Progression in Reading

Bright Futures Education Trust

Progression in

Reading

Stanley Grove Primary Academy 2016

Progression in Reading

2016 Assessment Performance Descriptors

End of Key Stage 1

Below National Standard

Towards National Standard

At National Standard

At Mastery Standard

End of Key Stage 2

At National Standard

Expected Coverage for Year Groups

Year 3 Expectation

Year 4 Expectation

Year 5 Expectation

Stanley Grove Primary Academy 2016

Progression in Reading

Content DomainsThe content domain sets out the relevant elements from the national curriculum programme of study (2014) for English that are assessed in the English reading test. The tests will, over time, sample from each area of the content domain.

The English reading tests will focus on the comprehension elements of the national curriculum.

The KS1 Reading Content Domains: The KS2 Reading Content Domains:

Content domain reference Content domain reference

1a draw on knowledge of vocabulary to understand texts 2a give / explain the meaning of words in context

1b identify / explain key aspects of fiction and non-fiction texts, such as characters, events, titles and information

2b retrieve and record information / identify key details from fiction and non-fiction

1c identify and explain the sequence of events in texts 2c summarise main ideas from more than one paragraph

1d make inferences from the text 2d make inferences from the text / explain and justify inferences with evidence from the text

1e predict what might happen on the basis of what has been read so far

2e predict what might happen from details stated and implied

2f identify / explain how information / narrative content is related and contributes to meaning as a whole

2g identify / explain how meaning is enhanced through choice of words and phrases

2h make comparisons within the text

Whilst the Content Domains are based on the National Curriculum they do not include the national curriculum programme of study for reading in its entirety, and therefore it is essential that teachers still plan their lessons using the national curriculum. Stanley Grove Primary Academy 2016

Progression in ReadingGuided Reading Prompts for Key Stage 1:

1a: Draw on knowledge of vocabulary to understand texts:

What does this… word/phrase/sentence… tell you about… character/setting/mood etc? Highlight a key phrase or line. By using this word, what effect has the author created? In the story, 'x' is mentioned a lot. Why? The writer uses words like … to describe …. What does this tell you about a character or setting? What other words/phrases could the author have used? The writer uses …words/phrases…to describe … How does this make you feel? How has the writer made you and/or character feel …happy /sad/angry/ frustrated/lonely/bitter etc? Can you find those words? Which words and /or phrases make you think/feel…?

1e: Predict what might happen on the basis of what has been read so far:

Look at the cover/title/first line/chapter headings…what do you think will happen next? How have the cover/title/first line/chapter headings…helped you come up with this idea? What do you think will happen to the goodie/baddie/main character? Why do you think this? What will happen next? Why do you think this? Are there any clues in the text? Can you think of another story, which has a similar theme; e.g. good over evil; weak over strong; wise over foolish? Do you think this story will go the same way? Which stories have openings like this? Do you think this story will develop in the same way? Why did the author choose this setting? How will that effect what happens next? How is character X like someone you know? Do you think they will react in the same way?

1c: Identify and explain the sequence of events in texts:

What happens first in the story? Use three sentences to describe the beginning, middle and end of this text? You’ve got ‘x’ words; sum up this story. Sort these sentences/paragraphs/chapter headings from the story Make a table/chart to show what happens in different parts of the story Why does the main character do ‘x’ in the middle of the story? How does the hero save the day in the story?

1d: Make inferences from the text:

What makes you think that? Which words give you that impression? How do you feel about…? Can you explain why…? I wonder what the writer intended? I wonder why the writer decided to…? What do these words mean and why do you think the author chose them?

Stanley Grove Primary Academy 2016

Progression in Reading1b: Identify and explain key aspects of fiction and nonfiction texts, such as characters, events, titles and information:

Where/when does the story take place? What did s/he/it look like? Who was s/he/it? Where did s/he/it live? Who are the characters in the book? Where in the book would you find…? What do you think is happening here? What happened in the story? What might this mean?

Through whose eyes is the story told? Which part of the story best describes the setting? What part of the story do you like best? What evidence do you have to justify your opinion? Find, it. Prove it. How do the title/contents page/chapter headings/glossary/index… help me find information in this book? Which part of the text should I use to find…? Why has the author organised the information like this?

Guided Reading Prompts for Key Stage 2:

2a: Give/explain the meaning of words in context :

What does this… word/phrase/sentence… tell you about… character/setting/mood etc?

Highlight a key phrase or line. By writing a line in this way what effect has the author created?

In the story, 'x' is mentioned a lot. Why? The writer uses words like … to describe …. What does this tell you about a

character or setting? What other words/phrases could the author have used? The writer uses …words/phrases…to describe … How does this make you

feel? How has the writer made you and/or character feel …happy /sad/angry/

frustrated/lonely/bitter etc?

