Ribbleton Avenue Methodist Junior School
"Brighter futures built with Ambition, Courage and Respect; filled with Love, Hope and Faith"
Year 4
English – Reading Progression Year 4
Previous Learning (Y3) | Repeated Learning | New Learning (Y4) |
PHONICS AND WORD READING Book Bands Accurately read lime and/or brown banded books with greater fluency and confidence. Application of Phonics and CEW Use phonic knowledge to decode quickly and accurately (may still need support for longer unknown words). Application of knowledge (GPCs/Root words, prefixes and suffixes/word endings) Apply their knowledge of root words, prefixes and suffixes/word endings to read aloud fluently. Suffixes Read and explain words containing suffixes -ation, -ly, -ous, -ture, -sure, -sion, -tion, -ssion and -cian Prefixes and Contractions Read and explain words containing prefixes in-, im-, il-, ir-, dis-, mis-,un-, re-, sub-, inter-, super-, anti- and auto- COMMON EXCEPTION WORDS Common Exception Words (see NNC English Appendix 1 for Year group lists) Read, understand and spell all words from the Year 3 Word List. FLUENCY Use of phonics to ensure fluency Ensure secure at Y2 standard and then, at Brown level or above, teaching comprehension skills should be taking precedence over teaching word reading and fluency specifically. Rereading texts to promote fluency Focus on word reading in weekly planning should support the development of vocabulary. Choral reading or timed speed reading can also be used to improve fluency. Y3 Reread class texts over course of a week/two weeks to build up fluency and confidence in word reading and expression. Reading at pace Read words accurately and fluently without overt sounding and blending, e.g. at over 90 words per minute, in age-appropriate texts. Expression Use character voices to show feelings. DEVELOPING AND MAINTAINING READING FOR PLEASURE Reading choices Read books for a range of purposes e.g. enjoyment, research. Retelling and learning by heart Orally retell a range of less familiar stories e.g. fables, folk tales. Exposure to a variety of texts: Class Novel Regularly listen to someone else reading a whole novel aloud. Stamina Read longer texts that have been shown to me, with sustained stamina and interest UNDERSTANDING AND CORRECTING INACCURACIES Demonstrate understanding Show understanding by drawing on what they already know or on background information and vocabulary provided by the teacher. Record at least once a week in a reading journal. Self-checking Check that the text makes sense to them as they read and to correct inaccurate reading. COMPARING, CONTRASTING AND COMMENTING Text types Become increasingly familiar with a range of less familiar stories, e.g. folk tales, fables Text types and discussion Recognise, listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks, Key reading skills Take note of punctuation when reading with expression aloud Dictionary use Use a dictionary to check the meaning of a word. Links and comparisons Make links between the text they are reading and other texts they have read (in texts that they can read independently). Questioning, evidence and reasoning Ask and answer questions about a text giving reasons for their ideas. Responding to written questions Begin to use the Point + Evidence prompt when answering questions.
Close reading Begin to close read, re-read and also read ahead to locate clues. Themes Can discuss themes e.g. rich and poor, good over evil, wish or foolish. Events and key information Identify and discuss the key ideas in a paragraph Terminology use for text discussion Use appropriate terminology when discussing texts, (plot, setting, character).
WORDS IN CONTEXT AND AUTHORIAL CHOICE Vocabulary Check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context. Language devices Analyse and evaluate texts looking at language, structure and presentation e.g. persuasive letters, diaries. Developing an awareness of language choice for interest Discuss and collect vocabulary used to capture readers’ interest and imagination. Developing an awareness of language choice for effect Discuss authors' choice of words and phrases for effect.
