SUNDERLAND RESPONSE to COVID-19 - Curriculum Catch-up, Overview for Reading; 2020 ONLY

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SUNDERLAND RESPONSE to COVID-19 - Curriculum Catch-up, Overview for Reading; 2020 ONLY
SUNDERLAND RESPONSE to COVID-19
Curriculum Catch-up, Overview for
Reading; 2020 ONLY
A guidance document to support the merging of key curriculum content (noted in red) for reading from
the summer term and the autumn term 2020 so teachers can ensure no key content is missed.

  Anne Sawczyn
  anne.sawczyn@togetherforchildren.org.uk
Y1 Programme of Study - Pupils should be taught to:

Develop pleasure in reading, motivation to read, vocabulary and understanding by:
            listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
            being encouraged to link what they read or hear read to their own experiences
            becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics
            recognising and joining in with predictable phrases
            learning to appreciate rhymes and poems, and to recite some by heart
            discussing word meanings, linking new meanings to those already known
    Understand both the books they can already read accurately and fluently and those they listen to by:
           drawing on what they already know or on background information and vocabulary provided by the teacher
           checking that the text makes sense to them as they read and correcting inaccurate reading
           discussing the significance of the title and events
           making inferences on the basis of what is being said and done
           predicting what might happen on the basis of what has been read so far
    Participate in discussion about what is read to them, taking turns and listening to what others say.

    Explain clearly their understanding of what is read to them.

Reading assessment evidence in Year 1 should focus on:

Frequent experience of: key stories; poems; non-fiction; fairy stories; traditional tales; role-play and multi-modal texts. In addition to this, pupils
should be provided with opportunities to:

                develop a love of reading
                receive rigorous regular phonic teaching
                sound out and blend unfamiliar words quickly and accurately
               learn common exception words
               acquire strategies for reading words without overt sounding out and blending
               hear and share a wide range of high-quality books with adults and each other
               develop comprehension through listening and high-quality discussion with the teacher
               broaden oral vocabulary
Enjoy                                         Decode / Fluency Development                                      Reasoning (GDS)
                                                                                                                         Describe, Explain, Justify, Convince, Prove
          Define                           Retrieve                           Sequence                                 Infer                            Predict
Draw on knowledge of            Identify / explain key aspects        Identify and explain the            Makes inferences from the           Predict what might happen on
vocabulary to understand        of fiction and nonfiction texts,      sequence of events in texts.        text.                               the basis of what has been
texts.                          such as characters, events,                                                                                   read so far.
                                titles and information.
Discussion         Multiple choice       Ranking /               Matching /            Find and copy          Short response         Investigate           Open-ended
                                         ordering                labelling                                                                                 response

                           Autumn 1                   Autumn 2                   Spring 1                  Spring 2                 Summer 1                 Summer 2
     Year 1
Fiction               Use phonic                Describe the main         Locate and read            Identify and discuss a    Describe story           Identify and discuss
                      knowledge to decode       events stories. Re-tell   significant parts of       range of story            settings and             characters,
                      regular words and         stories and rhymes        the text, e.g. picture     themes, collect and       incidents and relate     e.g. appearance,
                      read them aloud           with                      captions, names of         compare.                  them to own              behaviour, qualities;
                      accurately.               predictable and           key characters,                                      experience and that      speculate about how
                      Use phonic, semantic      repeating patterns,       rhymes and chants,         Recognise ways that       of others.               they might behave.
                      and syntactic             improvising on            e.g. “I’m a troll…”,       emphasis has been
                      knowledge to              patterns orally by        “You can’t catch me        created in a text e.g.    Compare and              Discuss how
                      understand unfamiliar
                                                substituting words        I’m the Gingerbread        capitalisation, bold      contrast stories with    characters are
                      vocabulary.
                                                and phrases,              man…”                      print.                    a variety of settings,   described in the text;
                      Use a variety of cues
                      when reading:             extending patterns,                                                            e.g. space,              and compare
                      knowledge of the story    inventing patterns        Identify and record                                  imaginary lands,         characters from
                      and its context, and      and playing with          some key features of                                 animal homes.            different stories.
                      awareness of how it       rhyme.                    story language from a
                      should make sense                                   range of stories, and                                Identify descriptive     Become aware of
                      grammatically.            Retrieve basic            practise reading and                                 language e.g.            characters and
                      Demonstrate               information about a       using them.                                          adjectives.              dialogue, e.g. by role-
                      understanding when
                                                character using                                                                                         playing parts
                      talking with others
                                                pictures and simple                                                                                     when reading aloud
                      about what they have
                      read.                     language.                                                                                               stories or plays.
                      Read stories with
                      predictable and           Re-enact stories in a
                      repeated patterns and     variety of ways, e.g.
                      experiment with similar   through role-play,
                      patterns.                 using dolls or
                                                puppets.
Non-fiction   Discuss different types of       Make simple notes         Use some simple          Understand the           Recognise that non-      Identify simple
              writing in the environment
                                               on a text, e.g.           processes for finding    purpose of               fiction books on         questions and use
              e.g. labels, instructions,
              information, stories.            underlining key           out information.         contents pages and       similar themes can       text to find answers.
              Categorise into fiction and      words or phrases,                                  indexes and to           give different
              non-fiction. Explore and         adding labels and         Read a variety of        begin to locate          information and          Locate parts
              understand the difference
                                               captions to pictures.     recount texts noting     information by page      present similar          of text that give
              between fiction and non-
              fiction and the                                            perspective e.g. first   numbers and words        information in           particular
              distinguishing features of       Read and note basic       person.                  by initial letter.       different ways.          information
              each.                            features of simple                                                                                   including labelled
                                               instructional texts e.g                                                     Discuss merits and       diagrams and
              Read recounts and begin
              to recognise generic             recipes.                                                                    limitations of           charts.
              structure, e.g. ordered                                                                                      particular
              sequence of events, use of                                                                                   instructional texts
              words like first, next, after,
                                                                                                                           and compare with
              when.
                                                                                                                           others to give an
                                                                                                                           overall evaluation.
Poetry        Listen to poems                  Identify and              Link themes in poetry    Gather word              Collect class and        Make simple
              being read and talk              appreciate rhyme          to their own             collections and          individual               comments on aspects
              about likes and                  and alliteration in       experiences.             identify simple          favourite poems for      such as word
              dislikes; including              poetry.                                            repeating patterns       class anthologies,       combinations, sound
              ideas or puzzles,                                          Explore Shape            describing the effect.   participate in reading   patterns (such as
              words, and patterns.             Join in with class        Poems/Calligrams                                  aloud.                   rhymes, rhythms,
                                               rhymes and poems          noting how the poem      Perform in unison,                                alliterative
              Explore acrostic                 predicting words          is presented in the      following the rhythm     Explore riddles noting   patterns) and forms
              poems noting the                 from the rhyming          shape of the object      of the poem and          how the poem             of presentation.
              structure and theme.             pattern.                  which it is              keeping time.            describes a noun but
                                                                         describing and how                                does not name it;        Recite some poems
              Join in with class                                         the layout may either                             how the last line        in an audible voice by
              rhymes and poems.                                          be with the words                                 usually directly         heart performing to
                                                                         inside a shape or                                 addresses the reader     others, taking
                                                                         around the outline of                             and uses a question      account of
                                                                         the shape.                                        and the mood of the      punctuation.
                                                                                                                           poem being light-
                                                                                                                           hearted.
Themes and Conventions                                        Comprehension                                 Inference                      Language for Effect
         In independent reading and challenging texts shared at whole class level, the child is able to:
            Identify features of familiar texts                   Express personal responses, including likes      Link what they read or              Recognise and join in with
             e.g. “There’s always a baddie;                         and dislikes; give some reasons linked to         hear read to their own               predictable phrases,
              “They all have a happy ending”                        own experiences                                   experiences                          exploring the
             Make connections between texts e.g. “This is         Simple points from familiar texts are            Draw on what they already            effects of patterns of
              like a traditional tale because there’s an evil       identified and discussed                          know or on background                language and repeated words
              witch/a bad wolf”                                    Discuss new vocabulary and link meanings          information and vocabulary           and phrases e.g. “Run, run as
             Identify factual texts e.g. “This                     to what is already known                          provided by the teacher e.g.         fast as you can, you can’t
              tells you about animals/houses”                      Check that the text makes sense as they           “He must be going on holiday         catch me I’m the Gingerbread
                                                                    read e.g. self- correction                        – he’s packing his case,” or         Man.”
                                                                   Discuss the significance of simple text           “The mother stays by the nest       Discuss word meanings,
                                                                    features e.g. title, events                       to protect the eggs.”                linking new meanings to those
                                                                                                                     Predict what might happen            already known e.g.
                                                                                                                      on the basis of what has             “Enormous means big.”
         Word reading :
                                                                                                                      been read so far e.g. “Jack         Begin to understand how
             
