill!” = pleased.
Use the ‘think, say, feel’ prompt. / .Children may sat:
He was upset because it says he was crying.
He was upset because he told his friend to shut up.
Reading
/ Layered Targets for: Reading: Inference and Deduction (Fiction)AF3 / Year Group: 3
End of Year Expectation: Infer characters’ feelings in fiction.
Ability Level / Target / Teaching Points / Example Response
Must ( or Step 1) / I can say what a character might be feeling because of what they say and do. / Encourage the children to explore the stories through practical activities such as role play, drawing pictures, story maps, small world, story boxes and discussing them etc. / Children use props, role play, story maps, etc., to help structure a retelling of a familiar story
Should ( or Step 2) / I can explain what a character is feeling because of what they say and do. / Teach the children to interpret actions and speech as feelings eg skipping = happy; crying = upset; “Oh shut up!” = annoyed; “That’s brill!” = pleased.
Use the ‘think, say, feel’ prompt. / He was upset because it says he was crying.
He was cross because he told his friend to shut up.
Could ( or Step 3) / I can work out what a character is feeling by looking for clues in action, speech and description. / Teach the children to identify clues in text. Model interpretation of these.
Point and evidence prompt – use evidence from the text. / I think Joe was really angry when he threw things round the room, it makes me feel worried that Joe might do something silly. It says his face was bright red and he shouted, ‘I hate you!’
.
Reading
/ Layered Targets for: Reading: Inference and Deduction (Fiction)AF3 / Year Group: 4
End of Year Expectation: Deduce characters’ reasons for behaviour from their actions.
Ability Level / Target / Teaching Points / Example Response
Must ( or Step 1) / I can explain what a character is feeling because of what they say and do. / Teach the children to interpret actions and speech as feelings eg skipping = happy; crying = upset; “Oh shut up!” = annoyed; “That’s brill!” = pleased.
Use the ‘think, say, feel’ prompt. / He was upset because it says he was crying.
He was cross because he told his friend to shut up.
Should ( or Step 2) / I can work out what a character is feeling by looking for clues in action, speech and description. / Teach the children to identify clues in text. Model interpretation of these.
Point and evidence prompt – use evidence from the text. / I think Joe was really angry when he threw things round the room, it makes me feel worried that Joe might do something silly. It says his face was bright red and he shouted, ‘I hate you!’
.
Could ( or Step 3) / I can deduce reasons for characters’ behaviour from their action, speech and description. / Encourage the children to quote from the text when they tell you “Why”.
Use PE prompt. – Point and Evidence and Explanation.
Reading : Reading Response Prompts
Model a response. / I feel that the writer wants us to see Joe’s anger. The author says “Joe threw the cup across the table and shouted to his Mum.”
I think the character felt………… I know this because the author writes …………………and also ………….., this tells me that…………………
Reading
/ Layered Targets for: Reading: Inference and Deduction (Fiction)AF3 / Year Group: 5
End of Year Expectation: Infer writers perspectives from what is written and what is implied
Ability Level / Target / Teaching Points / Example Response
Must ( or Step 1) / I can work out what a character is feeling by looking for clues in action, speech and description. / Teach the children to identify clues in text. Model interpretation of these.
Point and evidence prompt – use evidence from the text. / I think Joe was really angry when he threw things round the room, it makes me feel worried that Joe might do something silly. It says his face was bright red and he shouted, ‘I hate you!’
.
Should ( or Step 2) / I can work out what a character is feeling by looking for clues in action, speech and description. / Teach the children to identify clues in text. Model interpretation of these.
Point and evidence prompt – use evidence from the text. / I think Joe was really angry when he threw things round the room, it makes me feel worried that Joe might do something silly. It says his face was bright red and he shouted, ‘I hate you!’
.
Could ( or Step 3) / I can explain a point of view, (character and / or writer) drawing on more than one piece of evidence. / Teach the children how to gather pieces of evidence from the text which support their explanation of the point of view.
Use PEE prompt. – Point and Evidence and Explanation.
Reading : Reading Response Prompts
Model a response. / I think the character felt………… I know this because the author writes …………………. and also ………….., this tells me that…………………
Reading
/ Layered Targets for: Reading: Inference and Deduction (Fiction)AF3 / Year Group: 6
End of Year Expectation: Understand underlying themes, causes and points of view.
Ability Level / Target / Teaching Points / Example Response
Must ( or Step 1) / I can work out what a character is feeling by looking for clues in action, speech and description. / Teach the children to identify clues in text. Model interpretation of these.
Point and evidence prompt – use evidence from the text. / I think Joe was really angry when he threw things round the room, it makes me feel worried that Joe might do something silly. It says his face was bright red and he shouted, ‘I hate you!’
.
Should ( or Step 2) / I can explain a point of view, (character and / or writer) drawing on more than one piece of evidence. / Teach the children how to gather pieces of evidence from the text which support their explanation of the point of view.
Use PEE prompt. – Point and Evidence and Explanation.
Reading : Reading Response Prompts
Model a response. / I think the character felt………… I know this because the author writes …………………. and also ………….., this tells me that…………………
Could ( or Step 3) / I can explain a point of view, (character and / or writer) drawing on evidence from reading between the lines. / Ask questions to deepen the children’s understanding e.g. Has the writer been successful in presenting the point of view? What language has the author used that makes you aware of the point of view?
See Reading response prompts on Lancs website http://www.lancsngfl.ac.uk/nationalstrategy/literacy/getfile.php?src=91/ResponseHooks.pdf / You understand him being cross with his Mum, because you know she was lying as he saw her take the letter earlier.
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