INFERENCES AND PREDICTIONS Inferences Ask and answer questions appropriately including some simple inference questions based on character's thoughts, feelings and motives. Justifies response to a question by using evidence from reading including making inferences. Predictions Justify predictions using evidence from the text. POETRY AND PERFORMANCE Forms of poetry Prepare and perform poems and playscripts that show some awareness of the audience when reading aloud. Performance Begin to use appropriate intonation and volume when reading aloud. NON-FICTION Organisational features Prepare for research by asking key questions about a subject. Retrieving and recording information Begin to develop skills for scanning for dates, numbers and names. Navigating texts in print and online Navigate texts chosen for them and by them in print and on screen. PARTICIPATING IN DISCUSSION Listening and responding Listen and respond to the contributions from others. Rules for discussion and debate Develop and agree on rules for effective book discussion. Group discussions and presentations Make and respond to contributions in a variety of group situations. Developing courteous discussion skills - Agree/Build/ Challenge Begin to use the structure ABC (Agree, Build on, Challenge) to make comments and responses to others ideas. E.g. I agree because… Supported by sentence frame and modelling if needed.
| PHONICS AND WORD READING Application of knowledge (GPCs/Root words, prefixes and suffixes/word endings) Apply their knowledge of root words, prefixes and suffixes/word endings to read aloud fluently. Suffixes Read and explain words containing suffixes -ation, -ly, -ous, -ture, -sure, -sion, -tion, -ssion and -cian Prefixes and Contractions Read and explain words containing prefixes in-, im-, il-, ir-, dis-, mis-,un-, re-, sub-, inter-, super-, anti- and auto- FLUENCY Use of phonics to ensure fluency Ensure secure at Y2 standard and then, at Brown level or above, teaching comprehension skills should be taking precedence over teaching word reading and fluency specifically. Rereading texts to promote fluency Focus on word reading in weekly planning should support the development of vocabulary. Choral reading or timed speed reading can also be used to improve fluency. Reread class texts over course of a week/two weeks to build up fluency and confidence in word reading and expression. DEVELOPING AND MAINTAINING READING FOR PLEASURE Exposure to a variety of texts: Class Novel Regularly listen to someone else reading a whole novel aloud beyond the level at which they could read themselves. Stamina Read longer texts that have been shown to me, with sustained stamina and interest UNDERSTANDING AND CORRECTING INACCURACIES Self-checking Check that the text makes sense to them as they read and to correct inaccurate reading. COMPARING, CONTRASTING AND COMMENTING Text types and discussion Recognise, listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks. Responding to written questions Begin to use the Point + Evidence prompt when answering questions. Close reading Close read, re-read and also read ahead to locate clues. Events and key information Identify main ideas drawn from more than one paragraph Terminology use for text discussion Compare characters, settings and themes within a text using correct terminology, (plot, setting, character).
WORDS IN CONTEXT AND AUTHORIAL CHOICE Vocabulary Check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context. Language devices Analyse and evaluate texts looking at language, structure and presentation e.g. persuasive letters, diaries. Developing an awareness of language choice for interest Discuss and collect vocabulary used to capture readers’ interest and imagination. Developing an awareness of language choice for effect Discuss authors' choice of words and phrases for effect. NON-FICTION Navigating texts in print and online Navigate texts chosen for them and by them in print and on screen. PARTICIPATING IN DISCUSSION Listening and responding Listen and respond to the contributions from others Rules for discussion and debate Develop and agree on rules for effective book discussion. Group discussions and presentations Make and respond to contributions in a variety of group situations. Developing courteous discussion skills - Agree/Build/ Challenge Begin to use the structure ABC (Agree, Build on, Challenge) to make comments and responses to others ideas. E.g. I agree because… Supported by sentence frame and modelling if needed.
