Context: To develop positive attitudes to reading and understanding of what
they read by listening to and discussing a wide range of fiction, poetry, plays,
non-fiction and reference books or textbooks
Inference &
Deduction
skim & scan retell fairy stories
draw inferences such
orally
as inferring
find & copy
characters' feelings,
words
identify main ideas thoughts and motives
drawn from one
from their actions,
identify the paragraph and
justifying inferences
main point of summarise these
with evidence
a simple
paragraph
retrieve and record predict what might
information from
happen from details
read using non-fiction
stated and implied
punctuation
A . ! ? “”
COMPREHENSION
General
Literal
Word Reading
(link to spelling)
read aloud words from Appendix
1 (spelling)
Non Narrative
Instructions - timetables & route-finders
Reports - non chronological
Recounts - letters, diaries, historical
Reference books & textbooks
Text Features & Layout
discuss words and
phrases that capture the
reader’s interest and
imagination:
alliteration, similes,
adverbials, noun
phrases, vocabulary
Other
poetry
plays
Vocabulary
use
dictionaries to
identify how language, structure, and presentation contribute to check the
meaning (see also non narrative layout guidance)
meaning of
words that
 fairy tales: good v evil, rags to riches, magic, talking animals, they have
opening phrases, 3,7, repetition, talking to the reader, names, read
patterns, alliteration, similes,
begin to identify &
 Instructions: imperative verbs with adverbs, time connections,
comment on different
bullet points, numbers, boxes,
points of view in a text.  Reports: present/past tense, openings & endings, paragraphs,
headings & subheadings
understand what a writer  Recounts: personal pronouns, letter conventions, paragraph
might be thinking e.g. he themes, openings & endings
thinks Miss Trunchbull is  Reference books: alphabetical order, headings &
mean
subheadings, line breaks, glossary, contents etc.
Responding to the text
check that the text makes sense to them
recognise and identify root words,
suffixes and prefixes & use this
knowledge to understand new
words.
ask questions to improve their
understanding of a text
recognise exception words and
discuss this e.g. said.
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.
use phonic knowledge to attempt
to read any word
Narrative
fairy stories
familiar settings
adventure
picture books
Authorial Intent
discuss their understanding
explain the meaning of words in
context
Text s
English Curriculum
Reading Year 3
identify themes and conventions
Performance
use intonation,
tone, volume and
action when
performing poetry,
plays or when
reading to an
audience.
Poetry & Playscripts
Performing & Learning
Reading
prepare poems and
play scripts to read
aloud and to perform,
showing
understanding through
intonation, tone,
volume and action
discuss the choice of words and
their impact including the use of
sound effects: similes,
alliteration, rhyme and rhythm.
describe the effect of a poem
and its purpose & feeling.
Poetry to Learn:
On the Ning Nang Nong – Spike Milligan
Simple Simon – traditional
The Owl & The Pussycat – Edward Lear
English Curriculum
Reading Year 4
COMPREHENSION
Text s
Narrative
Non Narrative
Other
adventure stories Report: (Non Chronological)
poetry
fantasy stories
Recounts/Chronological Reports: newspapers & plays –
Context: To develop positive attitudes to reading and understanding of what
characterisation
magazines, diaries
conventions
they read by listening to and discussing a wide range of fiction, poetry, plays,
settings
Persuasion: advert, persuasive techniques
& layout
non-fiction and reference books or textbooks
myths & legends
fables
General
Literal
Inference & Deduction
Authorial Intent
Text Features & Layout
Vocabulary
skim & scan retell stories orally draw inferences such as discuss words and
identify themes and conventions
use
& in summarised inferring characters'
phrases that capture
dictionaries to
find & copy form in writing
feelings, thoughts and
the reader’s interest
identify how language, structure, and presentation contribute to check the
meaning (see also non narrative layout guidance)
words &
motives from their actions, and imagination:
meaning of
phrases
identify main
and justify inferences with
words that they
ideas drawn from evidence
find & comment on
have read & a
 Reports: present/past tense, openings & endings,
Identify main more than one
alliteration,
thesaurus to
paragraphs, headings & subheadings
point of a
paragraph and
predict what might happen onomatopoeia, similes,  Newspaper: title (no articles), past tense, fronted adverbials find synonyms
paragraph
summarising
from details stated and
sensory words,
of time, exaggeration, powerful verbs, openings & endings
these
implied
adverbials, noun
 Persuasion: exaggeration, 3s, data/experts, science, threat,
read using
phrases, vocabulary
dare, rhetorical questions, emotive words & pictures
punctuation retrieve and
suggest the mood &
 Reference books: alphabetical order, headings &
A . ! ? “” ,
record information atmosphere of a story
comment on how an
subheadings, line breaks, glossary, contents, index,
from non-fiction
from details about the
author wants the
 Visual sections: captions, diagram, illustration, photographs
setting & language used reader to respond
Word Reading
(link to spelling)
read aloud words from Appendix
1 (spelling)
Responding to the text
check that the text makes sense to them
discuss their understanding
recognise and identify root words,
suffixes and prefixes
use knowledge of root words,
prefixes and suffixes to
understand new words.
