Reading is given a high priority in our curriculum as it is the ability to read and understand which opens up learning for children. We strive to develop in our children a love of reading by choosing books carefully for whole-class guided reading sessions and by exposing our children to whole class novels we enable them to develop reading stamina across longer texts. In these sessions children are taught reading skills which progress from year group to year group. Our reading curriculum has been designed to give our children the experience of a wide range of fiction books from different genres, non-fiction texts and poetry. Wherever possible, we seek to link class texts to other subjects the children are learning.
We give our children time each day to read for pleasure and teachers read a class novel to their class daily in order to expose the children to a greater variety of texts. We run a weekly reading challenge which requires children to read regularly outside of school.
Those children who still require phonics take part in daily phonics sessions, following the Sounds Write programme. Sounds Write is a highly structured, synthetic approach to phonics and is acknowledged by the DfE as meeting all of its criteria for an effective phonics teaching programme. This programme is also used in the infant school, providing continuity of learning. Those children who are receiving phonics lessons will read phonically decodable books linked to their learning in the Sounds Write programme. Reading books for other pupils may be from a reading scheme or free choice depending on individual children’s needs. The children progress through reading levels and their progress is tracked by the class teacher. We have a well-organised library with a wide range of quality fiction and non-fiction books which the children can choose from when selecting free-choice books.
Those children who need more support will also receive precision teaching of High Frequency words and the skills of segmenting, blending and phoneme manipulation as outlined in the Sounds Write Programme. In addition, they access the Lexia programme, as appropriate to their needs. Some children will receive smaller group reading of a text carefully chosen to be at the right level to develop their reading skills or additional one-to-one reading.
Children in Years 5 and 6 access Reading Plus, an adaptive literacy intervention that develops children’s fluency, comprehension and motivation.
We also take part in author visits, visits to the local library and online reading sessions to inspire a love of reading in our pupils.
Progression of Reading Skills in Ryton Junior School
Year 3 Reading Skills | Working towards year 3 reading skills |
| Demonstrating year 3 reading skills |
| Exceeding year 3 reading skills |
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Reading Skills AF 1 (Word Reading) | Read age appropriate texts accurately and at speed | Decode words outside of their spoken vocabulary and make a good approximation to the word’s pronunciation
| Read longer and less familiar texts with increasing fluency Read silently (beginning)
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Reading Skills AF2 (Identify and retrieve) | Use dictionaries to check the meaning of words which they have read (with help) Identify key words to look for when scanning a text to find information (with help) | Use dictionaries to check the meaning of words which they have read
Identify key words to look for when scanning a text to find information e.g. I want to know where he lives so I’m looking for words such as: home, habitat, lives
| Use dictionaries to check the meaning of words which they have read and explain the meaning of these words in context Skim and scan in order to retrieve information from a text e.g. I want to know how he reacted to the news: I need to skim read to find the section where he is given the news and then read on and look for his reaction
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Reading Skills AF3 Deduce Infer and Predict | Ask questions to improve their understanding of a text (with prompts) Infer a character’s thoughts and feelings in fiction
| Ask questions to improve their understanding of a text Infer a character’s thoughts and feelings and justify their views
| Ask questions to improve their understanding of a text Justify inferences made about a character’s thoughts and feelings by making reference to and explaining both implicit and explicit information (begininge.g. a character who pulls his ear whenever he is nervous – ‘They kept laughing about it but Tom just stayed quiet and gently pulled at his ear. He did not seem to mind.’ Child can make reference to what the ‘ear pulling’ signifies and the word seem.
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Reading skills AF4 Understand the Structure and Organisation of Text | Understand and make simple comments on how the organisational features support text e.g. titles, fonts, certain punctuation including exclamation mark and question mark. (beginning)
| Give reasons for how the organisational features support text e.g. titles, fonts, certain punctuation including exclamation mark and question mark. (with support)
| Give reasons for how the organisational features support text e.g. titles, fonts, certain punctuation including exclamation mark and question mark.
