Reading Matrix
I am learning to
Skills





Fluency



Strategies



Comprehension






End of Year 4
Identify and find books I like to read
Recognise the features and
purposes of some common text
types
Automatically read all high
frequency words
Automatically choose a strategy to
work out an unknown word
Read and understand text suitable
for my age
Read fluently using intonation,
expression and phrasing
Know most common prefixes (e.g.
over-, mis-, sub-, pre-, inter-, semi-,
mid-)
Know most common suffixes (e.g. –
ist, -ity, -ion, -able/-ible,, -ness, ment)
Use reference
sources(e.g.dictionary, thesaurus,
encyclopaedia) to find meanings of
new words
Work out word meanings from
known roots and affixes (e.g. using
meaning of tele- and –port to work
out teleport)
Select from a wide range of
strategies to monitor my reading
and when I lose meaning (e.g. cross
checking, rereading, using what I
know about words and sentence
structures, looking for clues to
confirm predictions and inferences)
Use visual language features
Read for long periods of time(e.g.
for several days) without losing
meaning in longer texts
Discuss my response to different
texts
Identify and summarise main ideas
Make inferences and explain my
decision
Make connections between the text
and what I already know to
understand figurative language e.g.
metaphors
“Reading to Learn”
End of Year 5
Read accurately
Read and understand text suitable for my
age









End of Year 6
Identify the language features of
text types
Read accurately and quickly
Read and understand text suitable
for my age



End of Year 8
I can use all the indicators for Years 5
and 6
 Use appropriate skills and technologies
to locate and use a range of texts for
specific purposes
 Understand content specific vocabulary

Read a variety of texts fluently
and quickly
 Read fluently
 Read accurately without decoding all the
words
Identify key words
Identify topic sentences
Identify key questions
Read text with subheadings
Check my understanding of text by
cross-checking
Ask questions to help me understand
text
Use context to work out unknown
words
Monitor my reading for accuracy and
sense



Skim text
Scan text
Monitor my reading for accuracy
and sense with confidence
Make connections between what I
already know and examples in
text to understand abstract ideas
Know that grammar can affect
meaning
Understand illustrations,
photographs, text boxes,
diagrams, maps, charts and
graphs
 Use prior knowledge and information in
text to interpret abstract ideas, complex
plots and sophisticated themes
 Identify and resolve issues arising from
competing information in texts
 Gather, evaluate and synthesise
information across a range of texts
 Identify and evaluate writers’ purpose
and ways writers use language to suit
their purpose
 Work out words by inferring from the
unknown to the known
Read novels across time without losing
meaning
Identify writers’ purpose and use of
language
Understand that word meaning can
change in different texts

Read different texts about the
same thing without losing
meaning
Connect pieces of information to
infer ideas and information not
directly stated in text
Locate and summarise ideas
 Recognise and understand the features
of a wide range of text
 Make links across a text by recognising
connectives or adverbial clauses
 Interpret metaphor, analogy and
connotative language
Read a variety of texts fluently





Name:




