TARGET SETTING READING & WRITING IN ENGLISH
READING
3 I can read different types of books well
I can understand the main points of a story by myself
I can give my opinion on stories and characters
4 I can show an understanding of themes, events and characters
I can refer back to the book or poem when explaining my point of
view
I can read aloud with expression
5 I can select information from the text to support my view
I can identify the key features, themes and characters from the
text I’m reading
When doing research I can gather and organise information from
different places
I can make simple comparisons between texts
6 When reading, I can comment on different layers of meaning
I can talk about how writers use structure, themes and language
When doing research I can summarise information from lots of
different places
I am beginning to understand how social, cultural and historical
context relate to what is written
7 I can give a personal and critical response to Literature and Media
texts
I can evaluate writers’ uses of language, structure and themes
I can select and combine information from a variety of sources
I can make more detailed comparisons between texts
8 I can evaluate how writers achieve effects through language,
themes and presentational devices
I can select and analyse information and ideas from different
sources and comment on their use
I give sustained and developed responses to what I’m reading
I am more confident about how social, cultural and historical
context relate to what is written
© 2004 www.teachit.co.uk
WRITING
3 My writing interests the reader and I carefully choose my words
My spelling is usually right
I mark sentences with capital letters and full-stops or question marks
I use the right tense of verbs in the right place
My handwriting is neat enough to be read
4 I can develop and organise my writing in interesting ways, using
exciting words
My spelling of longer words is nearly always right
I always use capital letters and full-stops correctly
I am beginning to use commas and speech marks well (subordinate
clauses)
My handwriting is joined-up neatly and readable
5 I can write in different forms for different readers
Some complex words are spelt correctly
I’m beginning to organise my writing into paragraphs
I usually use commas, apostrophes and inverted commas correctly
6 I can skilfully adapt my writing style for different purposes and
readers
I use different sentence types to make my writing more interesting
My spelling is generally accurate
I organise my writing into paragraphs
7 In fiction my characters and settings are developed; in non-fiction my
ideas are well organised and coherent
I use a range of vocabulary accurately for effect
My spelling is correct, including complex irregular words
Paragraphs are correct and punctuation is used to make a sequence of
ideas clear
8 My writing is carefully crafted and structured to sustain the interest
of readers, controlling characters, events and settings in fiction
Non-fiction is controlled, well organised and expresses firm points of
view
My writing shows a secure grasp of punctuation and paragraphing
My use of grammar is accurate and I use it to add emphasis to writing
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 TARGET SETTING READING & WRITING LEVELS 3 – 5 IN ENGLISH
Tick off the skills that you know you do well. You can then see which skills are your targets. Focus on these in order to improve your attainment in English.
READING
3 I can read different types of books well
I can understand the main points of a story by myself
I can give my opinion on stories and characters
4 I can show an understanding of themes, events and characters
I can refer back to the book or poem when explaining my point
of view
I can read aloud with expression
5 I can select information from the text to support my view
I can identify the key features, themes and characters from
the text I’m reading
When doing research I can gather and organise information
from different places
I can make simple comparisons between texts
Now fill in your first reading target in the box below. Your teacher
will help you set the second target when you have met the first one. Date met
My first target is:
My second target is:
My third target is:
© 2004 www.teachit.co.uk
WRITING
3 My writing interests the reader and I choose words carefully
My spelling is usually right
I mark sentences with capital letters and full-stops
I use the correct tense of verbs in the right place
My handwriting is neat enough to be read
4 I can develop and organise my writing in interesting ways, using
exciting words and sentence structures
My spelling of longer words is nearly always right
I always use capital letters and full-stops correctly
I am beginning to use commas and speech marks well
My handwriting is joined-up neatly and readable
5 I can write in different forms for different readers
Some complex words are spelt correctly
I’m beginning to organise my writing into paragraphs
I usually use commas, apostrophes and inverted commas correctly
Now fill in your first writing target in the box below. Your teacher will
help you set the second target when you have met the first one. Date met
My first target is:
My second target is:
My third target is:
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 TARGET SETTING READING & WRITING LEVELS 4 – 6 IN ENGLISH
Tick off the skills that you know you do well. You can then see which skills are your targets. Focus on these in order to improve your attainment in English.
READING
4 I can show an understanding of themes, events and characters
I can refer back to the book or poem when explaining my point
of view
I can read aloud with expression
5 I can select information from the text to support my view
I can identify the key features, themes and characters from
the text I’m reading
When doing research I can gather and organise information
from different places
I can make simple comparisons between texts
6 When reading, I can comment on different layers of meaning
I can talk about how writers use structure, themes and
language
When doing research I can summarise information from lots of
different places
I am beginning to understand how social, cultural and historical
context relate to what is written
WRITING
4 I can develop and organise my writing in interesting ways, using
exciting words and sentence structures
My spelling of longer words is nearly always right
I always use capital letters and full-stops correctly
I am beginning to use commas and speech marks well
My handwriting is joined-up neatly and readable
5 I can write in different forms for different readers
Some complex words are spelt correctly
I’m beginning to organise my writing into paragraphs
I usually use commas, apostrophes and inverted commas correctly
6 I can skilfully adapt my writing style for different purposes and
readers
I use different sentence types to make my writing more interesting
My spelling is generally accurate
I organise my writing into paragraphs

