Ribbleton Avenue Methodist Junior School
"Brighter futures built with Ambition, Courage and Respect; filled with Love, Hope and Faith"
Year 5
English – Reading Progression Year 5
Previous Learning (Y4) | Repeated Learning | New Learning (Y5) |
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. 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 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.
| PHONICS AND WORD READING 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. 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. MAINTAINING POSITIVE ATTITUDES TO READING 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.. UNDERSTANDING AND CORRECTING INACCURACIES Demonstrate understanding Demonstrate understanding of a text through discussion and regular use of reading journal. COMPARING, CONTRASTING AND COMMENTING Questioning, evidence and reasoning Always use evidence from the text when answering a question which requires a developed response. 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 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 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. INFERENCES AND PREDICTIONS Inferences Draw inferences from characters’ feelings, thoughts and motives from their actions and can justify their responses by 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 Performance Prepare and perform poems and play scripts with appropriate techniques (intonation, expression, tone, volume and action), NON-FICTION Organisational features Use knowledge of texts and organisation devices to retrieve, record and discuss information from non-fiction texts. 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 Independently select and navigate texts in print and on screen.
PARTICIPATING IN DISCUSSION Listening and responding Listen and respond to the contributions from others and make improvements. Developing courteous discussion skills - Agree/Build/ Challenge Use the structure ABC (Agree, Build on, Challenge) to make comments and responses to others ideas. E.g. I agree because...
| PHONICS AND WORD READING Book Bands Accurately read dark blue 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, spell and explain words containing suffixes –ant, -ance, -ancy, -ent, -ence, -ency, -ible, -able, -ibly, -ably.
Prefixes and Contractions Read, spell and explain words containing prefixes dis-, re-, pre-, mis-, over-. COMMON EXCEPTION WORDS Common Exception Words (see NNC English Appendix 1 for Year group lists) Read, understand, and spell all words from the Year 5 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, e.g. at 112-140 words per minute, in age-appropriate texts. Expression Use character voices to show feelings, sound effects to show sudden events and pauses to signify drama or suspense. MAINTAINING POSITIVE ATTITUDES TO READING Reading choices Listen to and discuss a range of texts that I have not chosen to read myself. 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 Independently read longer texts with sustained stamina and interest Recommendations to others Recommend books and give specific reasons why someone should read them.
UNDERSTANDING AND CORRECTING INACCURACIES Demonstrate understanding Demonstrate understanding of a text through discussion and regular use of reading journal. COMPARING, CONTRASTING AND COMMENTING Text types and discussion Read a wide range of genres, identifying the characteristics of text types (such as the use of the first person in writing diaries and autobiographies) and differences between text types. 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. Key reading skills Scan for key words and text mark key information. Dictionary use Explain the meaning of new words within the context of what I have read. Links and comparisons Make comparisons within and across texts e.g. characters, similar events. Questioning, evidence and reasoning Always use evidence from the text when answering a question which requires a developed response and is also beginning to offer an explanation. Responding to written questions Use the Point + Evidence + Explanation prompt when answering questions. Close reading Close read, re-read and also read ahead to locate clues. Themes 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 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. Different viewpoints Make comparisons within a book e.g. characters’ viewpoints of the same event.
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 Explore, recognises and uses the terms metaphor, simile and imagery. 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, explain and evaluate the effect of authors' choice of language.
INFERENCES AND PREDICTIONS Inferences Draw inferences from characters’ feelings, thoughts and motives from their actions and can justify their responses by 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. classic or narrative poetry). Performance Prepare and perform poems and play scripts with appropriate techniques (intonation, expression, tone, volume and action), continually showing an awareness of the audience when performing. NON-FICTION Organisational features Use knowledge of texts and organisation devices to retrieve, record and discuss information from non-fiction texts. 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 Independently select and navigate texts 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 Challenge someone else’s viewpoint courteously in a debate or discussion. Supported by sentence frame and modelling if needed. Group discussions and presentations Respond to questions generated by a presentation. Discussing understanding Discuss my understanding through formal presentations and debates. Developing courteous discussion skills - Agree/Build/ Challenge Use the structure ABC (Agree, Build on, Challenge) to make comments and responses to others ideas. E.g. I agree because...
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