2b: Retrieve and record information/identify key details from fiction and non-fiction:

Where does the story take place? When did the story take place? What did s/he/it look like? Who was s/he/it? Where did s/he/it live? Who are the characters in the book? Where in the book would you find…? What do you think is happening here? What happened in the story? What might this mean? Through whose eyes is the story told? Which part of the story best describes the setting? What words and /or phrases do this? What part of the story do you like best? What evidence do you have to justify your opinion?

Stanley Grove Primary Academy 2016

Progression in Reading2c: Summarise main ideas from more than one paragraph What’s the main point in this paragraph?

Can you sum up what happens in these three/four/five… paragraphs? You’ve got ‘x’ words; sum up these paragraphs. Sort the information in these paragraphs. Do any of them deal with the

same information? Make a table/chart to show the information in these paragraphs. Which is the most important point in these paragraphs? How many times is

it mentioned?

2d: Make inferences from the text/explain and justify inferences with evidence from the text:

What makes you think that? Which words give you that impression? How do you feel about…? Can you explain why…? I wonder what the writer intended? I wonder why the writer decided to…? What do these words mean and why do you think the author chose them?

2e: Predict what might happen from details stated and implied:

Can you think of another story, which has a similar theme; e.g. good over evil; weak over strong; wise over foolish? Do you think this story will go the same way?

Do you know of another story which deals with the same issues; e.g. social; moral; cultural? Could this happen in this story?

Which other author handles time in this way; e.g. flashbacks; dreams? Which stories have openings like this? Do you think this story will develop in

the same way? Why did the author choose this setting? Will that influence how the story

develops? How is character X like someone you know? Do you think they will react in

the same way?

2f: Identify/explain how information/narrative content is related and contributes to meaning as a whole Explain why a character did something:

Explain a character's different/changing feelings throughout a story. How do you know?

What are the clues that a character is liked/disliked/envied/feared/loved/hated etc…?

What is similar/different about two characters? Why is 'x' (character/setting/event) important in the story? What is the story (theme) underneath the story? Does this story have a

moral or a message? Why do you think the author chose to use a…

question/bullet/subheading/table etc to present the information? How does the title/layout encourage you to read on/find information? Where does it tell you that…? Why has the writer written/organised the text in this way? In what ways do the illustrations support the instructions? How could these instructions/information/illustrations be improved? Who do you think this information is for?

Stanley Grove Primary Academy 2016

Progression in Reading2g: Identify/explain how meaning is enhanced through choice of words and phrases:

What does the word 'x' tell you about 'y'? Find two or three ways that the writer tells you 'x'. What does this… word/phrase/sentence… tell you about…

character/setting/mood etc? Highlight a key phrase or line. By writing a line in this way what effect has

the author created? In the story, 'x' is mentioned a lot. Why? The writer uses words like … to describe …. What does this tell you about a

character or setting? What other words/phrases could the author have used? The writer uses …words/phrases…to describe … How does this make you

feel? How has the writer made you and/or character feel …happy /sad/angry/

frustrated/lonely/bitter etc? Has the writer been successful in their purpose or use of language? What do you think the writer meant by… 'x'? Which words do you think are most important? Why? Which words do you like the best? Why? The author makes an action/description 'like' something else. Why? The author states that 'x' is something it isn't. What is the effect of this?

Why have they done this?

2h: Make comparisons within the text:

Describe different characters' reactions to the same event in a story. How is it similar to …? How is it different to …? Is it as good as …? Which is better and why? Compare and contrast different character/settings/themes in the text What do you think about the way information is organised in different parts

of the text? Is there a reason for why this has been done?

Stanley Grove Primary Academy 2016

Progression in ReadingEarly Learning Goals and WTYear 1 Expectations

Early Learning Goals Pink RedLinking Sounds and Letters Reading AF1 AF2 AF1 AF2Hear and say sounds in words in the order which they occur.

Link sounds to letters, naming and sounding the letters of the alphabet.

Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at morecomplex words.

Explore and experiment with sounds, words and texts.

Use language to imagine and recreate roles and experiences.

Retell narratives in the correct sequence, drawing on language patterns of stories.

Read a range of familiar and common words and simple sentences independently.

Know that print carries meaning and, in English, is read from left to right and topto bottom.

Show an understanding of the elements of stories, such as main character, sequenceof events and openings, and how information can be found in non-fiction texts to answer questions about where, who, why and how.

Differentiate between text and illustration.

Understands that print conveys meaning.

Holds a book correctly.Recognise the front and back cover.

Has established left to right movement, top to bottom.

Understands that books/texts are created by writers.

Recite rhymes and sing songs.

Enjoys sharing books with an adult.

Talk about stories.

Tell a story from the pictures.

Describe pictures.

Is beginning to understand what a letter and a word are.

Name some letters.

Recognise some capitals and lower case letters.

Recognise own first name.

Turns the pages from front to back.

Sequence a simple story or event.

Use gesture and action to act out a story, event or rhyme.

Make predictions based on illustrations, story content and title.

Chooses to look at books.

Stanley Grove Primary Academy 2016

Progression in ReadingUse a range of strategies, including accurate decoding of text, to read for meaning.

