Reading Progression in Key Stage 1 and 2 autumn 2021

Year 2

Year 3

Year 4

Year 5

Year 6

Decoding

Apply phonic knowledge to decode words

Speedily read all 40+ letters/ groups for 40+ phonemes

Read aloud phonically decodable texts at age appropriate level (Phase 5

L&S)

Read accurately by blending taught GPC

Read most common exception words at Phase 5

Read common suffixes (-s, -es, -ing, -ed, etc)

Read most multi-syllable words containing taught GPCs at Phase 5 L&S.

Read contractions and understanding use of apostrophe

Read aloud phonically-decodable texts - at age appropriate level (Phase 5 L&S)

Secure phonic decoding until reading is fluent.

Automatically and accurately blend alternative sounds for graphemes.

Accurately identify two or more syllables within a word containing alternative sounds for graphemes. They can usually combine them to read a word.

Read words with almost all common suffixes

Read almost all common exception words noting

unusual correspondences: e.g. mind, pretty, prove, would, whole

Read most familiar words without undue hesitation and without overt sounding and blending

Apply their growing knowledge of root words, prefixes and suffixes, 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

Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), both to read aloud and to understand the meaning of new words that they meet

Range of

reading

Listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently. Contributes relevant ideas and thoughts to discussions.

Being encouraged to link what they read or hear read to their own experiences.  Identify basic similarities and differences between their own experience and that of story characters and demonstrates understanding through talk or role play.

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

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

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

Making comparisons within and across books

Familiarity with

Texts

Becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics.  Recall a few basic features of age-appropriate key stories, fairy stories and traditional tales, retelling them in order and identifying some characteristics.

Recognising and joining in with predictable phrases and usually enjoys saying them aloud with the class.

Becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales Recognising simple recurring literary language in stories and poetry

Independently and accurately recount the main

events in a wide range of age-appropriate stories, fairy stories and traditional tales.

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

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

Identifying and discussing themes and conventions in and across a wide range of writing

Poetry &

Performance

Learning to appreciate rhymes and poems, and to recite some by heart.

Continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear

Has repertoire of poems and can recite some, with intonation to make the meaning clear

Preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action

Recognising some different forms of poetry

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

Word

Meanings

Discussing word meanings, linking new meanings to those already known.  Usually draw on their existing vocabulary to speculate on the meaning of new words they encounter and explain the link they have noticed.

Discussing and clarifying the meanings of words, linking new meanings to known vocabulary

Discussing their favourite words and phrases and give reasons for their choice

Using dictionaries to check the meaning of words that they have read

Understanding

Drawing on what they already know or on background information and vocabulary provided by the teacher * Usually ask and answer ‘how’ and ‘why’ questions about what they have read and know where to look for information.

Checking that the text makes sense to them as they read and correcting inaccurate reading.  Usually check that the text makes sense to them as they read and goes back to self-correct inaccurate reading.

Discussing the sequence of events in books and how items of information are related. Usually discuss the order of events in books and explain how items of information are related.

Drawing on what they already know or on background information and vocabulary provided by the teacher.  Demonstrate their understanding by drawing unprompted on what they already know or ony background information and vocabulary provided by the teacher.

Checking that the text makes sense to them as they read and correcting inaccurate reading.

Monitor their reading, checking that words they have decoded make sense and fit in with what they have already read and self-correct.

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

Identifying main ideas drawn from more than one paragraph and summarising these

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

Summarising the main ideas drawn from more than one paragraph, identifying key details to support the main idea

Inference

Discussing the significance of the title and events.  Discuss the link between events and the text title.

Making inferences on the basis of what is being said and done.  Demonstrate simple Inference.

Making inferences on the basis of what is being said and done.

Answering and asking questions - Usually modify their inferences by answering and asking questions.

Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

Prediction

Predicting what might happen on the basis of what has been read so far:

Year 1/Year 2 

Usually predict what might happen with responses linked closely to the story characters, plot and language read so far/

Predicting what might happen from details stated and implied

Authorial

Intent

Discussing words and phrases that capture the reader’s interest and imagination

Identifying how language, structure, and presentation contribute to meaning

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

Non-fiction

Being introduced to non-fiction books that are structured in different ways

Year 2

Explain how non-fiction books are used, can independently identify key. Explain the purpose of nonfiction books and how they are different from fiction understanding by: being introduced to non-fiction books that are structured in different ways to help them locate and understand information features and use these to help them find information.

Retrieve and record information from non-fiction

Distinguish between statements of fact and opinion

Retrieve, record and present information from nonfiction

Discussing

Reading

Participate in discussion about what is read to them, taking turns and listening to what others say.  Contribute ideas and thoughts to discussion, remembers significant events/key information and usually follows the agreed rules for effective discussion.

Explain clearly their understanding of what is read to them.  Express views about events or characters in the story and explain clearly their understanding of what is read to them.

Participate in discussion about books, poems & other works that are read to them & those that they can read for themselves, taking turns and listening to what others say.

Contribute ideas and thoughts to discussion,

remember significant events/key information and usually follow the agreed rules for effective discussion without support.

Explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves

Explain and discuss their understanding of what has been read, acted out or listened to.

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

Recommending books that they have read to their peers, giving reasons for their choices

Participate in discussions about books, 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,

Provide reasoned justifications for their views