Bradford Reading Record
Reading progression document linked to the new national
curriculum
Y1 – Y6
AP/February, 2015
Word reading
Year 1
Decoding
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Reads on sight 100 HF words
Reads on sight irregular high frequency words, other familiar and important words
Identifies syllables in order to read polysyllabic words
Recognises and reads alternative spellings for vowel phonemes
Recognises and reads alternative spellings for consonant phonemes
Identifies and reads words with common plurals
Identifies and reads words with ‘ed’ and ‘ing’ endings
Reads for meaning – expects the text to make sense and self-corrects
Becoming more fluent
Reads on sight irregular high frequency words from Phases 4 and 5
Reads other familiar and important words
Consistently blends CVC and CCVC/CVCC words
Makes 1 to 1 correspondence between written and spoken words
Reads on sight irregular high frequency words from Phases 2, 3 and 4
Blends phonemes, in order in the word, to read CVC and words containing consonant clusters
Recognises and blends consonant clusters
Recognises and blends consonant digraphs
Identifies syllables in order to read polysyllabic words
Confidently blends all known phonemes identifying alternative graphemes
Reads on sight irregular words and other familiar and important words
Recognises full range of vowel digraphs and trigraphs
Reads fluently and for meaning
Year 1
Comprehension
Retrieval
Inference
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Sequences a simple story or event recalling main points
Uses structure of a simple story when reacting or retelling
Talks about the themes of simple texts
Answers literal retrieval questions about a text
Can discuss the significance of a book title and events
Begins to retell simple stories accurately
Can recite some poems by heart
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Shows reasonable inference at basic level, e.g. identifying who is speaking in a story
Comments/questions about meaning of parts of text, e.g. details of illustrations, opening and
impact of cover
Makes simple deductions with support from prompts
Begins to make predictions about characters
Uses information from the text to predict events and talk about the character traits
Relates incidents from reading to own experience and that of others
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Structure
Language
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Understands and uses correctly terms referring to conventions of print: book, cover, beginning,
end, page, word, letter, line
Identifies print effects, e.g. bold, italics and capitalisation
Use patterns and structures of text to support retelling/reciting
Understands the sequence of a story
Understands the difference between fiction and non-fiction
Understands the way non-fiction texts are organised and uses this when reading
Understands difference in how fiction and non-fictions texts are organised
Uses organisational features to support reading
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Begins to comment on particular words, phrases and sentences
Year 2
Comprehension
Word reading
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Decoding
Retrieval
Inference
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Begins to take account of a wider range of punctuation when reading, e.g. exclamation marks,
question marks
Can blend syllables silently and out loud
Recognises and reads simple and continuous past tense
Recognises and reads a variety of suffixes – ing, ed, er, est, ful, ly and y
Reads on sight irregular words and other familiar and important words
Confidentially blends alternative spellings of vowels and consonants
Reads fluently, taking into account punctuation and text features, e.g. bold or italic print
Confidently reads polysyllabic words
Recognises common prefixes and suffixes and regular verb endings to construct meaning of
words
Reads on sight 300 HF words
Recognises a full range of alternative spellings of phonemes
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Can recount main events, themes and information
Is able to generate some questions before reading
Retells more complex stories clearly with appropriate detail and balance
Can discuss with reference to the text
Can recite poems by heart with appropriate intonation
Can participate in discussion about books, taking turns and listening to what others say
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Begins to predict more than one event using reading experience of same author/themes or
content of non-fiction
Makes simple inferences about thoughts and feelings
Identifies key themes and discusses reasons for events in stories
Makes confident inferences/predictions based on wider reading experience
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Structure
Language
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Understands and comments on the structure and presentation of narrative and how information
is presented in non-fiction texts
Makes comparisons between fiction and non-fiction texts noting similarities and differences
Offers suggestions for organisational features
Begins to identify words, phrases and sentences used for effect
Begins to identify voices in stories
Begins to discuss the effect of specific word or phrase choices on meaning, e.g. to create
humour, images and atmosphere
Word reading
Year 3
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Decoding
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Comprehension
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Retrieval
Inference
Structure
Begins to recognise a wider range of prefixes, suffixes and punctuation and responds by using
appropriate intonation and expression
Confidently decodes digraphs and trigraphs including silent letters
Uses a range of strategies independently to establish meaning of words in context
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Begins to read in different ways for different purposes
Shows understanding of main points. Begins to skim and scan whole text to identify relevant
pieces of information
Provides evidence/information making specific reference to text
Can confidently skim and scan to locate information
Shows increasing accuracy in information retrieval
Makes use of non-fiction features to locate information
Prepare poems and play scripts to read aloud
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Can offer sensible reasons for predictions about plot and character
Begins to make connections across a text
Justifies ideas and predictions based on knowledge of the text
Links ideas and information across texts more confidently