Yellow Blue &Green

Orange & Turquoise Purple Gold White Lime Copper & Topaz Ruby& Emerald

Distinguish between a word, a letter and aSpace.

Use picture clues to help in reading simple text

Make 1 to 1 correspondence between written and spoken words

Blend phonemes to read CVC words

Use phonic knowledge to attempt unknown words

Read, on sight, high frequency words from NLS appendix list 1

Read on sight words from NLS appendix list 1

Recognises and reads some common exception words.

Recognise familiar words in simple texts

Blend phonemes to read CCVC andCVCC words

Continue to use phonic knowledge to attempt unknown words

Expect written text to make sense

Read on sight words from NLS appendix list 1

Exhibits fluency and confidence when re-reading known texts.

Blend and segment sounds in consonant clusters and use this knowledge in reading

Accurately reads aloud age appropriate texts consistent with phonic knowledge, in which additional strategies are not required.

Show awareness of the grammar of a sentence to help decipher new or unfamiliar words

Demonstrates recognition of taught graphemes by speedily and correctly sounding out all 40+ corresponding phonemes, including those with alternative sounds, where applicable.

Checks that the text makes sense whilst reading, applying phonic knowledge to correct inaccuracies.

Use a range of decoding strategies

Applies phonic knowledge and skills, including the blending of sounds in unfamiliar words, to decode age appropriate texts accurately.

Blend and segment sounds in consonant clusters and long vowel phonemes and use this knowledge in reading

Reads aloud books consistent with phonic knowledge, accurately, confidently and fluently.

Read on sight words from NLS appendix list 1Use the grammar of a sentence to decipher new or unfamiliar words

Recognises and reads common exception words; words with –s, -es, -ing, -ed, -er and –est endings; and words of more than one syllable containing taught GPCs.

Read aloud with intonation and expression,taking account of the punctuation, e.g. speech marks and exclamation marks

Applies phonic knowledge and skills consistently to decode age appropriate texts quickly and accurately.

Read on sight a range of high frequency words from NLS appendix 2

Identify syllables in order to read polysyllabic words

When reading aloud, sounds out unfamiliar words accurately without undue hesitation, and reads with confidence and fluency.

Blend and segment long vowel phonemes

Recognise a range of prefixes and suffixes toconstruct the meanings of words in context

Read words with common suffixes; and most common exception words, based on what has been taught.

Read fluently with intonation, expression and regard for punctuation

Recognises and effortlessly decodes alternative sounds for graphemes; words of two or more syllables

.

Read independently, using known strategiesappropriately to establish meaning.

Automatic decoding is established and a range of texts is read with consistent accuracy, fluency and confidence.

Recognise thefunctions of punctuation includingapostrophe for omission and use appropriateintonation and expression.

Recognises and reads words with contractions, and demonstrates understanding of the apostrophe.

Recognise the full range of consonant diagraphse.g. kn,wr,ph

Books are selected in order to challenge knowledge and word reading skills.Answering and asking questionsPredicting what might happen on the basis of what has been read so far

Read independently using a range of strategies

Understand how simple and complex sentences influence meaning.

Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) both to read aloud and to understand the meaning of new words they meet

Read a range of appropriate texts fluently andaccurately

Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word

Re-read and read ahead to look for clues to determine meaning.

Checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context

Use features to locate information. e.g. contents; indices; subheadings etc.

Stanley Grove Primary Academy 2016

Progression in ReadingSapphire Diamond Diamond Novels Novels NovelsSelect and read a range of appropriate textsfluently and accurately

Use contextual knowledge to determine meaning.

Skim and scan to identify key ideas.

Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) both to read aloud and to understand the meaning of new words they meetUse knowledge of text structure to locate information.

Understand how the meaning of sentences is shaped by punctuation, word order orconnectives.

Checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context

Use knowledge of word derivations and word formation to construct the meaning of words in context.

Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word

Read fluently, using punctuation to establish meaning and inform intonation.

Use connectives as signposts to indicate a change of tone.

Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology) both to read aloud and to understand the meaning of new words that they meet

Fluently and effortlessly reads a range of age appropriate texts, including novels, stories, plays, poetry, non-fiction, reference books and text books.

Use knowledge of word derivations and word formation, e.g. prefixes, acronyms and letter omission, to construct the meaning of words in context.

Determines the meaning of new words by applying knowledge of the root words, prefixes and suffixes as listed in ‘English programmes of study: key stages 1 and 2 National curriculum in England - Appendix 1’.

Can read fluently, understanding and using more sophisticated punctuation marks: colon, semicolon, parenthetic commas, dashes, brackets etc.

Demonstrates appropriate intonation, tone and volume when reading aloud text, plays and reciting poetry, to make the meaning clear to the audience.

Use connectives as signposts to indicate a change of tone.

Stanley Grove Primary Academy 2016

Progression in ReadingUnderstand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text.