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Reading Skills AF5 Writers choice and use of language | Reflect and give a simple explanation on the effect of particular words and phrases and how it captures the reader’s interest and imagination. | Comment on the choice of language used to create a particular mood. (with support) Features discussed might include: Specific word selection e.g. torrential rain, indefinite pronouns (empty words) e.g. someone, something and vivid descriptive language.
| Comment on the choice of language used to create a particular mood. Features discussed might include: Specific word selection e.g. torrential rain, indefinite pronouns (empty words) e.g. someone, something and vivid descriptive language.
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Reading Skills AF6 Purpose, Viewpoint and Personal Responses | Identify and explain features that writers use to provoke readers’ reactions (with support) e.g. how the writer shows rather than tells to help the reader feel how a character is reacting and see the emotion (following teacher modelling and guidance)
| Identify and explain features that writers use to provoke readers’ reactions (with support) e.g. how the writer shows rather than tells to help the reader feel how a character is reacting and see the emotion (following teacher modelling and guidance)
| Identify and explain features that writers use to provoke readers’ reactions e.g. how the writer shows rather than tells to help the reader feel how a character is reacting and see the emotion (following teacher modelling and guidance)
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Reading Skills AF7 Social, Cultural and Historical Traditions | Identify the setting (time or place) of a text e.g. I know it is set in the U.S.A because … It is in the present day and the evidence for that is…
| Find and comment on similarities, themes and conventions e.g. settings, plots and topic (with support)
| Find and comment on similarities, themes and conventions e.g. settings, plots and topic (with more independence)
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Year 4 | Working towards year 4 reading skills |
| Demonstrating year 4 reading skills |
| Exceeding year 4 reading skills |
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Reading Skills AF 1 (Word Reading) | Read a wider range of texts with increasing fluency Read silently (beginning)
| Read silently (when reading independently) Apply knowledge of root words, prefixes and suffixes to read aloud and understand the meaning of new words (beginning)
| Read silently (when reading independently) Test out different pronunciations when reading longer unfamiliar words where there may be unusual correspondences between spelling and sounds Apply knowledge of root words, prefixes and suffixes to read aloud and understand the meaning of new words
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Reading Skills AF2 (Identify and retrieve) (R)
| Refer to information from the text in order to justify a point of view (verbally, with guidance)
| Refer to information from the text in order to justify a point of view (starting to record in writing)
| With increasing independence can justify views about texts read |
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Reading Skills AF3 Deduce Infer and Predict (I,P) | Predict what might happen next by inferring characters’ feelings and motives and justify what they say with implicit and explicit points from the text (with support)
| Predict what might happen next by inferring characters’ feelings and motives and justify what they say with implicit and explicit points from the text (with support)
| Draw inferences such as inferring characters’ feelings, thoughts and motives for their actions, and justifying inferences with evidence
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Reading skills AF4 Understand the Structure and Organisation of Text (S) | Comment on the use of presentational devices for a wider range of texts. E.g. numbering and headings in instructions, greetings in letters (support)
| Comment on the use of presentational devices for a wider range of texts. E.g. numbering and headings in instructions, greetings in letters (more independent)
| Comment on the use of presentational devices for a wider range of texts. E.g. numbering and headings in instructions, greetings in letters (independent)
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Reading Skills AF5 Writers choice and use of language (V) | Give reasons with supporting evidence/examples for why the author has made particular language choices (following teacher guidance/ modelling) Clarify the meaning of words by linking new meanings to known vocabulary e.g. People in transit – connection made to a transit van to explore and link meaning (following teacher guidance/ modelling)
| Give reasons with supporting evidence/examples for why the author has made particular language choices (independently) Clarify the meaning of words by linking new meanings to known vocabulary e.g. People in transit – connection made to a transit van to explore and link meaning (More independently)
| Write a description of the effect of writer’s language choices and how particular words and phrases capture the reader’s interest and imagination e.g. How descriptive phrases create a picture in the reader’s mind and conjure the sights and sounds transporting you into a particular scene Clarify the meaning of words by linking new meanings to known vocabulary e.g. People in transit – connection made to a transit van to explore and link meaning (independently) |
