| Level 1 | Level 2 - Level 5 mapping is shown in the teacher guide|

Introduction:
The Learning Tools within the Colour Coded Reading Record Journals (Year 1-Year 6) are mapped to the seven reading Assessment Focuses (AFs) and provides an additional source for the teacher to gather evidence for APP (Assessing Pupil Progress) and to inform the teacher on the pupils' learning and progress.

Teachers can use the following Colour Coded Reading record Journals to obtain evidence across the AF's for a particular level:

Level 1- Red Journal
Level 2 – Red and Purple Journals
Level 3- Purple, Brown and Yellow Journals
Level 4 –Yellow and Grey Journals
Level 5 – Grey and Blue Journals

“Assessment focuses (AFs) are based on the National Curriculum programmes of study and level descriptions. Using AFs for classroom-based assessment enables a direct link to be made to National Curriculum standards and the Primary Framework learning objectives. There are seven assessment focuses (AFs) for reading that describe the key elements of performance in this attainment target.

Table of Reading Assessment Focuses and points to remember, linked to each attainment level Assessment Focus
AF1	Use a range of strategies including accurate decoding of text, to read for meaning
AF2	Understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text
AF3	Deduce, infer or interpret information, events or ideas from texts
AF4	Identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level
AF5	Explain and comment on writers' uses of language, including grammatical and literary features at word and sentence level
AF6	Identify and comment on writers' purposes and viewpoints and the overall effect of the text on the reader
AF7	Relate texts to their social, cultural and historical contexts and literary traditions

For each AF there are two or three bullet points at every level. These are level-related criteria which identify what to look for as you observe pupils' classroom work” -Primary Framework for literacy and mathematic.

Example Level 1 mapping:

AF1 use a range of strategies, including accurate decoding of text, to read for meaning	AF2 understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text	AF3 deduce, infer or interpret information, events or ideas from texts	AF4 identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level	AF5 explain and comment on writers' use of language, including grammatical and literary features at word and sentence level	AF6 identify and comment on writers' purposes and viewpoints, and the overall effect of the text on the reader	AF7 relate texts to their social, cultural and historical traditions
In some reading, usually with support:	In some reading, usually with support:	In some reading, usually with support:	In some reading, usually with support:	In some reading, usually with support:	In some reading, usually with support:	In some reading, usually with support:
. some high frequency and familiar words read fluently and automatically	. some simple points from familiar texts recalled	. reasonable inference at a basic level, e.g. identifying who is speaking in a story	. some awareness of meaning of simple text features, e.g. font style, labels, titles	. comments on obvious features of language, e.g. rhymes and refrains, significant words and phrases	. some simple comments about preferences, mostly linked to own experience	. a few basic features of well-known story and information texts distinguished, e.g. what typically happens to good and bad chara'trs, differences between type of text in which photos/drawings used
Red Page - 41, 42, 43	Red Page - 3, 7, 9, 11, 13, 17, 21, 23, 25, 27,29, 31,33	Red Page - 17,19, 21, 23, 27	Red Page - 29, 33	Red - Comments from PCT	Red Page - 3, 7,19, 23, 25,	Red Page - 21, 29
Red - New Words that I have learnt				Red Page - 25
. decode familiar and some unfamiliar words using blending as the prime approach	. some pages/ sections of interest located, e.g. favourite characters/events / information/ pictures	. comments/ questions about meaning of parts of text, e.g. details of illustrations diagrams, changes in font style
Red Page - 45	Red Page - 5, 9, 11, 13, 15, 31	Red - Comments from PCT
Red - Comments from PCT		Red Page - 33
. some awareness of punctuation marks, e.g. pausing at full stops
Red - Comments from PCT						Key: PCT-Parent, Carer and Teacher

| Level 1 - Level 5 mapping is shown in the teacher guide|

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Mapping to the National Literacy Framework

| Year 5 | Year 1 - 6 mapping is shown in the Teacher Guide |

Introduction:
This list of year-by-year objectives have been extracted from the Primary LiteracyFramework with a particular focus on the following reading and writing strands:

1. Understanding and interpreting texts
2. Engaging and responding to texts
3. Creating and shaping texts
4.Text structure and organisation

The Learning Tools within the booklet have been linked to the objectives stated within these strands. They are intended as a practical guide for head teachers and literacy coordinators in steering and monitoring the teaching of reading to meet the end-of-year expectations.

Key: WT = Working Towards

Example Year 5 mapping:

Learning Objective	Page References to Grey Booklet
Understanding and interpreting texts
Make notes on and use evidence from across a text to explain events or ideas	8, 10, 12, 14, 16, 187, 9,12, 14,17,20,23,26,28,32,36,38
Infer writers' perspectives from what is written and from what is implied	30, 32, WT36, WT37
Compare different types of narrative and information texts and identify how they are structured	WT23, WT28, WT30, WT32, WT36-37
Distinguish between everyday use of words and their subject-specific use	1WT: 12, WT: 20
Explore how writers use language for comic and dramatic effects	12, 23, WT: 43, WT: 44
Engaging with and responding to texts
Reflect on reading habits and preferences and plan personal reading goals	Logs, Diary entries, certificates and awards
Compare the usefulness of techniques such as visualisation, prediction and empathy in exploring the meaning of texts	WT9, WT12, WT14, WT17, WT20
Compare how a common theme is presented in poetry, prose and other mediums	WT28, WT32, WT36, WT37, WT38, WT39
Creating and shaping texts
Reflect independently and critically on their own writing and edit and improve it	Learning Tools
Experiment with different narrative form and styles to write their own stories	WT4, 12, 23, 28, 30
Adapt non-narrative forms and styles to write fiction or factual texts, including poems	WT4, 12, 23, 28, 30
Vary the pace and develop the viewpoint through the use of direct and reported speech, portrayal of action and selection of detail	7, 9, 12, 14, 17, 20, 23, 26, 28, 32, 36-7, 38-9
Create multi-layered texts, including use of hyperlinks and linked web pages
Text structure and organisation
Experiment with the order of sections and paragraphs to achieve different effects	WT4, WT7, WT20, WT32
Change the order of material within a paragraph, moving the topic sentence	Learning Tools
Sentence structure and punctuation
Adapt sentence construction to different text-types, purposes and readers	Learning Tools
Punctuate sentences accurately, including using speech marks and apostrophes	Learning Tools, logs, diary entries