| PHONICS AND WORD READING Book Bands Accurately read grey banded books with greater fluency and confidence Application of Phonics and CEW Read most words fluently and attempt to decode any unfamiliar words with increasing speed and skill. Application of knowledge (GPCs/Root words, prefixes and suffixes/word endings) Apply their knowledge of root words, prefixes and suffixes/word endings to read aloud fluently. Suffixes Read and explain words containing suffixes –ation, -tion, -ssion, -cian, -sion. Prefixes and Contractions Read and explain words containing prefixes in-, ir-, sub-, inter-, super-, anti-, auto-. COMMON EXCEPTION WORDS Common Exception Words (see NNC English Appendix 1 for Year group lists) Read, understand, and spell all words from the Year 4 Word List. FLUENCY Use of phonics to ensure fluency Ensure secure at Y2 standard and then, at Brown level or above, teaching comprehension skills should be taking precedence over teaching word reading and fluency specifically. Rereading texts to promote fluency Focus on word reading in weekly planning should support the development of vocabulary. Choral reading or timed speed reading can also be used to improve fluency. Reread class texts over course of a week/two weeks to build up fluency and confidence in word reading and expression. Reading at pace Read words accurately and fluently without overt sounding and blending, e.g. at 90-112 words per minute, in age-appropriate texts. Expression Use character voices to show feelings and sound effects to show sudden events. DEVELOPING AND MAINTAINING READING FOR PLEASURE Reading choices Listen to, read and discuss a range of fiction, poetry, plays and non-fiction in different forms e.g. fairy tales, folk tales, classic poetry, kennings, advertisements, formal speeches, magazines, electronic texts. Retelling and learning by heart Prepare and learn by heart a wider range of stories, poems and play scripts to perform. Exposure to a variety of texts: Class Novel Regularly listen to someone else reading a whole novel aloud beyond the level at which they could read themselves. Stamina Read longer texts that have been shown to me, with sustained stamina and interest UNDERSTANDING AND CORRECTING INACCURACIES Demonstrate understanding Demonstrate understanding of a text through discussion and regular use of reading journal. Self-checking Check that the text makes sense to them as they read and to correct inaccurate reading. COMPARING, CONTRASTING AND COMMENTING Text types and discussion Discuss and compare texts from a wide variety of genres and writers. Recognise, listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks. Reads for a range of purposes. Key reading skills Use punctuation to help them to read with expression. Dictionary use Use dictionaries to check the meaning of words that they have read. Links and comparisons Identify how language, structure and presentation contribute to meaning. Questioning, evidence and reasoning Always use evidence from the text when answering a question which requires a developed response e.g. not basic retrieval. Responding to written questions Begin to use the Point + Evidence + Explanation prompt when answering questions. Close reading Close read, re-read and also read ahead to locate clues. Themes Identify and discuss themes e.g. safe and dangerous, just / unjust. Identifies themes and conventions in a wide range of books. Authorial style and Themes Refer to authorial style, overall themes (e.g. triumph of good over evil) and features (e.g. greeting in letters, a diary written in the first person or the use of presentational devices such as numbering and headings). Events and key information Identify main ideas drawn from more than one paragraph and summarise these. Fact and opinion Begin to distinguish between fact and opinion. Terminology use for text discussion Compare characters, settings and themes within a text using correct terminology, (plot, setting, character). Active reading strategies Demonstrate active reading strategies e.g. generating own questions, finding answers, constructing images.
WORDS IN CONTEXT AND AUTHORIAL CHOICE Vocabulary Check that the text makes sense to them, discussing their understanding and explaining the meaning of words in context. Language devices Analyse and evaluate texts looking at language, structure and presentation e.g. persuasive letters, diaries. Developing an awareness of language choice for interest Discuss and collect vocabulary used to capture readers’ interest and imagination. Developing an awareness of language choice for effect Discuss authors' choice of words and phrases for effect.
INFERENCES AND PREDICTIONS Inferences Draw inferences from characters’ feelings, thoughts and motives that justifies their actions, supporting their views with evidence from the text. Predictions Make predictions based on details stated and implied, justifying them with evidence from the text. POETRY AND PERFORMANCE Forms of poetry Recognise and discuss some different forms of poetry (e.g. free verse. haiku or narrative poetry). Performance Prepare and perform poems and play scripts with appropriate techniques (intonation, tone, volume and action) to show awareness of the audience when reading aloud. NON-FICTION Organisational features Use all of the organisational devices available within a non- fiction text to retrieve, record and discuss information. Retrieving and recording information Scan for dates, numbers and names. Record information from a range of non-fiction sources. Navigating texts in print and online Navigate texts chosen for them and by them in print and on screen. PARTICIPATING IN DISCUSSION Listening and responding Listen and respond to the contributions from others and make improvements. Rules for discussion and debate Develop and agree on rules for effective book discussion. Group discussions and presentations Make and respond to contributions in a variety of group situations. Developing courteous discussion skills - Agree/Build/ Challenge Begin to use the structure ABC (Agree, Build on, Challenge) to make comments and responses to others ideas. E.g. I agree because… Supported by sentence frame and modelling if needed.
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