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 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 vocabularyEnjoy 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 vocabularyEnjoy 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 supportEnjoy 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 wordEnjoy 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 viewsEnjoy 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.You can also read