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Reading Skills AF6 Purpose, Viewpoint and Personal Responses (E) | Demonstrate an improving understanding of the features that writers use to provoke readers’ reactions (such as the way a character is introduced- name, description and setting – and how this makes the reader feel about him/her from the outset)
| Give a personal response to the text and, with prompts, will refer to the features the writer has used provoke a reaction and the audience the text is aimed at
| Identify a number of features that writers use to provoke readers’ reactions and will offer a personal response to this
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Reading Skills AF7 Social, Cultural and Historical Traditions | Comment on the typical features of texts set in different times and cultures
| Begin to make connections between 2 or more texts and discuss similarities of themes and conventions e.g. settings, plots and topic
| Make connections between 2 or more texts and discuss similarities of themes and conventions e.g. settings, plots and topic |
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Year 5 | Working towards year 5 reading skills |
| Demonstrating year 5 reading skills |
| Exceeding year 5 reading skills | |
Reading Skills AF 1 (Word Reading) | Reads silently and discuss what they have read Ask for help in order to determine both the meaning and pronunciation of unfamiliar words to improve understanding of a sentence or paragraph e.g. focus on all the letters in a word so that they do not, for example, read ‘invitation’ for ‘imitation’ | Reads silently and discuss what they have read Ask for help in order to determine both the meaning and pronunciation of unfamiliar words to improve understanding of a sentence or paragraph e.g. focus on all the letters in a word so that they do not, for example, read ‘invitation’ for ‘imitation’
| Read silently and discuss what they have read. Show greater independence determining both the meaning and pronunciation of unfamiliar words to improve understanding of a sentence or paragraph e.g. focus on all the letters in a word so that they do not, for example, read ‘invitation’ for ‘imitation’
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Reading Skills AF2 (Identify and retrieve) (R) | Identify the main idea from one or more paragraph and summarise this (although the summary may be overlong or include some less relevant information) With scaffolds, explain their understanding of what they have read through formal presentations
| Identify the main idea from one or more paragraph and summarise this (ability to summarise key information is improving) Demonstrate greater independence when asked to explain their understanding of what they have read through formal presentations
| Independently explain and discuss their understanding of what they have read through formal presentations and debates
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Reading Skills AF3 Deduce Infer and Predict (I,P) | Deduce characters thoughts, feelings and motives for their actions
| Deduces characters, thoughts, feelings and motives for their actions and, with support, explain the deduction process
| Deduces characters thoughts, feelings and motives for their actions and explain the deduction process
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Reading skills AF4 Understand the Structure and Organisation of Text (S) | With support, give reasons for a wider range of structural devices at text level for both fiction and non-fiction e.g. Why has the author chosen to change paragraph after this sentence? Why has the author used a chart here?
| Comment on the structural devices the author has used to convey information across a range of fiction and non-fiction texts e.g. Why is it easier to read? Why is the font different in this sentence?
| Comment on structural features of different text types (both fiction and non-fiction) relating to purpose and audience e.g. What is the purpose of the pictures on pages 3 and 4? How is the layout appropriate for the particular audience this leaflet is aimed at?
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Reading Skills AF5 Writers choice and use of language (V) | Give a reasoned explanation about how grammatical choices are used to create a particular mood e.g. Long sentences used for description and to create a calm, relaxed atmosphere or short sentences used for impact and to create a sense of panic. Rapid questioning to show confusion or nervous tension. Comment on the use of description and similes within narrative e.g. The waves galloped towards the shore. Why did the author choose the verb galloped? What image does it create in your mind?
| Understand that the meaning of a sentence is shaped by the punctuation e.g. ‘The reading test is today.’ ‘The reading test is today! ‘The reading test is today? Comment on the use of description and similes within narrative and comment on their effect e.g. The raindrop fell from the flower like a solitary tear. What emotions does it evoke? How is it different from just saying ‘The raindrop fell’?
| Understand that the meaning of a sentence is shaped by the punctuation, word order and conjunctions used. E.g. ‘Laughing loudly, he turned and walked away.’ or ‘He turned and walked away and he was laughing loudly.’ Explains how, in the first example, the fronted adverbial emphasises the behaviour and attitude (mocking) of the character compared to the second example, where character attitude is less prominent. Understand that the meaning of a sentence is shaped by the punctuation, word order and conjunctions used. E.g. ‘Laughing loudly, he turned and walked away.’ or ‘He turned and walked away and he was laughing loudly.’ Explains how, in the first example, the fronted adverbial emphasises the behaviour and attitude (mocking) of the character compared to the second example, where character attitude is less prominent.