Now fill in your first reading target in the box below. Your teacher Now fill in your first writing target in the box below. Your teacher will
will help you set the second target when you have met the first one. Date met help you set the second target when you have met the first one. Date met
My first target is: My first target is:

My second target is: My second target is:

My third target is: My third target is:

© 2004 www.teachit.co.uk 1221

Page 3 of 6
 TARGET SETTING READING & WRITING LEVELS 5 – 7 IN ENGLISH
Tick off the skills that you know you do well. You can then see which skills are your targets. Focus on these in order to improve your attainment in English.
READING
5 I can select information from the text to support my view
I can identify the key features, themes and characters from the
text I’m reading
When doing research I can gather and organise information from
different places
I can make simple comparisons between texts
6 When reading, I can comment on different layers of meaning
I can talk about how writers use structure, themes and language
When doing research I can summarise information from lots of
different places
I am beginning to understand how social, cultural and historical
context relate to what is written
7 I can give a personal and critical response to Literature and
Media texts
I can evaluate writers’ uses of language, structure and themes
I can select and combine information from a variety of sources
I can make more detailed comparisons between texts
Now fill in your first reading target in the box below. Your teacher
will help you set the second target when you have met the first one. Date met
My first target is:
My second target is:
My third target is:
© 2004 www.teachit.co.uk
WRITING
5 I can write in different forms for different readers
Some complex words are spelt correctly
I’m beginning to organise my writing into paragraphs
I usually use commas, apostrophes and inverted commas correctly
6 I can skilfully adapt my writing style for different purposes and
readers
I use different sentence types to make my writing more interesting
My spelling is generally accurate
I organise my writing into paragraphs
7 In fiction my characters and settings are developed; in non-fiction
my ideas are well organised and coherent
I use a range of vocabulary accurately for effect
My spelling is correct, including complex irregular words
Paragraphs are correct and punctuation is used to make a sequence
of ideas clear
Now fill in your first writing target in the box below. Your teacher will
help you set the second target when you have met the first one. Date met
My first target is:
My second target is:
My third target is:
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Page 4 of 6
 TARGET SETTING READING & WRITING LEVELS 6 – 8 IN ENGLISH
Tick off the skills that you know you do well. You can then see which skills are your targets. Focus on these in order to improve your attainment in English.
READING
6 When reading, I can comment on different layers of meaning
I can talk about how writers use structure, themes and language
When doing research I can summarise information from lots of
different places
I am beginning to understand how social, cultural and historical
context relate to what is written
7 I can give a personal and critical response to Literature and
Media texts
I can evaluate writers’ uses of language, structure and themes
I can select and combine information from a variety of sources
I can make more detailed comparisons between texts
8 I can evaluate how writers achieve effects through language,
themes and presentational devices
I can select and analyse information and ideas from different
sources and comment on their use
I give sustained and developed responses to what I’m reading
I am more confident about how social, cultural and historical
context relate to what is written
Now fill in your first reading target in the box below. Your teacher
will help you set the second target when you have met the first one. Date met
My first target is:
My second target is:
My third target is:
© 2004 www.teachit.co.uk
WRITING
6 I can skilfully adapt my writing style for different purposes and
readers
I use different sentence types to make my writing more interesting
My spelling is generally accurate
I organise my writing into paragraphs
7 In fiction my characters and settings are developed; in non-fiction my
ideas are well organised and coherent
I use a range of vocabulary accurately for effect
My spelling is correct, including complex irregular words
Paragraphs are correct and punctuation is used to make a sequence of
ideas clear
8 My writing is carefully crafted and structured to sustain the interest
of readers, controlling characters, events and settings in fiction
Non-fiction is controlled, well organised and expresses firm points of
view
My writing shows a secure grasp of punctuation and paragraphing
My use of grammar is accurate and I use it to add emphasis to writing
Now fill in your first writing target in the box below. Your teacher will
help you set the second target when you have met the first one. Date met
My first target is:
My second target is:
My third target is:
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Page 5 of 6
 Teacher’s Notes

Target Setting in English at Key Stage Three

These are differentiated target setting sheets based on the NC Levels. They have been broken up into these 3 Level tiers, as
students tend to work mostly at one level, with occasional dips below and occasional boosts above.

General descriptors L3-8

Targeting L3-5
Targeting L4-6
Targeting L5-7
Targeting L6-8

How to use:

1. Copy the relevant sheet for each student (even within setted groups more than one sheet will be needed)

2. Stick the sheet into student books

3. Ask them to tick off or highlight all the skills they can do independently

4. I prefer to formalise the setting of three SMART targets in a five minute solo consultation between student and teacher;
these targets should be written onto their sheet and a date for review agreed (you can make a copy in mark books or separate
target setting book) – there are second and third target setting boxes on the sheet so the process can be repeated during the
year without a second sheet being used

5. As students complete work, they should be encouraged to self-assess in relation to these targets (What I’m Looking For…)

Targets and progress should be reviewed about every three months, or every term.

© 2004 www.teachit.co.uk 1221

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