Yellow Blue &Green

Orange and Turquoise

Purple Gold White Lime Copper and Topaz

Ruby and Emerald

Listen attentively to a story at the appropriateinterest level

Say how they feel about stories and poems

Recall the main points of a recount in the correct sequence

Use the structure of a simple story when reenactingand retelling

Talk about the themes of simple texts, e.g.good over evil

Identify main events or key points in texts

Answer literal retrieval questions about the text

Talk about the main events in a text

Pick out relevant information

Identify and discuss the main events or key points in a text

Locate specific information in the text to findanswers to simple questions

Uses recurring literary language in discussing or retelling stories and joining in with poetry.

Make predictions using experience of reading books written by the same author or based on similar themes

Demonstrates understanding of what is read independently, or listened, by drawing on own knowledge, and information and vocabulary provided.

Generate questions before reading and usebibliographic knowledge to help retrieve specific information

Identifies sequences of events in texts and offers simple explanations of how items of information relate to one another.

Use an understanding of the structure of nonchronologicalreports and explanations to make predictions

Recognises and understands the different structures of non-fiction books that have been introduced.

Demonstrates familiarity with, and can retell, a wide range of stories, fairy stories and traditional tales.

Retell a story clearly and with appropriate detail.

Extract information from the text and discuss orally with reference to the text.

Constructs meaning whilst reading independently, self-correcting where the sense of the text is lost.

Show understanding of main points with referenceto the text.

All aspects of reading comprehension at the national standard are embedded.

Recognise the main differences between fictionand non-fiction texts.

Understanding of age appropriate, challenging texts is demonstrated through the identification of key aspects of fiction and non-fiction; and simple explanations of how and why texts are structured according to their purpose.

Extract information from the text and make notes using quotation and reference to the text.

Is able to discuss a range of books read during Year 2.

Recognising some different forms of poetry (e.g. free verse, narrative poetry)

Identify and discuss issues locating evidence in the text.

Using a dictionary to check the meaning of words that they have read

Recognise the main differences between fiction and non-fiction texts.

Discussing words and phrases that capture the reader’s interest and imagination

Asking questions to improve their understanding of a text

Justify predictions by referring to the text.

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

Locate information using skimming, scanning andtext marking.

Stanley Grove Primary Academy 2016

Progression in ReadingSapphire Diamond Diamond Novels Novels Novels NovelsListen to & discuss a wide range of fiction, poetry, plays, non-fiction & reference or text books

Justify opinions and elaborate by referring to the text.

Using a dictionary to check the meaning of words that they have read

Show understanding of significant ideas, themes,events and characters.

Identifying themes and conventions in a wide range of books

Refer to the text to support predictions and opinions.

Discussing words and phrases that capture the reader’s interest and imagination

Skim, scan and text-mark to research quickly and efficiently.

Secure use of skimming, scanning andtext-marking so that research is fast andeffective.

Identifying how language, structure and presentation contribute to meaning

Refer to the text to support predictionsand opinions (Point + Evidence)

Learning to appreciate rhymes and poems, and able to recite some by heart

Use the skills of skimming, scanning and text-marking to identify the gist.

Listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently

Refer to the text to support predictions andopinions (Point + Evidence + Explanation)

Being encouraged to link what they read or hear read to their own personal experiences

Recognising and joining in with predictable phrases

Use the skills of skimming, scanning andtext-marking to identify key ideas.

Discussing word meanings, linking new meanings to those already known

Explore the text to support and justifypredictions and opinions (Point + Evidence+ Explanation + Evaluation)

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

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

Identifies key details that support main ideas, and uses them to summarise content drawn from more than one paragraph.

Retrieve and collate key ideas from a rangeof sources.

Recommends books to others based on own reading preferences, giving reasons for choice.

Explains how language, structure, and presentation, can contribute to the meaning of a text.Relevant points clearly identified, including summary and synthesis of information from different sources or different places in the same text

Draws on contextual evidence to make sense of what is read, and participates in discussion to explore words with different meanings.

Commentary incorporates apt textual reference and quotation to support main ideas or argument

Expresses views formed through independent reading and books that are read to them, explaining and justifying personal opinions, and courteously challenging those of others.

Identifies themes and conventions demonstrating, through discussion and comment, understanding of their use in and across a wide range of writing.

Stanley Grove Primary Academy 2016

Progression in ReadingDeduce, infer or interpret information, events or ideas from texts.

Yellow Blue & Green

Orange and Turquoise

Purple Gold White Lime Copper and Topaz

Ruby and Emerald

Use knowledge of simple sentences structures and repeated patterns to make predictions and check reading

Make simple deductions with prompts and help from the teacher

Begin to make predictions about the characters.

Shows understanding of a wide range of poetry, stories, and non-fiction that has been read and listened to, by contributing to discussion and making links to own experiences, background information and vocabulary provided.

Express opinions about main event and characters in stories. E.g. good and bad characters

Recognises the characteristics of key stories, including fairy stories and traditional tales, and uses predictable phrases to help retell them.