Year 1

                  Read ORANGE/TURQUOISE banded books at 90% accuracy level without overt                              will save them because               written language can be
                                                                                                                      that’s what he always                structured in order e.g. to
                  sounding out                                                                                        does”; “The next part will           build surprise in narratives or
                 Respond speedily with the correct sound to graphemes for all 40+ phonemes, including,               tell you about what lions            to present facts in non-fiction
                                                                                                                      eat.”                               Try out the language they
                  where applicable, alternative sounds for graphemes                                                Use role play to identify with       have listened to e.g.
                                                                                                                      characters and make                  through role play, retelling
                 Read accurately by blending sounds in unfamiliar words containing GPCs that have been               inferences on the basis of           stories
                  taught                                                                                             what is being said and              Comment on obvious
                                                                                                                      done e.g. “The children were         features of language e.g.
                 Read common exception words, noting unusual correspondences between spelling and sound              scared of the dragon because         rhymes and refrains,
                                                                                                                      they ran away.”                      significant words and
                  and where these occur in the word                                                                                                       phrases
                 Read words containing taught GPCs and –s, -es, -ing, -ed, -er and –est endings
                 Read other words with more than one syllable that contain taught GPCs
                 Read words with contractions e.g. I’m, I’ll, we’ll and understand that the apostrophe
                  represents the omitted letter(s)
Y2 Programme of Study - Pupils should be taught to:

        develop pleasure in reading, motivation to read, vocabulary and understanding by:
             o listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they
             can read independently
             o discussing the sequence of events in books and how items of information are related
             o becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
             o being introduced to non-fiction books that are structured in different ways
             o recognising simple recurring literary language in stories and poetry
             o discussing and clarifying the meanings of words, linking new meanings to known vocabulary
             o discussing their favourite words and phrases
             o continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear

        understand both the books that they can already read accurately and fluently and those that they listen to by:
            o drawing on what they already know or on background information and vocabulary provided by the teacher
            o checking that the text makes sense to them as they read and correcting inaccurate reading
            o making inferences on the basis of what is being said and done
            o answering and asking questions
            o predicting what might happen on the basis of what has been read so far

      participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others
     say

        explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves

Reading assessment evidence in Year 2 should focus on:

 Regular listening to and discussing a wide range of: contemporary poetry; classic poetry; stories; plays; information books; whole books; fairy stories;
 traditional tales; role-play and multi-modal texts. In addition to this, pupils should be provided with opportunities to:

        develop a love of reading and showing motivation to read
        choose own books to read
        establish accurate and speedy word reading skills
        learn common exception words
        retell a wider range of stories that have been read to them and discussed
        learn how skilled readers make sense by monitoring what they read to check for sense in context
        develop comprehension through high-quality discussion with the teacher and each other
        discuss cause and effect in narrative and non-fiction
        broaden their vocabulary
Enjoy                                        Decode / Fluency Development                                     Reasoning (GDS)
                                                                                                                       Describe, Explain, Justify, Convince, Prove
          Define                            Retrieve                         Sequence                                 Infer                           Predict
Draw on knowledge of           Identify / explain key aspects       Identify and explain the            Makes inferences from the           Predict what might happen on
vocabulary to understand       of fiction and nonfiction texts,     sequence of events in texts.        text.                               the basis of what has been
texts.                         such as characters, events,                                                                                  read so far.
                               titles and information.
Discussion         Multiple choice         Ranking /            Matching /           Find and copy           Short response         Investigate          Open-ended
                                           ordering             labelling                                                                                response

