Curriculum Expectations in Reading

Year 1   Year 2   Year 3   Year 4   Year 5   Year 6

Year 1 Reading

Word Reading

  • Match all 40+ graphemes to their phonemes (Phase 3)
  • Blend sounds in unfamiliar words
  • Divide words into syllables, e.g. pocket, rabbit, carrot, thunder, sunset
  • Read compound words, e.g. football, playground, farmyard, bedroom
  • Read words with contractions, e.g. I’m, I’ll, we’ll, and understand that the apostrophe represents the omitted letter(s)
  • Read phonically decodable texts with confidence
  • Read words containing ‘s, es, ing, ed, er , est’ endings
  • Read words which have the prefix –un added
  • + the endings –ing, –ed and –er to verbs where no change is needed to the root word
  • Read words of more than one syllable that contain taught GPCs

Reading Comprehension

  • Say what they like or dislike about a text
  • Link what they read or hear to their own experiences
  • Retell key stories orally using narrative language
  • Understand & talk about the main characteristics within a known key story
  • Learn some poems and rhymes by heart
  • Use prior knowledge, context and vocabulary provided to understand texts
  • Check that the text makes sense to them as they read & correct miscues
  • Begin to draw inferences from the text and/or the illustrations
  • Make predictions based on the events in the text
  • Explain what they understand about a text

 

Reading-Exceeding Statements

  • Read accurately and confidently words of 2 or more syllables
  • Talk about favourite authors or genre of books
  • Can predict what happens next in familiar stories
  • Happy to read aloud in front of others
  • Tell someone about likes and dislikes related to story they have read or a story they have had read to them
  • Read a number of signs and labels in the environment drawing from phonic knowledge when doing so
  • Aware of mistakes made because reading does not make sense
  • Re-read a passage if unhappy with own comprehension
  • Growing awareness of how non-fiction texts are organised
  • Use illustrations as an important feature in aiding reading

Year 2 Reading

Expectations

Word Reading

  • Decode automatically and fluently
  • Read accurately by blending the sounds in words that contain graphemes taught
  • Recognise and read alternative sounds for graphemes
  • Read accurately words of two or more syllables that contain the same GPCs
  • Read words containing common suffixes
  • Read further common exception words
  • Read and notice unusual correspondence between grapheme and phoneme
  • Read most words quickly and accurately when they have been frequently encountered without overt sounding and blending
  • Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
  • Read books fluently and confidently

Reading Comprehension

  • Talk about and give an opinion on a range of texts
  • Discuss the sequence of events in books and how they are related to each other
  • Use prior knowledge and context, and vocabulary explored to understand texts
  • Retell orally some stories, including fairy stories and traditional tales
  • Read for meaning, checking that the text makes sense, and correcting inaccurate reading
  • Know and recognise simple recurring literary language in stories and poetry
  • Talk about favourite words and phrases.
  • Increase repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear
  • Answer, ask appropriate questions, and make predictions on basis of what has been read so far
  • Draw simple inferences from illustrations, events and characters’ actions and speech.

 

Reading-Exceeding Statements

  • Enhance meaning through expression and intonation
  • Identify and comment on main characters in stories, and the way they relate to one another
  • Self-correct, look backwards and forwards in the text and search for meaning
  • Comment on the way characters relate to one another
  • Show understanding of the main points of the text and re-tell the story
  • Make sensible predictions about what is likely to happen in the story and to different characters
  • Know how suspense and humour is built up in a story, including the development of the plot
  • Recognise similarities in the plot or characters within different stories
  • Extract information from non-fiction texts, appropriately using contents, index, chapters, headings and glossary

Year 3 Reading

Assessing Reading – Year 3 Expectations

Word Reading

  • Apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words
  • Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word
  • Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words