Use an understanding of the story to makepredictions

Make simple predictions on what might happen, based on what has been read so far.

Relate story settings and incidents to ownexperience

Demonstrates increasing familiarity with, and can retell, a range of stories, fairy stories and traditional tales.

Compare stories and identify common themes

Go beyond own experience or generalimpression and refer to text to explainmeaning

Makes inferences on what has been read.

Make simple inferences about thoughts andfeelings and reasons for actions

Identify key themes and discuss reasons for events in stories.

Makes inferences on what has been read.

Be aware of underlying themes and ideas within atext.

Asks and answers questions appropriately, including those based on inference of what is said and done, and those based on prediction on the basis of what has been read so far.

Begin to understand the effects of different words andphrases, e.g. to create humour, images andatmosphereDemonstrates understanding of a wide range of poetry, stories, and non-fiction that is read independently, and of more challenging books that are listened to, through identification of key aspects of the text, explanation, and active discussion that takes account of what others say.

Explore underlying themes and ideas make clear reference to the text.

Plausible inferences and predictions, based on what has been read, are offered and explained.

Make plausible predictions based on knowledge ofthe text

Discuss the actions of the main characters and justify views using evidence from the text.

Summarise the main points from a passage or a text.

Identify the language used to create moods andbuild tension.

Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

Infer reasons for actions and events based on evidence from the text.

Retrieve and record information from non-fiction

Continue to make plausible predictions based on knowledge of the text

Distinguish between fact and opinion.

Infer meaning using evidence from the text.

Identifying main ideas drawn from more than one paragraph and summarise theseIdentifying how language, structure and presentation contribute to meaningUse clues from action, dialogue and description toestablish meaning.

Predicting what might happen from details stated and implied

Make reasoned judgements on characters’ actions.

Sapphire Diamond Diamond Novels Novels Novels NovelsEmpathise with different characters’ points of view.

Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidenceInfer meaning using evidence from the text and wider experiences.

Use clues from action, dialogue and description to interpret meaning.

Identify implicit and explicit points of view.

Predicting what might happen from details stated and implied

Discuss messages, moods, feelings and attitudes using inference and deduction.

Asking questions to improve their understanding of a text

Identify key points when reading an appropriatetext.

Explain and comment on implicit and explicit points of view

Describe, with examples, how the author has chosen a range of vocabulary toconvey different messages, moods, feelings and attitudes.

Compare and contrast implicit and explicit points of view.

Becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristicsAnalyse how the author has chosen a range of vocabulary to convey differentmessages, moods, feelings and attitudes.

Identify the techniques the author has used to create moods, feelings, messages and attitudes

Predicting what might happen on the basis of what has been said so far

Identify and evaluate the techniques the author has used to create moods, feelings, messages and attitudes.

Making inferences on the basis of what is being said and done

Makes predictions based on details stated and implied.

Comments securely based in textual evidence and identify different layers of meaning, with some attempt at detailed exploration of them, e.g. explaining the association of different words in an image, or exploring connotations in a political speech or advertisement

Draws inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence.

Comments consider wider implications or significance of information, events or ideas in the text, e.g. tracing how details contribute to overall meaning

Stanley Grove Primary Academy 2016

Progression in ReadingIdentify and comment on the structure and organisation of texts, including grammatical and presentational features at text level.

Yellow Blue &Green

Orange and Turquoise Purple Gold White Lime Copper and Topaz

Ruby and Emerald

Use the patterns and structures of text when retelling and reciting

Understand, and use correctly, terms referring to conventions of print: book, cover, beginning, end, page, word, letter, line.

Begin to talk about the differencesbetween fiction and non-fiction

Identify print effects, e.g. bold, italic, capitalisation, etc.

Discussing the significance of the title and events

Explain clearly their understanding of what is read to them.

Understand the difference between fiction and non-fiction

Recognises the characteristics of key stories, including fairy stories and traditional tales.

Understand the way that information texts are organised and use this when reading simple texts

Understanding the significance of the title and the events within a book.

Understand the sequence of a story

Has learned simple rhymes and, and joins in reciting them with others.

Identify and discuss the way information texts are organised and use this in reading simpletexts

Has learned some simple poems by heart and recites them with others, using appropriate intonation to help make the meaning clear.

Discuss the structure of a narrative

Recognises sequences of events in simple texts.

Evaluate the usefulness of the information in aparticular text for answering questions

Answering and asking questions

Understand how to use alphabetically orderedtexts to retrieve information

Recognises that non-fiction books can be structured in different ways.

Discuss andcomment on the structure of aNarrative

Make comparisons between books, noting similaritiesand difference, e.g. layout theme, characters andsetting

Has learned and can recite a repertoire of poems by heart, using appropriate intonation to help make the meaning clear

Gain an overall impression of a text by makingpredictions about content/subject of a book by skimreading, title, contents, illustrations.

Identify the features of different text-types.

Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.

Understand the purpose of the paragraph.

