Ribbleton Avenue Methodist Junior School
"Brighter futures built with Ambition, Courage and Respect; filled with Love, Hope and Faith"
Year 6
English – Reading Progression Year 6
Previous Learning (Y5) | Repeated Learning | New Learning (Y6) |
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... | 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. MAINTAINING POSITIVE ATTITUDES TO READING 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 at a level beyond that which they could access themselves Stamina Independently read longer texts with sustained stamina and interest 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. Links and comparisons Make comparisons within and across texts e.g. characters, similar events. Close reading Close read, re-read and read ahead to locate clues within a text. Authorial style and Themes Refer to authorial style, with a developed vocabulary of 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 summarises these. Close reading Close read, re-read and read ahead to locate clues within a text. Authorial style and Themes Refer to authorial style, with a developed vocabulary of 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 summarises these. 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. 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 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 several different forms of poetry (e.g. free verse, classic or narrative poetry). NON-FICTION Navigating texts in print and online Independently select and navigate texts in print and on screen. PARTICIPATING IN DISCUSSION
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 red (or black) banded books with greater fluency and confidence Application of Phonics and CEW Read fluently with full knowledge of all Y5/ Y6 exception words, root words, prefixes, suffixes/word endings* and to decode any unfamiliar words with increasing speed and skill, recognising their meaning through contextual cues. Application of knowledge (GPCs/Root words, prefixes and suffixes/word endings) Use knowledge of root words, prefixes and suffixes to investigate how the meaning of a word changes e.g. un + happy + ness, dis + respect + ful. Suffixes Read, spell and explain words containing suffixes –cious, -tious, -tial, -cial.
COMMON EXCEPTION WORDS Common Exception Words (see NNC English Appendix 1 for Year group lists) Read, understand, and spell all words from the Year 5/6 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 140- 151 words per minute, in age-appropriate texts. Expression Use a range of voices and sounds, pauses or actions to signify a change in mood or event. MAINTAINING POSITIVE ATTITUDES TO READING Reading choices Read for pleasure, discussing, comparing and evaluating in depth across a wide range of genres, including myths, legends, traditional stories, modern fiction, fiction from our literary heritage and books from other cultures and traditions. 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 at a level beyond that which they could access themselves or from a genre which is less often explored by them, eg. Mystery, classics, poetry, Shakespeare. Stamina Independently read longer texts with sustained stamina and interest Recommendations to others Recommends texts to peers based on personal choice. .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 Skim for gist and scan for key information. Dictionary use Explain the meaning of new vocabulary within the context of the text. Links and comparisons Make comparisons within and across texts e.g. characters, similar events. Questioning, evidence and reasoning Provide reasoned justifications for their views. Responding to written questions Use the P + E + E prompt to justify inferences about characters’ actions and feelings. Close reading Close read, re-read and read ahead to locate clues within a text. Themes Recognise more complex themes in what they read (such as loss, heroism, hope, fortune, survival, peace). Authorial style and Themes Refer to authorial style, with a developed vocabulary of 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 summarises these. Draw out key information and quickly summarises the main ideas in a text. Fact and opinion Distinguish independently between statements of fact and opinion, providing reasoned justifications for their views Terminology use for text discussion Compare characters, settings and themes within a text and across more than one text. Active reading strategies Demonstrate active reading strategies e.g. text-marking, challenging peers in discussion Different viewpoints Consider different accounts of the same event and to discuss viewpoints (both of authors and of fictional characters). 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 the use of language and its impact on the reader, including figurative language and how it is used for effect, using technical terminology such as personification, metaphor, simile, analogy, imagery, style and effect. Developing an awareness of language choice for interest Discuss and collect vocabulary used to capture readers’ interest and imagination for use in own writing. Developing an awareness of language choice for effect Discuss, explain and evaluate the effect of authors' choice of language.
INFERENCES AND PREDICTIONS Inferences Discuss how characters change and develop through texts by drawing inferences based on indirect clues. 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 several different forms of poetry (e.g. free verse. sonnet, classic or narrative poetry). Performance Confidently perform texts (including poems learnt by heart) using a wide range of devices to engage the audience and for effect. NON-FICTION Organisational features Use non-fiction materials for purposeful information retrieval (e.g. in reading History, Geography and Science textbooks) and in contexts where pupils are genuinely motivated to find out information (e.g. reading information leaflets before a gallery or museum visit or reading a theatre programme or review). Navigating texts in print and online Independently select and navigate texts in print and on screen.
PARTICIPATING IN DISCUSSION Listening and responding Listen to guidance and feedback on the quality of their explanations and contributions to discussions and make improvements when participating in discussions. Rules for discussion and debate Participate courteously in a debate and use notes to support the presentation of information. Group discussions and presentations Prepare a formal presentation individually or in a group. Discussing understanding 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. Developing courteous discussion skills - Agree/Build/ Challenge Independently use the structure ABC (Agree, Build on, Challenge) to make comments and responses to others ideas. E.g. I agree because... |