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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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