Make use of non-fiction features to find information from the text.

Identify the features of different text-types.

Understand how paragraphs are used to orderand build up ideas.

Listening to and discussing a wide range of fiction, poetry, plays, nonfiction and reference books or textbooks.

Identify features of different fiction genres.

Using dictionaries to check the meaning of words that they have read.

Identify structures and grammatical features ofnon-fiction.

Asking questions to improve their understanding of a text.

Sapphire Diamond Diamond Novels Novels Novels NovelsIdentify features of different fiction genres.

Reading books that are structured in different ways and reading for a range of purposes

Compare, contrast and evaluate different nonfictiontexts.

Recognise texts that contain features from more than one genre. e.g. persuasiveplayscript.

Continuing to read and discuss an increasingly wide range of fiction, poetry, plays, nonfiction and reference books or textbooks.

Identify genre-specific phrases.

Understand how paragraphs are linked.

Retrieve and record information from non-fiction

Use structural and organisational features of a range of text-types to support understanding.

Use structural and organisational features of a range of text-types to sustain understanding over extended texts.

Identifying main ideas drawn from more than one paragraph and summarise these

Explain the structural devices the author has used to organise the text.

Listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently

Comment on the genre-specific language features the author has used to convey information in a non-fiction text.

Comment on the structural choices the author has made when organising the text.

Comment and compare the language choices the author has made to convey information over a range of non-fiction texts.

Explore how the structural choices support the writer’s theme and purpose.

Explore how the language choices support the writer’s theme and purpose in nonfiction texts.

Distinguishes between statements of fact and opinion; and in non-fiction.

Some detailed exploration of how structural choices support the writer’s theme or purpose, e.g. tracing how main ideas/characters develop over the text as a whole.

Asks questions to enhance understanding of the text.

Comment on how a range of features relating to organisation at text level contribute to the effects achieved, e.g. how the writer builds up to an unexpected ending, juxtaposes ideas, changes perspectives or uses everyday examples to illustrate complex ideas.

In non-fiction, retrieves records and presents information to the reader.

Stanley Grove Primary Academy 2016

Progression in ReadingExplain and comment on the writer’s use of language, including grammatical and literacy features at word and sentence level.

Yellow Blue and Green Orange and Turquoise

Purple Gold White Lime Copper and Topaz

Ruby and Emerald

Discussing word meanings, linking new meanings to those already known.

Recognise obvious word choices for a story – Once Upon a Time, big bad wolf

Shows understanding of word meaning through discussion.

Recognise repetition of language in a story.

Recognise adjectives: The dog was brown.

Recognise ‘wow’ words in a text – ‘Crept is a good word’.

Shows understanding of the meaning of words through discussion, and makes links to those already known.

Identify how vocabulary choice affects meaning.

Discussing their favourite words and phrases.

Recognises simple recurring literary language in stories and poetry.

Identify and comment on vocabulary and literary features.

Shares favourite words and phrases, and clarifies the meaning of new words through discussion, and by making links to known vocabulary.

Discussing and clarifying the meanings of words, linking new meanings to known vocabulary

Identify where language is used to create mood orbuild tension.

New words are understood through the exploration of their meaning in context, and by making links to known vocabulary.

Comment on the choice of language to createmoods and build tension.

Preparing simple poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action

Comment upon the use of author’s language

Discussing words and phrases that capture the reader’s interest and imagination.

Sapphire Diamond Diamond Novels Novels Novels NovelsComment upon the use and effect of author’s language

Find and comment on examples of how authorsexpress different moods, feelings and attitudes.

Identify and describe the styles of individualwriters and poets.

Preparing simple poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action

Identify and comment on expressive, figurativeand descriptive language to create effect in poetry and prose

Use language features of a range of non-fictiontext-types to support understanding.

Identify the style of individual writers and poets and provide examples from a range of texts.

Use the language features of a range of non-fiction text-types to sustain understanding over extended texts.

Compare and contrast the styles of individual writers and poets providingexamples.

Analyse how the author has chosen a range of vocabulary to convey different messages,moods, feelings and attitudes.

Compare, contrast and explore the stylesof writers and poets, providing evidenceand explanations.

Describe and evaluate the styles of individual writers and poets, providingevidence and justifying interpretations.

Identify and discuss irony and its effect.

Some detailed explanation, with appropriate terminology, of how language is used, e.g. tracing an image; identifying and commenting on patterns or structure in the use of language; or recognising changes in language use at different points in a text.

Comments on how language, including figurative language, is used to contribute to meaning.

Some drawing together of comments on how the writer’s language choices contribute to the overall effect on the reader, e.g. ‘all the images of flowers make the events seem less horrific and makes it even sadder’.

Stanley Grove Primary Academy 2016

Progression in ReadingIdentify and comment on writer’s purposes and viewpoints and the overall effect of the text on the reader.Yellow Blue and Green Orange and

TurquoisePurple Gold White Lime Copper and Topaz Ruby and

EmeraldReturn to favourite books, songs, rhyme to be re-read and enjoyed.