recognise exception words and
discuss this e.g. said.
explain the meaning of words in
context
ask questions to improve their
understanding of a text
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.
Performance
use intonation,
tone, volume and
action when
performing poetry,
plays or when
reading to an
audience.
comment on their
own and others’
performance and
suggest simple
improvements.
Poetry
Performing & Learning
Reading
prepare poems and
play scripts to read
aloud and to perform,
showing
understanding through
intonation, tone,
volume and action
comment on the choice of words
and their impact including the use
of imagery: similes,
onomatopoeia, alliteration, rhyme
and rhythm.
describe the effect of a poem and
its purpose & feeling.
Poetry to Learn:
The Crocodile – Lewis Carroll
The King’s Breakfast – A A Milne
Matilda – Hillaire Belloc
English Curriculum
Reading Year 5
COMPREHENSION
Text s
Narrative
modern fiction,
Context: To maintain positive attitudes to reading and understanding of what
fiction from our
they read by continuing to read and discuss an increasingly wide range of
literary heritage
fiction, poetry, plays, non-fiction and reference books or textbooks.
Science Fiction
Mystery
General
Literal
Inference & Deduction
Authorial Intent
skim & scan
summarise the
draw inferences such as identify how language,
main ideas drawn inferring characters'
structure & presentation
find & copy words &
from more than
feelings, thoughts and
contribute to meaning
phrases
one paragraph,
motives from their actions,
identifying key
and justifying inferences discuss and evaluate
distinguish between
details
that
with evidence from across how authors use
statements of fact and
support
the
main
a text
language, including
opinion
ideas
figurative language &
predict what might
imagery, considering the
explain and discuss their
retrieve, record
happen from details
impact on the reader
understanding of what
and present
stated and implied
they have read and
information from
recognise and discuss
provide reasoned
non-fiction
different points of view
justifications for their
views.
recognise if a viewpoint
read using a range of
is positive, negative or
punctuation
neutral
Word Reading
(link to spelling)
use knowledge of
root words, prefixes
and suffixes to
understand new
words – both
meaning &
pronunciation
accurate and fluent
reading of complex
sentences
using context, read
homophones
correctly
Responding to the text
recommend books that they have read to their
peers, giving reasons for their choices
making comparisons within and across books
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
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
Non Narrative
Other
Report: (Non Chronological)
poetry
Recount: events
plays
Instructions: “how to use”, incl warnings & advice
Explanations
Persuasive writing: letters, articles etc.