                       Autumn 1                        Autumn 2               Spring 1                    Spring 2                 Summer 1                Summer 2
Year 2
Fiction        Use phonological,               Use knowledge of         Discuss reasons for,       Re-tell stories, to give   Predict story           Identify typical
               contextual,                     familiar texts to        or causes of,              the main                   endings/incidents,      themes, e.g. trials
               grammatical and graphic         re-enact or re-tell to   incidents in stories;      points in sequence         while reading.          and forfeits, good
               knowledge to work out,          others, recounting                                  and pick out                                       over evil, weak over
               predict and check the           the main points in       Identify and compare       significant incidents.     Make connections by     strong, wise over
               meanings of unfamiliar          correct sequence.        basic story elements,                                 comparing books by      foolish.
               words and to make sense of                               e.g. beginnings and        Understand time and        the same author:
               what they read.                 Compare and              endings to different       sequential                 settings, characters,
                                               contrast stories with    stories.                   relationships in           themes.
               Identify and discuss            a variety of settings,                              stories, i.e. what
               characters,                     e.g. space,              Explore patterns of        happened when.             Compare books by
               e.g. appearance, behaviour,     imaginary lands,         literary language.                                    different authors on
               qualities; speculate about      animal homes.                                       Identify and discuss       similar themes or
               how they might behave.          Be aware of different                               reasons for                with similar
                                               story structures, and                               events in stories,         characters to
               Describe and compare            the ways that stories                               linked to plot.            evaluate, giving
               characters from different       are built up and                                                               reasons.
               stories, expressing own         concluded.
               views using words and
               phrases from texts.
Non-fiction                                    Explain how the main      Use a contents page       Understand how to        Skim-read title,         Understand how to
              Identify similarities and        features of non-          and index to              read different non-      contents page,           use alphabetically
              differences between fiction      fiction texts are used.   navigate a text;          fiction texts e.g know   illustrations, chapter   ordered texts to
              and non-fiction; understand                                Scan a text to find       that the reader          headings and sub-        retrieve information.
              how they are structured.         Pose questions for        specific sections, e.g.   doesn’t need to go       headings, to predict
                                               research and read         key words or              from start to finish     what a book might be     To evaluate the
              Recognise that non-fiction       non-fiction to            phrases, sub-             but selects according    about.                   usefulness of a text
              books on similar themes can      find answers.             headings.                 to what is needed.                                for its purpose.
              give different information                                                                                    Know that glossaries
              and present similar              Locate books by           Identify how written      Learn about cause        given definitions and
              information in different         classification in the     instructions are          and effect non-          explanations; discuss
              ways. Note the features of       school library.           organised                 fiction, the features    what definitions are,
              non-fiction books that are                                 e.g. lists, numbered      and language             explore some
              structured in different ways.    Locate parts              points, diagrams          associated with it.      simple definitions in
                                               of text that give         with arrows, bullet                                dictionaries.
              Use dictionaries and             particular information    points, keys.
              glossaries to locate words       including labelled
              by using initial letter.         diagrams and
                                               charts.
Poetry        Talk about own views, the        Identify and discuss      Identify and discuss      Explore adventurous      Discuss shapes poems     Listen and read,
              subject matter and possible      favourite poems and       simple poetry             word choices and         building on those        discussing and
              meanings in poems.               poets, using              patterns and              explain the effect.      explored in Year 1,      expressing views
                                               appropriate               structures.                                        noting how the shape     about classic poetry
              Identify descriptive             terms (poet, poem,                                                           contributes to           e.g. Owl and the
              language e.g. adjectives         verse, rhyme, etc.)       Explore Haikus noting     Explore free verse,      meaning and effect.      Pussy cat.
              Comment on which words           and referring to the      its structure, origin     compare and
              have most effect and why.        language of the           and mood.                 contrast to              Discuss meanings of      Act out a poem using
                                               poems.                                              structured poems.        words and                voices and
              Explore riddles noting how                                 Perform poems; use        Note impact.             phrases that create      intonation.
              the poem describes a noun        Identify alliteration     actions and sound                                  humour, and
              but does not name it; how        and describe the          effects to add to the                              sound effects in
              the last line usually directly   effect.                   poem’s meaning.                                    poetry, e.g. nonsense
              addresses the reader and         Perform individually                                                         poems, tongue-
              uses a question and the          or together; speaking                                                        twisters, riddles, and
              mood of the poem being           clearly and audibly.                                                         to classify poems into
              light-hearted.                                                                                                simple type; to
              .                                Explore Diamantes                                                            make class
                                               noting how the poem                                                          anthologies.
                                               is presented in the
                                               shape of a diamond.
Themes and Conventions                                   Comprehension                                                     Inference                                   Language for Effect
             In independent reading and challenging texts shared at whole class level, the child is able to:
                 Recognise the main purpose of            Express personal responses, including likes and               Use personal experience to connect with texts e.g.       Comment on language choices e.g.
                  text e.g. “It tells you how to ...”       dislikes with reasons, e.g. “She was just horrible like        a response based on what they personally would            “slinky” is a good word for a cat.
                  “It tells you where animals live”,        my Gran is sometimes.”                                         be feeling rather than feelings of character in the      Recognise patterns of literary
                  “The writer doesn’t like                 Use evidence including quotations from or references           text                                                      language e.g. once upon a time, first,
                  violence.”                                to text e.g. often retelling or paraphrasing sections of      Make plausible predictions based on reading of            next, last.
                 Show some awareness that                  the text rather than using it to support comment               text e.g. “He’s going to run away,” or “I think it       Work out meanings of new
                  writers have viewpoints e.g.             Recall straightforward information e.g. names of               will tell us how the fire started.”                       vocabulary from context e.g.
                  “She thinks it’s not fair.”               characters, main ingredients                                  Make plausible inferences based on a single point         squashed and squeezed and
                 Identify similarities and                Be able to answer and ask questions by locating                of reference in the text e.g. give reasons for why        knowledge of e.g. prefixes, unhappy
                  differences between fiction and           information in texts e.g. about characters, topics             things happen or characters change, such as,
                  non-fiction e.g. similarities in         Discuss sequence of events in stories                          “Henry started to behave because he knew his
                  plot, topic, about same                  Simple, most obvious points identified e.g. about              mum had sweets in her bag” or, “Children had to
                  characters. “This book tells you          information from different places in the text                  work all day in the mine – that’s why they were
                  about the young of all cats but          Understand that non-fiction texts are structured in            scared and tired.”
                  this one tells you about each cat         different ways e.g. this part tells about different
                  separately, this one has lots of          things you can do at the zoo
                  little pictures but this one has         Identify some familiar patterns of language e.g. first,
                  more writing.”                            next
                                                           Work out meanings of some new vocabulary from
Year 2

                                                            context and knowledge of e.g. prefixes
                                                            (happy/unhappy)
                                                           Recognise recurring literary language e.g. long ago

         Working AT the expected standard, the pupil can :                                                             Greater Depth

                    Read accurately most words of two or more syllables                                               In a book pupils are reading independently:
                    Read most words containing common suffixes                                                             Make inferences on the basis of what is said and done
                    Read most common exception words                                                                       Predict what might happen on the basis of what has been read so
                                                                                                                             far.
         In age-appropriate books, GOLD/WHITE banded books the pupil can :                                                  Make links between the book they are reading and other books
                                                                                                                             they have read.
                                                                                                                                                                        
                    Read words accurately (90%) and fluently without overt sounding and
                     blending, e.g. at over 90 words per minute
                    Sound out most unfamiliar words accurately, without undue hesitation

         
Years 3 and 4 Programme of Study
Pupils should be taught to:

      develop positive attitudes to reading and understanding of what they read by:
          o listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
          o reading books that are structured in different ways and reading for a range of purposes
          o using dictionaries to check the meaning of words that they have read
          o increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
          o identifying themes and conventions in a wide range of books
          o preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
          o discussing words and phrases that capture the reader’s interest and imagination
          o recognising some different forms of poetry [for example, free verse, narrative poetry]

      understand what they read, in books they can read independently, by:

           o   checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
           o   asking questions to improve their understanding of a text
           o   drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
           o   predicting what might happen from details stated and implied
           o   identifying main ideas drawn from more than one paragraph and summarising these
           o   identifying how language, structure, and presentation contribute to meaning

      retrieve and record information from non-fiction

    participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.
Reading assessment evidence in Year 3 should focus on:

Different forms of poetry; stories; plays; non-fiction; fairy stories; reference books or textbooks; use of dictionaries; myths and legends;
folk tales; whole books;
library use; drama and multi-modal texts. In addition to this, pupils should be provided with opportunities to:

       develop positive attitudes to reading
       develop breadth and depth in their own reading
       learn to read silently
       secure accurate and fluent decoding skills at age-appropriate level
       choose own books to read with guidance
       learn to justify their views about what they have read with support
       improve comprehension through high-quality discussion with the teacher and each other
       develop their knowledge and skills in reading non-fiction about a range of subjects
       take part in effective discussion with support
Enjoy                                        Decode / Fluency Development                                      Reasoning (GDS)
                                                                                                                          Describe, Explain, Justify, Convince, Prove
    Define              Retrieve              Summarise                     Infer              Predict              Relate               Explore              Compare
Give / explain the   Retrieve and           Summarise main         Make inferences        Predict what          Identify. explain    Identify / explain    Make
meaning of words     record                 ideas from more        from the text /        might happen          how information      how meaning is        comparisons
in context.          information /          than one               explain and justify    from detail stated    / narrative          enhanced through      within the text.
                     identify key detail    paragraph.             inferences with        or implied.           content is related   choice of words
                     from fiction and                              evidence from the                            and contributes      and phrases.
                     non-fiction.                                  text.                                        to meaning as a
                                                                                                                whole.
Discussion           Multiple choice        Ranking /          Matching /                 Find and copy         Short response       Investigate           Open-ended
                                            ordering           labelling                                                                                   response
                              Autumn 1                   Autumn 2                     Spring 1                 Spring 2               Summer 1                 Summer 2
Year 3
Fiction                 Make links between the      Identify the purpose       Re-tell main points of    Refer to significant    Explore narrative         Investigate and
                        book they are reading       of dialogue and how        a story in sequence;      aspects of the          order: identify           compare the styles
                        and other books they        it is presented in                                   text, e.g. opening,     and map out the main      and voices of
                        have read.
                                                    stories, e.g. through      Compare different         build-up                stages of the             traditional story
                                                    statements,                stories; evaluate and     atmosphere, and         story: introductions –    language – collect
                        Check reading makes
                        sense, correcting any       questions,                 justify preferences.      identify how language   build ups –               examples, e.g. story
                        inaccurate reading.         exclamations; how                                    is used to create       climaxes or conflicts –   openings and
                        Develop an active           paragraphing is            Understand how            these, e.g. use of      resolutions.              endings; scene
                        attitude towards            used to organise           writers create            adjectives for                                    openers, e.g. ’Now
                        reading: seeking            dialogue.                  imaginary worlds,         description.            Understand how            When…’, ‘A long time
                        answers, anticipating                                  particularly where                                writers use figurative    ago…’, list,
                        events, empathising         Make plausible             this is original or                               and expressive
                        with characters and
                                                    predictions with           unfamiliar, such as a                             language to create        Identify and explain
                        imagining events that
                                                    justification from the     science fiction setting                           images atmosphere,        how dialogue is used
                        are described.
                                                    text.                      and note how the                                  describing the effect     to create
                        Discuss (i) characters’                                writer has evoked it                              on the reader.            characterisation and
                        feelings; (ii)              Recognise and discuss      through detail.                                                             move the story on.
                        behaviour, e.g. fair or     key themes and
                        unreasonable,               conventions.
                        brave or foolish; (iii)
                        relationships,
                        referring to the text and
                        making
                        judgements.
Non-fiction   Locate information,         To read information       Compare the way          Follow a line of         Develop library skills   Research a topic using
              using contents,             passages, and             information is           enquiry, knowing         to independently         online sources,
              index, headings, sub-       identify main points      presented, e.g. by       what information to      research a topic.        identifying useful
              headings, page              or gist of text, e.g.     comparing a variety      look for.                                         content and discuss
              nos., bibliographies.       by noting or              of information texts                              Use scanning             bias.
              Understand how to           underlying key words      including IT-based       Understand how to        to locate information
              use alphabetically          or phrases, listing the   sources.                 use contents pages       quickly and              Read a range of
              ordered texts to            4 or 5 key points                                  and indexes to locate    accurately.              persuasive texts.
              retrieve information.       covered.                  Know and use             information.                                      Compare considering,
                                          Know that glossaries      efficient skimming                                Identify different       e.g.
              Retrieve and record         give definitions and      and scanning             Summarise in one         purposes of              -the deliberate use of
              information from            explanations; discuss     techniques to            sentence the content     instructional texts.     ambiguity, half-truth,
              non-fiction, discussing     what definitions are,     purposeful retrieve      of a passage, and the    Discuss merits and       bias;
              main ideas, taking          explore some              key information.         main point it is         limitations of           -how opinion can be
              and organising notes.       simple definitions in                              making.                  particular               disguised to
                                          dictionaries.                                                               instructional texts      seem like fact.
              Read flow charts and        Summarise a                                        Explain features of      and compare with
              cyclical diagrams that      paragraph, generating                              different forms of       others to give an
              explain a process.          appropriate sub-                                   non-chronological        overall evaluation.
                                          headings.                                          reports.