Reading Comprehension

  • Experience and discuss a range of fiction, poetry, plays, non-fiction, reference books or textbooks
  • Know that non-fiction books are structured in different ways and be able to use them effectively
  • Begin to understand that narrative books are structured in different ways, for example, quest stories and stories with dilemmas
  • Ask questions to improve understanding of a text
  • Predict what might happen from details stated
  • Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions
  • Use dictionaries to check the meaning of unfamiliar words
  • Identify main idea of a text
  • Identify how structure, and presentation contribute to the meaning of texts
  • Retrieve and record information from non-fiction
  • Discuss books, poems and other works that are read aloud and independently, taking turns and listening to others’ opinions
  • Explain and discuss understanding of books, poems and other material, both those read aloud and those read independently
  • Prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action

 

Reading-Exceeding Statements

  • Skim materials and note down different views and arguments
  • Pause appropriately in response to punctuation and/or meaning
  • Justify predictions by referring to the story
  • Begin to find meaning beyond the literal, e.g. the way impressions of people are conveyed through choice of detail and language
  • Read ahead to determine direction and meaning in a story
  • Investigate what is known about the historical setting and events and their importance to the story
  • Deduce from the evidence in the text what characters are like
  • Explore figurative language and the way it conveys meaning succinctly
  • Identify the way a writer sets out to persuade
  • Explore the relationship between a poet and the subject of a poem

Year 4 Reading

Assessing Reading – Year 4 Expectations

Word Reading

  • Apply knowledge of root words, prefixes and suffixes, to read aloud and to understand the meaning of unfamiliar words
  • Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word
  • Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words

Reading Comprehension

  • Know which books to select for specific purposes, especially in relation to science, history and geography learning
  • Use dictionaries to check the meaning of unfamiliar words
  • Discuss and record words and phrases that writers use to engage and impact on the reader
  • Know and recognise some of the literary conventions in text types covered
  • Begin to understand simple themes in books
  • Prepare poems to read aloud and to perform, showing understanding through intonation, tone, volume and action
  • Explain the meaning of words in context
  • Ask questions to improve understanding of a text
  • Infer meanings and begin to justify them with evidence from the text
  • Predict what might happen from details stated and deduced information
  • Identify how the writer has used precise word choices for effect to impact on the reader
  • Identify some text type organisational features, for example, narrative, explanation, persuasion
  • Retrieve and record information from non-fiction
  • Make connections with prior knowledge and experience
  • Begin to build on others’ ideas and opinions about a text in discussion
  • Explain why text types are organised in a certain way

 

Reading-Exceeding Statements

  • Locate and use information from a range of sources, both fiction and non-fiction
  • Compare fictional accounts in historical novels with the factual account
  • Appreciate the bias in persuasive writing, including articles and advertisements
  • Talk widely about different authors, giving some information about their backgrounds and the type of literature they produce
  • Use inference and deduction to work out the characteristics of different people from a story
  • Compare the language in older texts with modern Standard English (spelling, punctuation and vocabulary);
  • Skim, scan and organise non- fiction information under different headings
  • Refer to the text to support predictions and opinions
  • Recognise complex sentences
  • Show awareness of the listener through the use of pauses, giving emphasis and keeping an appropriate pace so as to entertain and maintain interest

Year 5 Reading

Assessing reading – Year 5 expectations

Word Reading

  • Apply knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words.
  • Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.
  • Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words.
  • Re-read and read ahead to check for meaning.

Reading Comprehension

  • Become familiar with and talk about a wide range of books, including myths, legends and traditional stories and books from other cultures and traditions and know their features.
  • Read non-fiction texts, and identify purpose and structures and grammatical features and evaluate how effective they are.
  • Identify significant ideas , events and characters, and discuss their significance.
  • Learn poems by heart, for example, narrative verse, haiku.
  • Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone, volume and action.
  • Use meaning-seeking strategies to explore the meaning of words in context.
  • Use meaning – seeking strategies to explore the meaning of idiomatic and figurative language.
  • Identify and comment on writer’s use of language for effect, for example, precisely chosen adjectives, similes and personification.
  • Identify grammatical features used by writer – rhetorical questions, varied sentence lengths, varied sentence starters, empty words – to impact on the reader.
  • Draw inferences such as inferring characters’ feelings, thoughts and motives from their actions.
  • Justify inferences with evidence from the text.
  • Make predictions from what has been read.
  • Summarise the main ideas drawn from a text.