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Reading Skills AF6 Purpose, Viewpoint and Personal Responses (E) | Recommend books to peers, giving reasons for their choices
| Recommend books to peers, giving developed reasons for their choices
| Recommend books to peers, giving developed reasons and making specific reference to the text to support their choices
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Reading Skills AF7 Social, Cultural and Historical Traditions | Identify key themes of a range of more complex texts related to social issues e.g. poverty, bullying, theft, family, cultural and historical
| Explain the key features, themes and role of characters across a range of more complex texts
| Compare and contrast themes across a range of more challenging/complex texts (social, cultural and historical)
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Year 6 | Working towards year 6 reading skills |
| Demonstrating year 6 reading skills |
| Exceeding year 6 reading skills |
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Reading Skills AF 1 (Word Reading) | Read for a sustained period of time and discuss what they have read. Can prepare readings with appropriate intonation to show their understanding and infer the meaning of unfamiliar words. Can, with increasing confidence, determine both the meaning and pronunciation of unfamiliar words to improve understanding of a sentence or paragraph e.g. focus on all the letters in a word so that they do not, for example, read ‘invitation’ for ‘imitation’
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Reading Skills AF2 (Identify and retrieve) (R) | Summarise the main ideas drawn from more than one paragraph and identify key details and facts (with guidance)
| Summarise the main ideas drawn from more than one paragraph and identify key details and facts
| Independently summarise the main ideas drawn from more than one paragraph and identify key details and facts and use quotations for illustration and to support their ideas when reading: *Fiction *Non-fiction Efficiently skim and scan to retrieve information quickly (from both fiction and non-fiction)
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Reading Skills AF3 Deduce Infer and Predict (I,P) | Write an explanation of inferred meanings on characters’ thoughts, feelings and motives for their actions, drawing on evidence across the text, e.g. ‘you know her dad was lying because earlier she saw him take the letter’ Consider how implied and multi-layered meanings are created
| Write an explanation of inferred meanings on characters’ thoughts, feelings and motives for their actions, drawing on evidence across the text, e.g. ‘you know her dad was lying because earlier she saw him take the letter’ Evaluate the effect of implied and multi layered meanings
| With increasingly complex texts draw inferences such as inferring characters’ feelings, thoughts and motives for their actions, and justifying inferences with evidence Using implied and multi-layered meanings, predict what might happen from details stated and implied
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Reading skills AF4 Understand the Structure and Organisation of Text (S) | With increasingly complex texts, comment on the use of organisational and language features
| Begin to apply what they know about text features e.g. Why has author set out this leaflet like this – could they have been written any other way? The child can evaluate the features and suggest alternatives (using their knowledge of purpose and audience) | Apply what they know about text features e.g. Why has author set out instructions like this – could they have been written any other way? The child can evaluate the features and suggest alternatives (using their knowledge of purpose and audience)
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Reading Skills AF5 Writers choice and use of language (V) | Identify imagery and figurative language e.g. Why has the writer compared the moon to a ghostly galleon?
| Give reasons for the use of imagery and figurative language e.g. ‘The writer used this simile because it made you feel… The poet created mood by using a metaphor to describe the tension.’
| Evaluate how authors use language, including figurative language, considering the impact on the reader e.g. ‘The road was a ribbon of moonlight, over the purple moor’ How does Noyes use words to create such a vivid picture? Could he have used another writing technique? Would it have been as effective?
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Reading Skills AF6 Purpose, Viewpoint and Personal Responses (E) | Participate in discussions about books read to them and those they can read themselves, building on and developing their own ideas
| Participate in discussions about books read to them and those they can read themselves, developing their own ideas and building on the ideas of others
| Participate in discussions about books read to them and those they can read themselves, building on their own and others ideas, challenging ideas courteously
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Reading Skills AF7 Social, Cultural and Historical Traditions | With support, begin to make comparisons between the language in older texts with modern standard English (spelling, punctuation & vocabulary)
| With growing independence, make comparisons between the language in older texts with modern standard English (spelling, punctuation & vocabulary)
| Across a greater range of texts, comment on the effect of the context (time and setting) on language choice
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