Choose and talk about a favourite book from a selection

Regards reading as a pleasurable activity.

Being encouraged to link what they read or hear read to their own experiences.

Continue to choose and talk about afavourite book from a selection

Has learned some simple poems by heart and recites them with others, using appropriate intonation to help make the meaning clear.

Continue to choose and talk about a favouritebook from a selection

Make choices about which texts to read based on prior reading experience and bibliographicknowledge

Responds to main characters, events and settings by making simple inferences about thoughts and feelings (Also AF3)

Understand why the writer is writing – ‘She wants you to know how to make a kite’

Continue to make choices about which texts to read based on prior reading experience and bibliographic knowledge

Able to respond when questioned about extensions or alternatives to events and actions and feelings created by the story

Understand what the writer might be thinking – ‘He thinks they are being mean’

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.

Starts to identify the author’s main purpose for writing – ‘He doesn’t want any more turtles to be killed’

Participate in discussion about books, poems & other works that are read to them & those that they can read for themselves, taking turns & listening to what others say

Evaluate specific texts with reference to text types.

Identifying themes and conventions in a wide range of books.

Identifying main ideas drawn from more than one paragraph and summarising these.

Comments identify the author’s main purpose.

Identifying how language, structure, and presentation contribute to meaning

Sapphire Diamond Diamond Novels Novels Novels NovelsExpresses personal response with littleawareness of the writers viewpoint or the effect onthe reader

Recognise ways in which writers present issues and points of view in fiction and non-fiction.

Identifying themes and conventions in a wide range of books

Comments show some awareness of thewriter’s viewpoint.

Comments show an awareness of the writer’s viewpoint and respond to this by e.g. re-telling from a different point of view.

The writer’s main purpose is clearly identified through a general overview.

Comments on the overall impact of poetry and prose with reference to features, e.g. development of themes.

The viewpoint in the text clearly identified with some, often limited explanation.

Declare and justify personal preferencesfor writers and types of text.

Have a general awareness of the effect of text with some explanation.

Articulate personal responses to literature, identifying how and why the texts affectsthe reader.

Evidence for identifying main purpose precisely located at word/ sentence level or traced through a text, e.g. commenting on repetition of ‘Brutus was an honourable man’.

Knowing the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension.

Viewpoint clearly identified and explanation of it developed through close reference to the text, e.g. ‘you know it’s told from Eric’s point of view even though he doesn’t use the first person’

The effect on the reader clearly identified, with some explicit explanation as to how that effect has been created, e.g. ‘when Macduff just says he has no children you hate Macbeth because you remember the scene in the castle. You realise Macduff’s revenge can never be complete’

Stanley Grove Primary Academy 2016

Progression in ReadingRelate texts to their social, cultural and historical contexts and literacy traditions.

Yellow Blue and Green Orange and Turquoise

Purple Gold White Lime Copper and Topaz

Ruby and Emerald

Begins to relate what they read to their own experiencesRecognise key features of stock story types W what happens to good and bad characters

Continues to relate what they read to their own experiences

Demonstrates understanding of a wide range of poetry, stories, and non-fiction that has been read and listened to, through identification and discussion of key ideas and information, and by verbal explanations linked to own experiences, background information and vocabulary provided.

Continues to relate what they read to their own experiences

Demonstrates increasing familiarity with, and can retell, a range of stories, fairy stories and traditional tales.

Aware that books are set in different times and places

Continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear.

Start to make simple connections between books by the same author – ‘Dick King Smith

Listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and nonfiction at a level beyond that at which they can read independently.

Continues to make simple connections between books by the same author – ‘Roald Dahl often has a nasty adult in his books that ends up being defeated’

Start to recognise some features of the text that relate if to its historical setting or its social or cultural background – ‘The girls had on red flannel petticoats because that is what they wore then’

Makes connections between books by the same author – ‘Michael Morpurgo often starts his stories in the present but then goes back in time’

Recognise some features of the text that relate it to its historical setting or its social or cultural background – ‘Grandpa Chatterji wears a dhoti because he comes from India’

Stanley Grove Primary Academy 2016

Progression in ReadingSapphire Diamond Diamond Novels Novels Novels NovelsSimple comments on how the reader’s or writer’s context makes a difference to the social, cultural or historical setting – ‘The island sounds really dangerous to us because we have not heard of these creatures’

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

Can compare the openings of a particular novel with the beginnings of other novels read recently.

Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally

Understand that texts reflect the time and culture in which they were written – Hound of the Baskervilles would have been very scary for Victorian readers’

Begin to evaluate texts by comparing how different sources treat the same information.

Recognising some different forms of poetry (e.g. free verse, narrative poetry)

Understand that texts reflect the time and culture in which they were written – ‘Dickens wanted people to feel bad about the way the poor were treated then’

Identify the key features of a range of texts.

Identify different character types across a range of texts.

