Progression in Reading at James Dixon Primary School
Word Reading
Year One
Year Two
Year Three
Year Four
Year Five
Apply phonic knowledge and skills as the route to decode words Continue to apply phonic Respond speedily with the knowledge and skills as the route correct sound to graphemes to decode words until (letters or groups of letters) automatic decoding has become for all 40+ phonemes, embedded and reading is fluent including, where applicable, Read accurately by blending the alternative sounds for sounds in words that contain the graphemes graphemes taught Read accurately by blending so far, especially recognising sounds in unfamiliar words alternative sounds for graphemes containing GPCs that have Read accurately words of two or been taught In Years 3 and 4 pupils should be taught In Years 3 and 4 pupils should be taught more syllables that contain the Read common exception to: to: same graphemes as words, noting unusual Apply their growing knowledge of root Apply their growing knowledge of root above correspondences between words, prefixes and suffixes (etymology words, prefixes and suffixes (etymology Read words containing common spelling and and In Years 5 and 6 pupils should be taught to: suffixes and sound and where these morphology) as listed in English morphology) as listed in English Apply their growing knowledge of root words, Read further common exception occur in the word Appendix 1, both to read aloud and to Appendix 1, both to read aloud and to prefixes and suffixes (morphology and words, noting unusual Read words containing taught understand understand etymology), as listed in English Appendix 1, correspondences between GPCs and –s, –es, –ing, –ed, the meaning of new words they meet the meaning of new words they meet both to read aloud and to understand the spelling and sound and where –er and –est endings Read further exception words, noting Read further exception words, noting the meaning of new words that they meet. these occur in the word Read other words of more the unusual correspondences between unusual correspondences between Read most words quickly and than one syllable that contain spelling spelling accurately, without overt sounding taught GPCs and sound, and where these occur in and sound, and where these occur in the and blending, when Read words with contractions the word word they have been frequently [for example, I’m, I’ll, we’ll], and encountered understand that the Read aloud books closely matched apostrophe represents the to their improving phonic omitted letter(s) knowledge, sounding out Read aloud accurately books unfamiliar words accurately, that are consistent with their automatically and without undue developing phonic hesitation knowledge and that do not Re-read these books to build up require them to use other their fluency and confidence in strategies to work out words word reading. Re-read these books to build up their fluency and confidence in word reading.
Year Six
In Years 5 and 6 pupils should be taught to: Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.
Comprehension
Develop pleasure in reading, motivation to read, vocabulary In Years 3 and 4 pupils should be and understanding by: taught to: In Years 3 and 4 pupils should be Listening to, discussing and Develop positive attitudes to reading taught to: In Years 5 and 6 pupils should be taught expressing views about a wide and understanding of what they read Develop positive attitudes to reading In Years 5 and 6 pupils should be taught to: to: Develop pleasure in range of by: and understanding of what they read Maintain positive attitudes to reading and Maintain positive attitudes to reading reading, motivation to read, contemporary and classic Listening to and discussing a wide by: understanding of what they read by: and understanding of what they read by: vocabulary and poetry, stories and non-fiction at range of fiction, poetry, plays, Listening to and discussing a wide Continuing to read and discuss an Continuing to read and discuss an understanding by: a level beyond that non-fiction and range of fiction, poetry, plays, increasingly wide range of fiction, poetry, increasingly wide range of fiction, poetry, Listening to and discussing at which they can read reference books or textbooks non-fiction and plays, non-fiction and reference books or plays, non-fiction and reference books or a wide range of poems, independently Reading books that are structured in reference books or textbooks textbooks textbooks stories and non-fiction at a Discussing the sequence of different ways and reading for a Reading books that are structured in Read books that are structured in different Read books that are structured in level beyond that at which events in books and how items range of different ways and reading for a range ways and reading for a range of different ways and reading for a range of they can read of information are purposes of purposes purposes independently related Using dictionaries to check the purposes Increase their familiarity with a wide range Increase their familiarity with a wide Being encouraged to link Becoming increasingly familiar meaning of words that they have Using dictionaries to check the of books, including myths, legends range of books, including myths, legends what they read or hear read with and retelling a wider range read meaning of words that they have read and traditional stories, modern fiction, and traditional stories, modern fiction, to their own experiences of stories, fairy Increasing their familiarity with a Increasing their familiarity with a wide fiction from our literary heritage, and fiction from our literary heritage, and Becoming very familiar with stories and traditional tales wide range of books, including fairy range of books, including fairy stories, books from other cultures and traditions books from other cultures and traditions key stories, fairy stories and Being introduced to non-fiction stories, myths and legends, and retelling Recommend books that they have read to Recommend books that they have read traditional tales, books that are structured in myths and legends, and retelling some of these orally their peers, giving reasons for their to their peers, giving reasons for their retelling them and different ways some of these orally Identifying themes and conventions choices choices considering their particular Recognising simple recurring Identifying themes and conventions in a wide range of books Identify and discuss themes and Identify and discuss themes and characteristics literary language in stories and in a wide range of books Preparing poems and play scripts to conventions in and across a wide range conventions in and across a wide range Recognising and joining in poetry Preparing poems and play scripts to read aloud and to perform, showing of writing of writing with predictable