                                          Identify and discuss
                                          casual language.
Poetry        Comment on language         Distinguish between       Explain use of           Compare forms or         Explain the pattern      Explore poetry that
              choices and discuss         rhyming and               figurative language      types of humour in       and structure of         uses sound to
              meanings of words and       non-rhyming poetry        e.g. simile and how      poetry,                  different simple         create effects, e.g.
              phrases that create
                                          and comment on            this is used to create   e.g. word play, joke     forms of poetry e.g.     onomatopoeia,
              humour, and
                                          the impact of layout.     pictures.                poems, word              haiku, cinquain,         alliteration,
              sound effects in poetry,
              e.g. nonsense poems,                                                           games, absurdities,      kennings.                distinctive rhythms.
              tongue-twisters, riddles,   Describe the effect a     Prepare poems to         cautionary tales,
              and to classify poems       poem has and suggest      read aloud and to        nonsense verse,          Rehearsing poems for     Recite by heart
              into simple type; to        possible                  perform, showing         limericks.               performance. Discuss     poetry that plays with
              make class anthologies.     interpretations.          understanding                                     language, including      language or
              Explore Clerihews           Discuss the choice of     through intonation,      Discuss how word         vocabulary, extending    entertains; to
              noting structure, rhyme     words and their           tone, volume and         play is used for extra   their interest in the    recognise
              pattern and mood.
                                          impact, noticing how      action.                  impact.                  meaning and origin of    rhyme, alliteration
                                          the poet creates                                                            words.                   and other patterns of
              Read aloud and recite
              poems, comparing            ‘sound effects’ by        .                                                                          sound that create
              different views of the      using alliteration,                                                                                  effects.
              same subject.               rhythm or rhyme.
Themes and Conventions                                     Comprehension                                  Inference                        Language for Effect
         In independent reading and challenging texts shared at whole class level, the child is able to:
            Identify the main purpose of texts e.g. “This       Express personal responses to fiction,          Infer characters’ feelings,            Understand how language in
             book will help us learn about ...”; “I can use       non- fiction and poetry                          thoughts and motives from               different texts appeals to
             this to find out about…”                                                                              their actions e.g. “He wasn’t           readers
                                                                 Be able to explain the meaning of words in       happy there – that’s why he
            Identify author viewpoint with reference to          context e.g. using dictionaries or               ran away.”                             Identify features that writers
             text e.g. “The writer wants us to be afraid of       knowledge of spelling conventions                                                        use to provoke readers’
             him by saying he has a scar across his face.”                                                        Begin to understand what the            reactions e.g. descriptive and
                                                               Be able to locate key information for a            writer is implying in a text e.g.       emotive language
                                                              purpose                                              “It doesn’t say that she
                                                                                                                   doesn’t like her brother but           Understand how writers
                                                                 Ask questions to improve understanding           there are clues.”                       use figurative and
                                                                                                                                                           expressive language to
                                                                 Discuss and identify how structure                                                       create images and
                                                                                                                  Predict what might happen
Year 3

                                                                  and presentation contribute to                                                           atmosphere
                                                                                                                   from details stated and
                                                                  meaning
                                                                                                                   attempt to predict from                Discuss how language is used
         Word Reading :                                                                                            details implied                         to create emphasis, humour,
             Apply knowledge of root words,
                prefixes and suffixes to both read aloud                                                                                                   atmosphere or suspense
                and to understand the meaning of new                                                              Identify main ideas from
                words they meet.                                                                                   more than one paragraph
                                                                                                                   e.g. use
                Read exception words, noting the                                                                  evidence from across a text
                 unusual correspondences between                                                                   to explain events and/or
                 spelling and sound, and where these                                                               ideas
                 occur in the word
Enjoy                                      Decode / Fluency Development                                       Reasoning (GDS)
                                                                                                                         Describe, Explain, Justify, Convince, Prove
    Define              Retrieve            Summarise                      Infer              Predict              Relate              Explore             Compare
Give / explain the   Retrieve and          Summarise main        Make inferences         Predict what         Identify. explain    Identify / explain   Make
meaning of words     record                ideas from more       from the text /         might happen         how information      how meaning is       comparisons
in context.          information /         than one              explain and justify     from detail stated   / narrative          enhanced through     within the text.
                     identify key detail   paragraph.            inferences with         or implied.          content is related   choice of words
                     from fiction and                            evidence from the                            and contributes      and phrases.
                     non-fiction.                                text.                                        to meaning as a
                                                                                                              whole.
Discussion           Multiple choice       Ranking /          Matching /                 Find and copy        Short response       Investigate          Open-ended
                                           ordering           labelling                                                                                 response
                              Autumn 1                  Autumn 2                    Spring 1                  Spring 2              Summer 1                Summer 2
Year 4
Fiction                 Explore narrative         Compare the                 Understand how           Understand how the      Understand the use       Identify social, moral
                        order: identify           structure of different      paragraphs or            use of expressive and   of figurative            or cultural
                        and map out the main      stories, to discover        chapters are used to     descriptive language    language in stories;     issues in stories, e.g.
                        stages of the             how they differ in          collect, order and       can create moods,       compare poetic           the dilemmas
                        story: introductions –    pace, build-up,             build up ideas.          arouse expectations,    phrasing with            faced by characters or
                        build ups –               sequence,                                            build tension,          narrative/descriptive    the moral of the story
                        climaxes or conflicts –   complication and            Explore different        describe attitudes or   examples.                and discuss how the
                        resolutions. Notice       resolution.                 cohesive devices.        emotions.                                        characters deal with
                        where there are                                                                                        Understand and           them.
                        jumps in time, or         Identify and explain        Understand how                                   explain the difference
                        where some events         how dialogue is used        writers use figurative                           between what is          Explore “show not
                        are skimmed over          to create                   and expressive                                   written and what is      tell” techniques.
                        quickly, and others       characterisation and        language to create                               implied.
                        told in detail.           move the story on.          images and
                                                                              atmosphere,
                        Explore and discuss       Identify the main           describing the effect
                        how sentence              characteristics of          on the reader.
                        structure and             the key characters,         Identify the
                                                  drawing on the text to
                        powerful language                                     techniques writers
                                                  justify views, use the
                        create different                                      use to create mood
                                                  information to predict
                        effects on the reader.    actions.                    and atmosphere.
Non-fiction   Use scanning            Identify different         Investigate how           Appraise a non-fiction   Mark extracts by        Collect information
              to locate information   types of non-fiction       reading strategies        book for its             annotating and by       from a variety of
              quickly and             text, e.g. their           are adapted to suit       contents and             selecting key           sources and present it
              accurately.             content, structure,        the different             usefulness by            headings, words or      in one simple
              Explain the             vocabulary, style,         properties of IT texts,   scanning,                sentences.              format, e.g. wall
              techniques the author   layout and purpose.        i.e. those which are      e.g. headings,                                   chart, labelled
              has used to organise                               scrolled and non-         contents list.           Make short notes,       diagram.
              a non-fiction text.     Read and compare a         linear in structure;                               e.g. by
                                      range of persuasive        incorporate sound or      Research a topic using   abbreviating ideas,     Investigate language
              Identify how and why    texts. Investigate how     still and moving          online sources,          selecting key           used for comparison
              paragraphs              style and vocabulary       images etc.               identifying useful       words, listing or in    and contrast.
              are used to organise    are used to convince                                 content and discuss      diagrammatical
              and sequence            the reader in              Identify key              bias.                    form.
              information.            persuasive texts.          features of               Prepare for factual
                                                                 explanatory texts:        research by              Identify the main
              Identify the features   Evaluate                   -purpose: to explain a    reviewing what is        features of
              of recounted            advertisements for         process or to answer      known, what is           newspapers,
              texts such as sports    their impact and           a question;               needed, what is          including lay-out,
              reports, diaries,       honesty, focusing in       -structure:               available and where      range of information,
              police reports,         particular on how          introduction,             to search.               voice, level of
              including:              information about          followed by                                        formality;
              -introduction to        the product is             sequential                Summarise a              organisation of
              orientate reader;       presented:                 explanation,              sentence or              articles,
              -chronological          exaggerated                organised into            paragraph by             advertisements and
              sequence;               claims, tactics for        paragraphs;               identifying the most     headlines;
              -supporting             grabbing attention,        -language features:       important elements
              illustrations;          linguistic devices, e.g.   usually present           and rewording            Predict newspaper
              -degree of formality    puns, jingles,             tense; use of             them in a limited        stories from the
              adopted;                alliteration, invented     conjunctions and          number of words.         evidence of
              -use of conjunctions.   words.                     cause and effect; use                              headlines, making
                                                                 of passive                                         notes and then
                                                                 voice;                                             checking against the
                                                                 -presentation: use of                              original.
                                                                 diagrams, other
                                                                 illustrations.
Poetry   Compare and             Describe a poem’s      Explore, discuss and   Study narrative     Recognise, compare     Identify clues which
         contrast poems on       impact and explain     describe a specific    poetry. Compare     and evaluate           suggest
         similar themes,         own interpretation     rhyming form, e.g. a   and contrast to     several different      poems are older,
         particularly their      by referring to the    rap                    stories.            forms of poetry        e.g. language use,
         form and language,      poem.                                                             such as free verse,    vocabulary, archaic
         discussing personal                            Identify different     Use drama           rhyming, shape,        words;
         responses and           Explore poetry that    patterns of rhyme      approaches to       narrative,
         preferences.            uses sound to          and verse in poetry,   understand how to   humorous.              Comment on the
                                 create effects, e.g.   e.g. choruses,         perform poems to                           use of similes and
         Explain the pattern     onomatopoeia,          rhyming couplets,      support their       Refine performance     expressive language
         and structure of        alliteration,          alternate line         understanding of    of poetry by varying   to create images,
         different simple        distinctive rhythms.   rhymes and to read     the meaning. Use    volume, pace and       sound effects and
         forms of poetry e.g.    Identify and discuss   these out              appropriate         use appropriate        atmosphere.
         haiku, cinquain,        the powerful words     effectively.           expression to       expression when
         kennings.               that are linked to                            support             performing
         Recognise some          the senses.            Use actions, sound     comprehension.
         different forms of                             effects, musical
         poetry e.g free         Explore Kenning        patterns and
         verse, explaining       Poems noting           images to enhance
         features and            structure and the      a poem’s meaning.
         purposes.               use of metaphor
                                 and description.
         Understand the
         following terms and
         identify them in
         poems: verse,
         chorus, couplet,
         stanza, rhyme,
         rhythm, alliteration.
Themes and Conventions                                     Comprehension                                    Inference                       Language for Effect
         In independent reading and challenging texts shared at whole class level, the child is able to:
          Identify and explain the main purpose of texts         Express personal responses to fiction,           Infer characters’ feelings,           Identify words or phrases
           in relation to the reader e.g. “This book is just       non- fiction and poetry                           thoughts and motives from              that capture their interest
           to give facts but this one tells us what people        Be able to explain the meaning of words           their actions and justifying           and imagination e.g. “I like
           think as well.”; “It tells us not to be taken in        in context e.g. using dictionaries or             inferences with evidence e.g.          ‘maze of hills’; it makes me
           by how things look.”                                    knowledge of spelling conventions                 “There are clues that tell us he       think of a mysterious
          Express personal opinion of writer’s                   Be able to locate key information                                                        place.”
                                                                                                                     wasn’t happy there – that’s
           viewpoint and effect on the reader e.g. “The            efficiently, for a purpose                                                              Discuss how shades of
                                                                                                                     why he ran away.”                      meaning can affect
           writer thinks families care about each other           Prepare poems and playscripts to read aloud      Understand the difference
           but sometimes they don’t.”                                                                                                                       understanding e.g.
                                                                   and to perform, showing understanding             between what is written
           Identify themes in a wide range of texts                                                                                                         ’Desperately fast’ might mean
                                                                   through intonation, tone, volume and action       and
                 e.g.triumph of good over evil                     e.g. pupils choose own poems linked to                                                   they are running from
                                                                                                                     what is implied in a text              something
          Recognise different forms of poetry e.g. free           theme/topic; use drama or drama techniques        e.g. What I know ... what I
           verse, narrative poems                                  to convey meaning; pupils negotiate own                                                 Explore the origins of
                                                                                                                     think I know                           words within texts read
          Comment on how writers use conventions to               roles prior to performance.
                                                                                                                    Predict what might happen          
Year 4