Recommending books that they have read to their peers, giving reasons for their choices.

Identify themes across a range of texts. (Social, cultural and historical)

Explain the key features, themes and characters across a range of texts.

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 character profiles over a range of texts.

Explain themes over a range of texts. (Social, cultural and historical)

Compare and contrast the key features of a range of appropriate texts.

Compare and contrast characters across arange of appropriate texts.

Compare and contrast themes across a range of appropriate texts. (Social, cultural and historical)

Has read and demonstrates familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction and fiction from literary heritage, and books from other cultures and traditions).

Some exploration of textual conventions or features as used by writers from different periods, e.g. comparing examples of sonnet form, dramatic monologue, or biography or travel writing

Is able to make comparisons within and across different texts.

Some detailed discussion of how the contexts in which texts are written and read affect meaning, e.g. how an idea/topic is treated differently in texts from different times and places or how the meaning of a text has changed over time

Explains and discusses their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary.

Has learned a wide range of poetry by heart.

Stanley Grove Primary Academy 2016

Progression in ReadingBook Band Colours – Learning Opportunities

Ban

d 1

Pink

• Locate title• Open front cover• Turn the pages• Understand left page before right• Understand that print is read from left to right• Match spoken word to written word• Locate familiar words and use them to check own reading• Use meaning of text together with language patterns (syntax)• Predict storyline and some vocabulary, aided by the illustrations

Ban

d 6

Ora

nge

• Get started on fiction after briefer introductions and without relying so heavily on illustrations• Read longer phrases and more complex sentences• Attend to a greater range of punctuation and text layout• Cross-check information from meaning, syntax and print on the run• Search for and use familiar syllables within words to read longer words• Infer meaning from text• Check information in text with illustrations and comment on content• Begin to use appropriate terminology when discussing different types of text

Ban

d 2

Red

• Locate title• Locate and recall title• Consolidate secure control of 1:1 matching• Use known words to check and control reading• Start to read more rhythmically or use phrasing while maintaining track of print• Repeat words, phrases or sentences to check, confirm or modify own reading• Predict from meaning, syntax and print to solve new words

Ban

d 7

Tur

quoi

se

• Extract meaning from the text while reading with less dependence on illustrations• Approach different genres with increasing flexibility• Use punctuation and text layout to read with a greater range of expression and control• Sustain reading through longer sentence structures and paragraphs• Tackle a higher ratio of more complex words

Ban

d 3

Yel

low

• Follow print with eyes, pointing only at points of difficulty• Take more note of punctuation• To support the use of grammar and oral language rhythms• Cross check all sources of information more quickly while reading• Note familiar words and letter clusters and use to get to unknown words, e.g. look, took• Search for information in print to predict, confirm or attempt new words while reading• Notice relationships between one text and another• Predict in more detail

Ban

d 8

Purp

leB

and

9 G

old

• Look through a variety of texts with growing independence to predict content, layout and story development• Read silently or quietly at a more rapid pace, taking note of punctuation and using it to keep track of longer sentences• Solve unfamiliar words on the run• Adapt to fiction, non-fiction or poetic language with growing flexibility• Take more conscious account of literary effects used by writers• Begin to make more conscious use of reading to extend speaking and writing vocabulary and syntax

Ban

d 4

Blu

e

• Move through text attending to meaning, print and sentence structure flexibly• Self-correct more rapidly on the run• Re-read to enhance phrasing and clarify precise meaning• Solve new words using print information along with attention to meaning• Use analogy with known vocabulary to solve new words• Manage a greater variety of text types• Discuss content of the text in a manner which indicates precise understanding B

and

10 W

hite

• Look through a variety of texts with growing independence to predict content, layout and story development• Read silently most of the time• Sustain interest in longer text, returning to it easily after a break• Use text more fully as a reference and as a model• Search for, and find information in texts more flexibly• Notice the spelling of unfamiliar words and relate to known words• Show increased awareness of vocabulary and precise meaning• Express reasoned opinions about what is read and compare texts• Offer and discuss interpretations of text

Ban

d 5

Gre

en

• Read fluently with attention to punctuation• Solve new words using print detail while attending to meaning and syntax• Track visually additional lines of print without difficulty• Manage effectively a growing variety of texts• Discuss and interpret character and plot more fully

Ban

d 11

Lim

e• Use experience of reading a variety of material to recognise text-type and predict layout and general content• Read silently most of the time, adjusting speed of reading to suit material and monitoring the precise meaning• Rerun to make different interpretations of dialogue, more complex sentences, unfamiliar language, etc• Sustain interest in longer texts, returning easily to them after a break• Make use of blurbs, chapter headings, glossaries, indexes and procedural texts to search for and locate information quickly and accurately• Take note and devise ways to remember the meaning and spelling of unfamiliar words• Express reasoned opinions about what is read, and compare texts• Investigate and identify the styles and voice of a range of texts types including plays, poetry, narrative, procedural and explanatory texts

Stanley Grove Primary Academy 2016