curriculum AREs.fw

READING

Year 1 

Read all common graphemes in familiar and unfamiliar words accurately in age appropriate books. 

Read common words containing GPCs taught so farwithout needing to blend or sound out first. 

Read common exception words easily and automatically. 

Read words with suffixes.   

Retell familiar stories that have been read, discussed or acted out. 

Listen to stories, poems and non-fiction that cannot yet be read independently. 

Take part in discussion, considering the view of others, with support. 

Year 2 

Demonstrate security of all year 1 reading end of year expectations. 

Read an age appropriate book accurately and at a reasonable speed to support decoding and understanding. 

Decode most new words, including longer words with suffixes, making good approximation to the word’s pronunciation.   

Check that the word that they have decoded fits with the context and meaning. 

Listen to and discuss a wide range of stories, poems, plays and information books. 

Justify their views with support. 

Exercise choice in selecting their own books to read. 

Identify characters actions and events in both fiction and non-fiction books. 

Take part in discussion about books they have read and consider the opinions of others. 

Year 3 

Demonstrate security of all year 1 and 2 reading end of year expectations. 

Read an age appropriate book accurately and at a reasonable speed to support decoding and understanding. 

Decode most new/longer words with support and test out different pronunciations. 

Justify their views about books written at an age appropriate interest level.   

Recognise themes in some of the books they read such as traditional stories. 

Listen attentively and discuss authors and books that they might not choose themselves. 

Use contents pages and indexes to locate information in reading sessions. 

Respond to questions and give explanations, with support. 

Year 4 

Demonstrate security of all year 1, 2 and 3 reading end of year expectations.  

Read aloud a range of poetry and books at the appropriate age interest level with accuracy and a reasonable speaking pace and intonation. 

Read most words effortlessly and work out how to pronounce unfamiliar words.  

Summarise and present a familiar story in their own words. 

Read silently and then discuss what they have read. 

Discuss language to support the understanding of the meaning and comprehension. 

Help develop, agree on and evaluate the rules for effective reading discussion. 

Recognises some of the conventions of different types of writing and presentational devices such as numbering and headings. 

Uses contents pages and indexes when reading non-fiction books in reading sessions.  

Year 5 

Demonstrate security of all year 1, 2, and 4 reading end of year expectations.  

Read with increased fluency and accuracy across a range of subjects to improve age appropriate comprehension. 

Use reading strategies to decode unfamiliar or key words to the meaning of a sentence or paragraph.  

Recognise themes in what is read. 

Compare characters, settings and themes.   

Begin to make inferencesexplain and justify ideas with evidence from the text. 

Understand the conventions of different types of writing. 

Understands some of the technical terms to discuss texts such as: metaphor, simile, analogy, imagery, style, effect. 

Independently uses the contents page and indexes to locate information from non-fiction books acrossthe other curriculum subjects.  

Year 6 

Demonstrate security of all year 1, 2, 3, 4 and 5 reading end of year expectations.  

Read fluently, accurately and independently across a range of subjects to improve age appropriate comprehension. 

Make inferencesexplain and justify ideas with evidence from the text. 

Discuss the purpose of language and use the terms such as: metaphor, simile, analogy, imagery, style, effect. 

Discuss the purpose of grammar and why sentences are constructed as they are. 

Compare characters, events and viewpoints across both fiction and non-fiction texts. 

Contribute explanations to discussions and reflect on how to improve the quality of their responses.