phrases Discussing and clarifying the read aloud and to perform, showing understanding through intonation, Make comparisons within and across books Make comparisons within and across Learning to appreciate meanings of words, linking new understanding through intonation, tone, volume and action Learn a wider range of poetry by heart books rhymes and poems, and to meanings to tone, volume and action Discussing words and phrases that Prepare poems and plays to read aloud Learn a wider range of poetry by heart recite some by heart known vocabulary Discussing words and phrases that capture the reader’s interest and and to perform, showing Prepare poems and plays to read aloud Discussing word meanings, Discussing their favourite words capture the reader’s interest and imagination understanding through intonation, tone and and to perform, showing linking new meanings to and phrases imagination Recognising some different forms of volume so that the meaning is clear understanding through intonation, tone those already known Continuing to build up a Recognising some different forms of poetry [for example, free verse, to an audience and volume so that the meaning is clear repertoire of poems learnt by poetry [for example, free verse, narrative to an audience heart, appreciating these narrative poetry] and reciting some, with poetry] appropriate intonation to make the meaning clear
Comprehension
Understand what they read by: Checking Understand what they read by: Checking that the book makes sense to them, that the book makes sense to them, discussing their understanding and Understand both the books that discussing their understanding and exploring the meaning of words in Understand both the books they can already read accurately Understand what they read, in books Understand what they read, in books exploring the meaning of words in context context Asking questions to improve they can already read and fluently and those that they they can read independently, by: they can read independently, by: Asking questions to improve their their understanding Drawing inferences accurately and fluently and listen to by: Drawing on what Checking that the text makes sense Checking that the text makes sense understanding Drawing inferences such as such as inferring characters’ feelings, those they listen to by: they already know or on to them, discussing their to them, discussing their inferring characters’ feelings, thoughts and thoughts and motives from their actions, Drawing on what they background information and understanding and explaining the understanding and explaining the motives from their actions, and justifying and justifying inferences with evidence already know or on vocabulary provided by the meaning of words in context Asking meaning of words in context Asking inferences with evidence Predicting what Predicting what might happen from background information teacher Checking that the text questions to improve their questions to improve their might happen from details stated and details stated and implied Summarising and vocabulary provided by makes sense to them as they understanding of a text Drawing understanding of a text Drawing implied Summarising the main ideas drawn the main ideas drawn from more than the teacher Checking that read and correcting inaccurate inferences such as inferring inferences such as inferring from more than one paragraph, identifying one paragraph, identifying key details the text makes sense to reading Making inferences on characters’ feelings, thoughts and characters’ feelings, thoughts and key details that support the main ideas that support the main ideas Identifying them as they read and the basis of what is being said motives from their actions, and motives from their actions, and Identifying how language, structure and how language, structure and correcting inaccurate and done Answering and asking justifying inferences with evidence justifying inferences with evidence presentation contribute to meaning Discuss presentation contribute to meaning reading Discussing the questions Predicting what might Predicting what might happen from Predicting what might happen from and evaluate how authors use language, Discuss and evaluate how authors use significance of the title and happen on the basis of what has details stated and implied Identifying details stated and implied Identifying including figurative language, considering language, including figurative language, events Making inferences been read so far Participate in main ideas drawn from more than main ideas drawn from more than one the impact on the reader Distinguish considering the impact on the reader on the basis of what is discussion about books, poems one paragraph and summarising paragraph and summarising these between statements of fact and opinion Distinguish between statements of fact being said and done and other works that are read to these Identifying how language, Identifying how language, structure, Retrieve, record and present information and opinion Retrieve, record and Predicting what might them and those that they can structure, and presentation and presentation contribute to from non-fiction Participate in discussions present information from non-fiction happen on the basis of read for themselves, taking contribute to meaning Retrieve and meaning Retrieve and record about books that are read to them and Participate in discussions about books what has been read so far turns and listening to what record information from non-fiction information from non-fiction those they can read for themselves, that are read to them and those they can Participate in discussion others say Explain and discuss Participate in discussion about both Participate in discussion about both building on their own and others’ ideas and read for themselves, building on their about what is read to them, their understanding of books, books that are read to them and books that are read to them and challenging views courteously Explain and own and others’ ideas and challenging taking turns and listening to poems and other material, both those they can read for themselves, those they can read for themselves, discuss their understanding of what they views courteously Explain and discuss what others say Explain those that they listen to and taking turns and listening to what taking turns and listening to what have read, including through formal their understanding of what they have clearly their understanding those that they read for others say others say presentations and debates, maintaining a read, including through formal of what is read to them. themselves. focus on the topic and using notes where presentations and debates, maintaining necessary Provide reasoned justifications a focus on the topic and using notes for their views where necessary Provide reasoned justifications for their views