           engage the reader e.g. letters, postcards,             Ask questions to improve their                                                           Demonstrate understanding
                                                                                                                     from both details stated and           of figurative language e.g.
           diaries, maps and contribute to meaning e.g.            understanding of a text e.g. pupils ask
                                                                                                                     those                                  in discussion, children find
                                                                   questions linked to author
           “The pictures tell a different story.”; “The                                                              implied                                examples and comment on
                                                                   purpose/themes/broader learning, “What
           letters show us that he’s keeping things back
                                                                   happened to the girl after the story             Identify main ideas drawn              impact
           so as not to worry them.”                                                                                 from more than one
                                                                   ended?”; “What was the largest dinosaur
                                                                   that ever lived?”                                 paragraph and summarise
                                                                  Identify how structure and presentation           these e.g. use evidence from
                                                                   contribute to meaning e.g. “The wind              across a text to explain
                                                                   howled.”;                                         events and/or ideas such as,
                                                                   pupils comment upon the                           “We know that girls weren’t
                                                                   usefulness of diagrams, photos,                   treated fairly,” or “This
                                                                   subheadings                                       chapter lets us know that
                                                                                                                     William would rather be
                                                                                                                     living in England with his
                                                                                                                     dad.”
Years 5 and 6 Programme of Study
Pupils should be taught to:

      maintain positive attitudes to reading and understanding of what they read by:
          o continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
          o reading books that are structured in different ways and reading for a range of purposes
          o increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary
          heritage, and books from other cultures and traditions
          o recommending books that they have read to their peers, giving reasons for their choices
          o identifying and discussing themes and conventions in and across a wide range of writing
          o making comparisons within and across books
          o learning a wider range of poetry by heart
          o preparing 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

      understand what they read by:
          o checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
          o asking questions to improve their understanding
          o drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
          o predicting what might happen from details stated and implied
          o summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas
          o identifying how language, structure and presentation contribute to meaning

      discuss and evaluate how authors use language, including figurative language, considering the impact on the reader

      distinguish between statements of fact and opinion

      retrieve, record and present information from non-fiction

    participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and
   challenging views courteously

    explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and
   using notes where necessary

      provide reasoned justifications for their views
Enjoy                                        Decode / Fluency Development                                     Reasoning (GDS)
                                                                                                                         Describe, Explain, Justify, Convince, Prove
    Define              Retrieve             Summarise                   Infer               Predict                Relate               Explore              Compare
Give / explain the   Retrieve and           Summarise main         Make inferences       Predict what          Identify. explain     Identify / explain    Make
meaning of words     record                 ideas from more        from the text /       might happen          how information       how meaning is        comparisons
in context.          information /          than one               explain and justify   from detail stated    / narrative           enhanced through      within the text.
                     identify key detail    paragraph.             inferences with       or implied.           content is related    choice of words
                     from fiction and                              evidence from the                           and contributes       and phrases.
                     non-fiction.                                  text.                                       to meaning as a
                                                                                                               whole.
Discussion           Multiple choice        Ranking /              Matching /            Find and copy         Short response        Investigate           Open-ended
                                            ordering               labelling                                                                               response

