Reading Skills - Year 3&4

READING SKILLS: How To Help Your Child

Years 3& 4

INFERENCE Much of the meaning of a text is inferred; hidden amongst clues weaved throughout by the author. To ‘read between the lines’, the reader must identify these clues or references, consider the connotations of vocabulary used and draw upon previous understanding, experience or knowledge. * What do you think… means? Why do you think that? Could it mean anything else? * I think…. Do you agree? Why/why not? * How do you think…? * Can you explain why…? * What do these words mean and why do you think that the author chose them? * Why is… important? * At the end of the story, the main character is feeling…. Does this surprise you?

Explain as fully as you can, using parts of the story to help you. * If you were going to interview this character/author, which questions would you ask? * Do you think… (character)… would make a good friend? Why do you think this?

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PREDICTION To make a prediction, the reader must read and understand what has already happened. They must be able to retrieve and infer, combine this with previous knowledge of the world, weigh up probability, and make a sensible prediction about the next outcome. Using evidence to support a prediction allows for justification of viewpoint. * * * * * * * *

Suggest two or three possible endings to the story.

Based on what you have already read, what do you think will happen next?

What do you think the next page/chapter will be about?

Think about the author’s other stories. Are there any familiar themes/ characters/settings?

Do you know of any other stories that start like this? Do you think that this story will develop in the same way?

Why did the author choose this setting? Will it influence the story?

What would you have done instead?

What will the character decide to do?

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VOCABULARY Understanding the meaning of words clearly supports reading. Unknown words in a text will hinder the fluency, comprehension and enjoyment of a story. It is for this reason that the development of an internal vocabulary bank is essential. The ability to decipher unknown words based on the context of the passage – or phrases around them – further supports this. * What does this word/phrase/sentence tell you about the character/ setting/mood? * Can you find a synonym for…? * How has the author made you feel by writing…? * Can you choose words from the text to describe the main character? * How has the author used adjectives to make this character funny/ sinister/unlikable? * Which word made you think that…? (e.g. it was summer) * By writing in this way, what effect has the author created? * Why are these words in bold/italic print? * I wonder what the writer intended by using this/these word(s).

What do you think?

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RETRIEVAL The ability to retrieve and identify key details from fiction and non-fiction should not only be seen as a means of assessing understanding and knowledge, but also as a learning strategy for consolidating and strengthening ideas and themes within the text. * * * * * * *

Find the… in this text. Is it anywhere else?

When/where is this story set? How do you know?

Find the part of the story that best describes the main character.

What do you think is happening here? Why? What might this mean?

Can you find any amazing adjectives?

Find one example of humour/disgust/contempt.

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SUMMARY Summarising is an important skill that enables the reader to select essential ideas and focus on key words and phrases. Reducing the text down to its main points lends itself to a more concise understanding and an improved memory of what has been read. * * * * * *

What happened in the middle of the story?

In which order do you meet the characters?

Where does the story start? Where does it end?

Use only 20 words to summarise this story.

Can you describe the main event(s) of the story in your own words?

Can you think of a different title/heading for this story/chapter?

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AUTHOR INTENT It is useful to stop and consider why a particular word or phrase (inc. figurative language) has been written; the author will have wanted to convey a particular meaning when choosing it. For the reader to gain a deep understanding of the story, these subtleties must be explored. * * * * * * * * *

Who do you think is the target reader for this book?

Why do you think the author chose this setting?

Why did the author set the page out in this way? (non-fiction) What do you think the author meant by…?

How has the author made you feel? (e.g. happy, sad, angry, etc.)

By writing in this way, what effect has the author created?

How does the writer show they’re positive or negative about…?

I wonder why the author decided to…?

Does the author explain this clearly?

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COMMENTATING Stories commonly contain interconnected threads within a book, or across a series.

Character development is a key example of this. The ability to explain links between ideas and information within a piece of text is a key skill, which enables the reader to make comparisons and comment on the meaning as a whole. * * * * * * * * *

What is similar/different about two characters?

How did the author intend to make you feel about…?

Explain why… did that.

Describe different characters’ reactions to the same event.

Is this as good as…?

Which is better and why?

Were you surprised by the ending? Why? How does the layout help the reader?

Does this story remind you of any personal experiences? Describe it.

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