Text Features & Layout
Vocabulary
identifying and discussing themes and
when reading
conventions in and across a wide range of writing with or to
e.g.
pupils,
loss, heroism, courage, perseverance,
attention
cooperation, honesty, overcoming fear, loyalty,
should be paid
sacrifice
to new
vocabulary –
Recognise how suspense is built up in a text
both a word’s
meaning(s)
comment on how language, structure, and
and its correct
presentation contribute to meaning (see also non pronunciation.
narrative layout guidance)
Science Fiction: scientific vocabulary, specific
characters & settings
Mystery: sentence length & structure, settings,
atmosphere, show don’t tell, description
Performance
show understanding by
using intonation, tone and
volume so that the meaning
is clear to an audience
when performing or reading
aloud
explain and discuss their
understanding of what they
have read, including
through formal debates and
presentations, maintaining a
focus on the topic and using
notes where necessary
Poetry
Performing & Learning
Reading
Prepare poems and plays  Explain the choice of language
to read aloud and to
and its impact including imagery:
perform, showing
similes, onomatopoeia,
understanding through
alliteration, personification,
intonation, tone and
assonance, metaphor
volume so that the
 Describe viewpoint
meaning is clear to an
 Explain the purpose of a poem
audience
Poetry to Learn:
Daffodills – William Wordsworth
The Wiitches Chant from Macbeth – William Shakespeare
The Listeners – Walter de la Mare
Leisure – W H Davies
Context: To maintain positive attitudes to reading and understanding of what
they read by continuing to read and discuss an increasingly wide range of
fiction, poetry, plays, non-fiction and reference books or textbooks.
General
Literal
COMPREHENSION
skim & scan
find & copy words &
phrases
distinguish between
statements of fact and
opinion
explain and discuss
their understanding of
what they have read
provide reasoned
justifications for their
views.
Word Reading
(link to spelling)
use knowledge of
root words,
prefixes and
suffixes to
understand new
words – both
meaning &
pronunciation
summarise the
main ideas
drawn from
more than one
paragraph,
identifying key
details that
support the
main ideas
retrieve, record
and present
information from
non-fiction
Inference &
Deduction
draw inferences such
as inferring
characters' feelings,
thoughts and motives
from their actions,
and justifying
inferences with
evidence
predict what might
happen from details
stated and implied
Responding to the text
recommend books that they have read to their
peers, giving reasons for their choices
make comparisons within and across books
check that the book makes sense to them,
discussing their understanding and exploring the
meaning of words in context
read texts not
ask questions to improve their understanding
written in modern
or standard English participate in discussions about books that are
read to them and those they can read for
read abbreviations, themselves, building on their own and others’
colloquialisms and ideas and challenging views courteously
specialist
vocabulary
Text s
English Curriculum
Reading Year 6
Narrative
Variety of genres
Non Narrative
All genres
Other
poetry
plays
Authorial Intent
Text Features & Layout
Vocabulary
identify how language,
structure and presentation
contribute to meaning
identify and discuss themes and conventions in
and across a wide range of writing e.g.
loss, heroism, courage, perseverance,
cooperation, honesty, overcoming fear, loyalty,
sacrifice
when reading
with or to
pupils,
attention
should be
paid to new
vocabulary –
both a word’s
meaning(s)
and its correct
pronunciation.
discuss and evaluate how
authors use language,
including figurative
language & imagery,
considering the impact on
the reader
recognise explicit and
implicit points of view in a
text
comment on how language, structure, and
presentation contribute to meaning (see also
non narrative layout guidance)
identify & comment on the structure/layout,
language, audience & purpose of all writing with
justifications from the text.
Performance
show understanding by using
intonation, tone and volume so
that the meaning is clear to an
audience when performing or
reading aloud
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
Poetry
Performing & Learning
Reading
Prepare poems and plays  Explain the impact of the choice
to read aloud and to
of language and its impact
perform, showing
including imagery: similes,
understanding through
onomatopoeia, alliteration,
intonation, tone and
personification, assonance,
volume so that the
metaphor
meaning is clear to an
 Describe viewpoint & themes
audience
 Explain structure & meaning
Poetry to Learn:
Tyger – William Blake
If – Rudyard Kipling
Macavity the Mystery Cat – T S Eliot
If Pigs Could Fly – James Reeves