                              Autumn 1                   Autumn 2                   Spring 1                  Spring 2                Summer 1                  Summer 2
     Year 5
Fiction                 Understand aspects of       Identify the key          Explore and              Articulate personal       Investigate how           Distinguish between
                        narrative structure, e.g.   features of different     understand the           responses to              characters are            the author and
                        -how chapters in a book     types of literary text.   differences              literature, identifying   presented, referring      the narrator,
                        or paragraphs are linked
                                                    E.g. stock                between literal and      why and how a text        to the text:              investigating
                        together;
                                                    characters, plot          figurative language,     affects the reader        -through dialogue,        narrative
                        -how authors handle
                        time: e.g. flashbacks,      structure, and how        e.g. through                                       action and                viewpoint and the
                        stories within stories,     particular texts          discussing the effects   Identify writer           description;              treatment of
                        dreams;                     conform, develop or       of imagery.              techniques for            -how the reader           different characters,
                        -how the passing of time    undermine the story.                               creating and impact       responds to them (as      e.g. minor characters,
                        is conveyed to              Understand and            Analyse how              on the reader.            victims, heroes, etc.);   heroes, villains, and
                        the reader.                 explain the difference    individual paragraphs                              -through examining        perspectives on the
                                                    between what is           are structured in        Analyse the success       their relationships       action from
                        Understand the use of
                                                    written and what is       writing, e.g.            of texts and              with other characters.    different characters.
                        figurative
                                                    implied                   comments sequenced       writers in evoking
                        language in stories;
                        compare poetic              Identify and discuss      to follow the            particular responses
                        phrasing with               writer technique such     shifting thoughts of a   in the reader, e.g.
                        narrative/descriptive       as repetition, recap,     character, examples      where suspense is
                        examples.                   alliteration,             listed to justify a      well-built.
                        Identify language the       onomatopoeia to           point and reiterate to
                        writer has chosen for       create specific           give it force.
                        impact and discuss and      effects. Explore
                        evaluate the impact on
                                                    “show not tell”
                        the reader.
                                                    techniques.
Non-fiction   Discuss the purpose    Locate information      Evaluate texts          Comment critically    Read, compare and      Retrieve, record
              of note-taking         confidently and         critically by           on the language,      evaluate examples      and present
              and how this           efficiently through     comparing how           style, success of     of arguments and       information from
              influences the         (i) using contents,     different sources       examples of non-      discussions, e.g.      non-fiction
              nature of              indexes, sections,      treat the same          fiction such as,      letters to press,      following own lines
              notes made. Make       headings (ii)           information.            reviews, reports,     articles, discussion   of enquiry.
              short notes, e.g. by   skimming to gain                                leaflets.             of issues in books,
              abbreviating ideas,    overall sense of text   Read and evaluate                             e.g. environment,      Read a range of
              selecting key          (iii) scanning to       letters, e.g. from      Read and evaluate     animal welfare;        explanatory texts,
              words, listing or in   locate specific         Newspapers,             a range of                                   investigating and
              diagrammatical         information (iv)        magazines,              procedural texts in   Note how               noting features of
              form.                  close reading to aid    intended to             terms of their:       arguments are          impersonal style,
              Collect information    understanding (v)       inform, protest,        -purposes;            presented, e.g.        e.g. complex
              from a variety of      text-marking (vi)       complain,               -organisation and     ordering points to     sentences: use of
              sources and present    and using IT            persuade,               layout;               link them together     passive voice;
              it in one simple       sources.                considering (i) how     clarity and           so that one follows    technical
              format, e.g. wall                              they are set out (ii)   usefulness.           from another; how      vocabulary;
              chart, labelled        Secure the skills of    how language is                               statistics, graphs,    hypothetical
              diagram.               skimming,               used, e.g. to gain                            etc. can be used to    language; use of
              Identify techniques,   scanning and            attention, respect,                           support arguments.     words/phrases to
              sentence structure     efficient reading so    manipulate.                                                          make sequential,
              and language           that research is fast                                                                        causal, logical
              techniques that        and effective. Mark                                                                          connections, e.g.
              supports precise       extracts by                                                                                  while, during, after.
              and concise            annotating and by
              presentation of        selecting key
              information.           headings, words or
                                     sentences.
Poetry   Read a number of       Discuss a poet’s        Recognise themes      Explore emotive       Identifying how        Discuss and
         poems by               possible viewpoint,     in the poems they     poems noting          language, structure    evaluate how poets
         significant poets      explain and justify     read, such as love,   techniques poets      and presentation       use language,
         and identify what is   own response and        loss or heroism.      use to impact on      contribute to          including figurative
         distinctive about      interpretation.                               the reader.           meaning of poems.      language,
         the style or content   Discuss how poets       Explore and explain   Explore how precise   Explain the use of     considering the
         of their poems.        draw upon               imagery including     word choice evokes    unusual or             impact on the
                                observation,            metaphor and          more than is          surprising language    reader.
         Comment on the         memory and              personification.      described.            choices and effects,
         use of similes and     imagination.                                                        such as                Discuss how linked
         expressive language                            Prepare readings of   Comment critically    onomatopoeia;          poems relate to
         to create images,      Analyse and             poetry, with          on the overall        comment on how         one another by
         sound effects and      compare poetic          appropriate           impact of a poem,     these influence        themes, format and
         atmosphere.            style, use of forms     intonation to show    showing how           meaning.               repetition, e.g.
                                and the themes of       their                 language and                                 cycle of poems
         Explore Iambic         significant poets; to   understanding.        themes have been      Prepare poems to       about the seasons.
         Pentameter noting      respond to shades                             developed.            read aloud and to
         how different lines    of meaning; to                                                      perform, showing
         are constructed,       explain and justify                                                 understanding
         pattern of stressed    personal tastes; to                                                 through intonation,
         and unstressed         consider the                                                        tone and volume so
         syllables. Explain     impact of full                                                      that the meaning is
         the effect of lines    rhymes, half                                                        clear to an
         being constructed      rhymes,                                                             audience.
         in this style.         internal rhymes and
                                other sound
                                patterns.
Themes and Conventions                                        Comprehension                                        Inference                           Language for Effect
         In independent reading and challenging texts shared at whole class level, the child is able to:
            Make comparisons within and across texts                   Express personal opinions about a wide           Make inferences based on                   Understand how writers use
             identifying some themes and conventions e.g. “I             range of texts                                    textual evidence e.g. read                  language for comic and
             know Shakespeare wants to show                             Identify and discuss the significance of          between the lines                           dramatic effect
             how brave this character is in this play, and in this       texts that are structured in different ways       and find evidence for the                  Understand how word meanings
             play he does the same by ...” or “These authors             and for different purposes                        interpretation                              change when used in different
             explore friendship but this text shows the                 Ask questions in order to interrogate the        Explain inferred meanings                   contexts
             unhappiness of one friend whereas in this text both         text                                              drawing on evidence across the             Recognise rhetorical devices e.g.
             characters are ...”                                        Check that the text makes sense to them,          text/s e.g. “They both show dads            those used to argue, persuade,
            Identify purpose and viewpoint of texts                     discussing their understanding and                in different ways; Sarah’s dad              mislead and sway the reader
                                                                         explaining the meaning of words in context        told lies to cover up what he’d            Recognise nuances in
                                                                         e.g. why the author describes the character       done and the dad in the other               vocabulary choices
                                                                         as being ‘jaded’; pupils re-read to check         story was the opposite; he
                                                                         new meaning in context                            always told the truth even though
                                                                                                                           he’d go to jail”
                                                                                                                          Predict from details stated and
                                                                                                                           implied and modify predictions
                                                                                                                           in the light of new evidence
                                                                                                                          Summarise the main ideas drawn
Year 5

