Year 1

Year 2

Years 3 and 4

Years 5 and 6

Reading

Word Reading

Pupils should be taught to:

• apply phonic knowledge and

skills as the route to decode words

• respond speedily with the      correct sound to graphemes

(letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes

• read accurately by blending sounds in unfamiliar words    containing GPCs that have been taught
• read common exception words,

noting unusual                       

correspondences between spelling and sound and where these occur in the word

• read words containing taught

GPCs and –s, –es, –ing, –ed,  

–er and –est endings

• read other words of 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)

• read aloud accurately books

that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words

• re-read these books to build up their fluency and confidence in word reading 

Pupils should be taught to:

• continue to apply phonic knowledge and skills as the route to decode words until    automatic decoding has become embedded and reading is fluent
• read accurately by blending the sounds in words that contain the graphemes taught so far,      especially recognising           alternative sounds for         graphemes
• read accurately words of two or

more syllables that contain the same graphemes as above

• read words containing common

suffixes

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

• read most words quickly and accurately without overt       sounding and blending when they have been frequently     encountered

• read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
• re-read these books to build up

their fluency and confidence in word reading

Pupils should be taught to:

• apply their growing knowledge of root words, prefixes and     suffixes (etymology and            morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet
• read further exception words,

noting the unusual                

correspondences between spelling and sound, and where these occur in the word

Pupils should be taught to:

          apply their growing knowledge of root words, prefixes and    suffixes (morphology and      etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet

Year 1

Year 2

Years 3 and 4

Years 5 and 6

Reading

Comprehension

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

Pupils should be taught to:

• develop pleasure in reading, motivation to read, vocabulary and understanding by:
• 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
• discussing the sequence of events in books and how items of information are related
• becoming increasingly familiar with and retelling a wider range of stories, fairy stories and        traditional tales
• being introduced to non-fiction books that are structured in   different ways
• recognising simple recurring literary language in stories and poetry
• discussing and clarifying the meanings of words, linking new meanings to known vocabulary
• discussing their favourite words and phrases
• 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:
• 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
• making inferences on the basis of what is being said and done answering and asking questions
• 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

Pupils should be taught to:

• develop positive attitudes to reading and understanding of what they read by:
• listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
• reading books that are         structured in different ways and reading for a range of purposes
• using dictionaries to check the meaning of words that they have read
• increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these   orally
• identifying themes and          conventions in a wide range of books
• preparing poems and play scripts to read aloud and to    perform, showing understanding through intonation, tone, volume and action
• discussing words and phrases that capture the reader’s interest and imagination
• recognising some different forms of poetry (e.g. free verse, narrative poetry)
• understand what they read, in books they can read              independently, by:
• checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context
• asking questions to improve their understanding of a text
• drawing inferences such as  inferring characters' feelings, thoughts and motives from their actions, and justifying             inferences with evidence
• predicting what might happen from details stated and implied
• identifying main ideas drawn from more than one paragraph and summarising these
• 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

• Pupils should be taught to:
• maintain positive attitudes to reading and understanding of what they read by:
• continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or        textbooks
• reading books that are         structured in different ways and reading for a range of purposes
• 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
• recommending books that they have read to their peers, giving reasons for their choices
• identifying and discussing themes and conventions in and across a wide range of writing
• making comparisons within and across books
• learning a wider range of poetry by heart
• 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:
• checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
• asking questions to improve their understanding
• drawing inferences such as  inferring characters' feelings, thoughts and motives from their actions, and justifying            inferences with evidence
• predicting what might happen from details stated and implied
• summarising the main ideas drawn from more than one     paragraph, identifying key      details that support the main ideas
• 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 views