 

Reading-Exceeding Statements

  • Express opinions about a text, using evidence from the text, giving reasons and explanations. Point, evidence, explanation. (PEE)
  • Adapt own opinion in the light of further reading or others’ ideas.
  • Identify formal and informal language.
  • Know the features of different narrative text types, for example, adventure, fantasy, myths.
  • Compare texts by the same writer.
  • Compare texts by different writers on the same topic.
  • Summarise key information from different texts.
  • Empathise with different character’s points of view.
  • Infer meaning using evidence from the text and wider reading and personal experience.
  • Explain how a writer’s use of language and grammatical features have been used to create effects, and impact on the reader.
  • Explain how punctuation marks the grammatical boundaries of sentences and gives meaning.
  • Know how the way a text is organised supports the purpose of the writing.
  • Use scanning and text marking to find and identify key information.

Year 6 Reading

Assessing reading – Year 6 expectations

Word Reading

  • Apply knowledge of root words to read aloud and to understand the meaning of unfamiliar words.
  • Apply knowledge of prefixes and suffixes to read aloud, and to understand the meaning of unfamiliar words.
  • Use combined knowledge of phonemes and word derivations to pronounce words correctly, for example: arachnophobia, audience.
  • Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words.
  • Read fluently, using punctuation to inform meaning.

Reading Comprehension

  • Read and become familiar with a wide range of books, including modern fiction, fiction from our literary heritage, and books from other cultures and traditions.
  • Read books that are structured in different ways.
  • Recognise texts that contain features from more than one text type.
  • Consider and evaluate how effectively texts are structured and laid out.
  • Read non-fiction texts to support other curriculum areas.
  • Read closely to ensure understanding.
  • Recommend books that they have read to their peers, giving reasons for their choices.
  • Identify and discuss themes in a range of writing and across longer texts.
  • Identify and discuss the conventions of different text types.
  • Identify key points in an appropriate text.
  • Learn a range of poetry by heart, for example, narrative verse, sonnet.
  • Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone, volume and action.
  • Identify and comment on writer’s choice of vocabulary, giving examples and explanation.
  • Identify and explain how writers use grammatical features for effect, for example, the use of short sentences to build tension.

Assessing Reading – Year 6 Mastery

Reading-Exceeding Statements

  • Explain the structural devices used to organise a text.
  • Comment on the structural devices used to organise the text.
  • Read several texts on the same topic to find and compare information.
  • Explain the main purpose of a text and summarise it succinctly.
  • Draw inferences from subtle clues across a complete text.
  • Recognise the impact of the social, historical, cultural on the themes in a text.
  • Comment on the development of themes in longer novels.
  • Compare and contrast the styles of different writers with evidence and explanation.
  • Evaluate the styles of different writers with evidence and explanation.
  • Prepare poems and plays to read aloud and to perform, using body language, tone, pitch and volume to engage the audience.
  • Compare and contrast the language used in two different texts.
  • Identify the grammatical features/techniques used to create mood, atmosphere, key messages, attitudes.
  • Evaluate the impact of the grammatical features/techniques used to create mood, atmosphere, key messages, attitudes.
  • Identify how writers manipulate grammatical features for effect.
  • Analyse why writers make specific vocabulary choices.
  • Give a personal response to a range of literature and non-fiction texts, stating preferences and justifying them.
  • Explain how and why a text has impact on a reader.
  • Identify how characters change during the events of a longer novel.
  • Explain the key features, themes and characters across a text.
  • Compare and contrast characters, themes and structure in texts by the same and different writers.
  • Explain the author’s viewpoint in a text and present an alternative point of view.
  • Explain an opinion, referring to the text to justify it; Point, Evidence and Explanation (PEE).
  • Present a counter-argument in response to others’ points of view using evidence from the text and explanation (PEE).
  • Use a combination of skimming, scanning and text marking to find and collate information.
  • Re-present collated information.