                                                                                                                           from more than one paragraph,
                                                                                                                           identifying some key details that
                                                                                                                           support them e.g. “This chapter
                                                                                                                           is about the way children
                                                                                                                           suffered; it say X and X but the
                                                                                                                           other text presents things
                                                                                                                           differently ...”; “It’s all about how
                                                                                                                           difficult it was for the explorers:
                                                                                                                           the food, weather,
                                                                                                                           communication etc.”
Enjoy                                            Decode / Fluency Development                                     Reasoning (GDS)
                                                                                                                             Describe, Explain, Justify, Convince, Prove
    Define              Retrieve                 Summarise                   Infer               Predict               Relate                Explore             Compare
Give / explain the   Retrieve and record       Summarise main          Make inferences       Predict what         Identify. explain      Identify / explain   Make
meaning of words     information /             ideas from more         from the text /       might happen         how information /      how meaning is       comparisons
in context.          identify key detail       than one                explain and justify   from detail stated   narrative content is   enhanced through     within the text.
                     from fiction and                                                                             related and
                                               paragraph.              inferences with       or implied.                                 choice of words
                     non-fiction.                                                                                 contributes to
                                                                       evidence from the                                                 and phrases.
                                                                                                                  meaning as a
                                                                       text.                                      whole.
Discussion           Multiple choice           Ranking /               Matching /            Find and copy        Short response         Investigate          Open-ended
                                               ordering                labelling                                                                              response

                               Autumn 1                      Autumn 2                   Spring 1                  Spring 2                Summer 1                 Summer 2
     Year 6
Fiction                 Investigate how characters      Distinguish between      Be familiar with the     Use implied and            Justify views about      Use active reading
                        are
                                                        the author and           work of some             multi-layered              texts, offering          strategies to
                        presented, referring to the
                        text:                           the narrator,            established authors,     meaning to predict         coherent evidence to     summarise, annotate
                        -through dialogue, action       investigating            articulate what is       what might happen.         support it.              a text, identify key
                        and description;                narrative                special about their                                                          information and note-
                        -how the reader responds
                                                        viewpoint. Take          work, and explain        Identify and discuss       Summarise main           take.
                        to them (as victims, heroes,
                        etc.);                          account of viewpoint     their preferences in     the tone (register) in     ideas, identifying key
                        -through examining their        in a novel through,      terms of                 what is read with          details and using
                        relationships                   e.g.:                    authors, styles and      reference to the text      quotations for
                        with other characters
                                                        -identifying the         themes.                  to justify opinions.       illustration.
                        Compare and evaluate a          narrator;
                        novel or                        -explaining how this     Describe and evaluate                               Identify and discuss
                        play in print and the           influences the           the style of an                                     how the writer has
                        film/TV version,
                                                        reader’s view of         individual writer.                                  used word, structural,
                        e.g. treatment of the plot
                        and                             events;                                                                      audible and visual
                        characters, the differences     -explaining how                                                              techniques to create
                        in the two forms, e.g. in       events might look                                                            an intentional effect
                        seeing the setting, in losing
                                                        from a different point                                                       on the reader.
                        the narrator.
                        Evaluate the effectiveness      of view.
                        of dialogue and its purpose.
                                                        Evaluate how
                        Identify techniques and
                                                        effectively the writer
                        explain how writers create
                        specific atmospheres.           has met the purpose
                                                        of the writing.
Non-fiction   Comment critically on   Explore how writers      Collect and               Read and understand       Identify distinctive    Independently
              the language, style,    control impersonal       investigate use of        examples of               language, structural    research a topic that
              success of examples     writing, particularly    persuasive devices:       official language and     and presentational      interests them,
              of non-fiction.         the sustained use        e.g. words and            its characteristic        features in non-        choosing what
                                      of the present tense     phrases: e.g. ’surely’,   features, e.g. through    fiction texts,          information they
               Review a range of      and the passive          ‘it wouldn’t be very      discussing                demonstrating an        need, how best to
              non-fiction text        voice.                   difficult…’,              consumer                  understanding of how    record and present
              types and                                        persuasive                information, legal        these help the reader   the information.
              characteristics,        Summarise the main       definitions, e.g. ‘no-    documents, layouts,       draw meaning from
              discussing              ideas drawn from         one                       use of footnotes,         text.
              when a writer might     more than one            but a complete            instructions,
              choose to write in a    paragraph, identifying   idiot…’; rhetorical       parentheses,
              given style and form.   some key details that    questions ‘are we         headings,
              Identify intended       support them.            expected to…?’;           appendices and
              audiences and                                    pandering,                asterisks.
              purposes for writing    Note how writers         condescension.
              and how a writer        demonstrate an                                     Identify the features
              meets the intentions.   assured and              Recognise how             of balanced
                                      conscious control        arguments are             written arguments
              Describe layout and     over levels of           constructed to be         which, e.g.
              presentational          formality.               effective, through:       -summarise different
              devices.                                         -the expression,          sides of an argument;
                                                               sequence and linking      -clarify the strengths
                                                               of points;                and weaknesses
                                                               -the provision of         of different positions;
                                                               persuasive examples,      -signal personal
                                                               illustrations and         opinion clearly.
                                                               evidence;
                                                               -pre-empting or
                                                               answering potential
                                                               objections;
                                                               -appealing to the
                                                               known views and
                                                               feelings of the
                                                               audience.
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