Reading

Please see our 'Reading At Home' document below, which outlines our school philosophy to reading.
Reading Years 1 and 2
 
By the end of Year 1 pupils should have a basic grasp of all of this content. By the end of Year 2 pupils should have an advancing understanding of this content, whilst some will have a deep understanding.
 
In Years 1 and 2 pupils:
  • Apply phonic knowledge and skills as the route to decode words.
  • Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes.
  • Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught.
  • Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word.
  • Read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings.
  • Read other words of more than one syllable that contain taught GPCs.
  • Read words with contractions (for example, I’m, I’ll, we’ll) and understand that the apostrophe represents the omitted letter(s).
  • Read aloud accurately books that are consistent with phonic knowledge and that do not require other strategies to work out words.
  • Re-read these books to build up fluency and confidence in word reading.
  • Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes.
  • Read accurately words of two or more syllables that contain the same graphemes as above.
  • Read words containing common suffixes.
  • Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered.
  • Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation.
  • Re-read books to build up fluency and confidence in word reading.
  • Discuss events.
  • Predict events.
  • Link reading to own experiences and other books.
  • Join in with stories or poems.
  • Check that reading makes sense and self-correct.
  • Infer what characters are like from actions.
  • Ask and answer questions about texts.
  • Discuss favourite words and phrases.
  • Listen to and discuss a wide range of texts.
  • Recognise and join in with (including role-play) recurring language.
  • Explain and discuss understanding of texts.
  • Discuss the significance of the title and events.
  • Make inferences on the basis of what is being said and done.
Reading Years 3 and 4
 
By the end of Year 3 pupils should have a basic grasp of all of this content. By the end of Year 4 pupils should have an advancing understanding of this content, whilst some will have a deep understanding.
 
In Years 3 and 4 pupils:
  • Apply a growing knowledge of root words, prefixes and suffixes (etymology and morphology).
  • Read further exception words, noting the spellings.
  • Draw inferences from reading.
  • Predict from details stated and implied.
  • Recall and summarise main ideas.
  • Discuss words and phrases that capture the imagination.
  • Retrieve and record information from non-fiction, using titles, headings, subheadings and indexes.
  • Prepare poems and plays to read aloud with expression, volume, tone and intonation.
  • Identify recurring themes and elements of different stories (e.g. good triumphing over evil).
  • Recognise some different forms of poetry.
  • Explain and discuss understanding of reading, maintaining focus on the topic.
  • Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
  • Predict what might happen from details stated and implied.
  • Identify main ideas drawn from more than one paragraph and summarise these.
  • Identify how language, structure and presentation contribute to meaning.
  • Ask questions to improve understanding of a text.
Reading Years 5 and 6
 
By the end of Year 5 pupils should have a basic grasp of all of this content. By the end of Year 6 pupils should have an advancing understanding of this content, whilst some will have a deep understanding.
 
In Years 5 and 6 pupils:
  • Apply knowledge of root words, prefixes and suffixes.
  • Read age-appropriate books with confidence and fluency (including whole novels
  • (Note: this should be through normal reading rather than direct teaching.)
  • Recommend books to peers, giving reasons for choices.
  • Identify and discuss themes and conventions in and across a wide range of writing.
  • Make comparisons within and across books.
  • Learn a wide range of poetry by heart.
  • Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience.
  • Check that the book makes sense, discussing understanding and exploring the meaning of words in context.
  • Ask questions to improve understanding.
  • Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.
  • Predict what might happen from details stated and implied.
  • Summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas.
  • Identify how language, structure and presentation contribute to meaning.
  • Discuss and evaluate how authors use language, including figurative language, considering the impact on the reader.
  • Retrieve and record information from non-fiction.
  • Participate in discussion about books, taking turns and listening and responding to what others say.
  • Distinguish between statements of fact and opinion.
  • Provide reasoned justifications for views.