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Identifies some different genres and key features in fiction and non fiction
Can consider and comment on the effect on the reader of the main features of fiction and non
fiction texts
Language
Author
Traditions
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Uses a dictionary to check the meaning of words
Understands the use of different voices in stories
Identifies languages used to create moods and build up tension, e.g. powerful verbs, adjectives
and connectives
Begins to identify themes and underlying ideas in texts
Can offer opinions about texts and explain personal point of view
Can compare different versions of the same story
Begins to identify subtle messages in a text
Identifies themes & conventions in a wide range of books
Makes some simple connections between texts identified, e.g. similarities in plot, topic, or books
by same author, about same characters
Recognises some features of the context of texts e.g. historical setting, social or cultural
background
Word
reading
Year 4
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Uses a range of strategies independently to establish meaning of words in context
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Can use more than one source when researching & recording information
Can support understanding and point of view by finding information and begins to text mark
Identifies main ideas drawn from more than one paragraph and summarises these
Prepares poems and playscripts to read aloud, and to perform, showing understanding through
intonation, tone, volume and action
Inference
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Begins to recognise the difference between fact and point of view
Structure
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Begins to identify structural features of a wider range of fiction and non-fiction texts
Recognises different forms of poetry (e.g. free verse, narrative poetry)
Language
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Begins to offer reasons for use of voice and language choices
Considers the effect of these on the reader
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Begins to comment on overall effect of a text and how the writer has achieved this, justifying
opinions
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Makes some simple connections between texts identified, e.g. similarities in plot, topic, or books
by same author, about same characters
Recognises some features of the context of texts, e.g. historical setting, social or cultural
background
Decoding
Comprehension
Retrieval
Author
Traditions
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Word
reading
Year 5
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Decoding
Comprehension
Retrieval
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Inference
Structure
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Language
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Understands how word order, punctuation, order and connectives can shame the meaning of
sentences
Uses knowledge of word formation and derivation to construct meaning of words in context
Empathises with characters’ viewpoints
Begins to text mark and annotate when skimming and scanning to identify main ideas
Can retrieve, record and present information from non-fiction
Identifies and justifies selection of key points by using wide range of strategies to locate
information/ideas across a text
Can identify key details in a text and begin to team the skills of summarising
Learn a wider range of poetry by heart
Can participate in discussions about books, challenging others’ views courteously
Can empathise with different points of view
Understands main events, characters, ideas and themes. Infers meaning and motives using text
and wider experiences
Uses clues from action, dialogue and description to interpret meaning
Infers and deduces moods, messages, feelings and attitudes
Begins to refer to text to support opinions and predictions
Begins to identify implicit and explicit points of view
Confidently recognises key features of a range of text types and genres
Uses structural and organisational features of text types to support understanding, recognising
how paragraphs are linked
Identifies and comments on use and effect of author’s language including imagery and figurative
language when conveying moods, feelings and attitudes
Offers suggestions for writer’s choice of technique
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Author
Traditions
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Begins to show awareness of authorial viewpoint in fiction and non-fiction, e.g. narration,
characterisation, time shifts, bias
Recognises ways in which writers present issues and viewpoints in fiction and non-fiction
Can discuss techniques for development of plot
Notes features common to different texts or versions of the same text identified, with simple
comment, e.g. characters, settings, presentational features
Word
reading
Year 6
Decoding
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Retrieval
Comprehension
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Confident in using a wide range of strategies when locating information/ideas across a text
Can summarise the main ideas from one paragraph
Retrieves and collates essential pieces of information from a range of sources
Can explain and discuss their understanding of what they have read, including through formal
presentation and debates, maintaining focus on the topic and using notes where necessary
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Refers to text to support opinions and predictions
(point+evidence then
point+evidence +explanation then
point + evidence -+ explanation+evaluation)
Identifies and explains implicit and explicit points of view
Compares and contrasts explicit and implicit points of view
Understand and uses the structure of a range of text types to support understanding
Understands and can comment on the effect of structure and organisation of different text types
Sustains understanding over extended texts by using structural and organisational features
effectively
Can confidently identify and begin to explain viewpoint in texts
Can discuss implied and multi-layered meanings
Explains and begins to evaluate success of use of imagery and figurative language
Identifies and analysis authors techniques and vocabulary when creating moods, messages,
feelings and attitudes and can offer reasons for choice considering the effect on the reader
Inference
Structure
Language
Reads confidently, using knowledge of grammar and word roots to read for meaning
Consolidates knowledge of word roots, derivations and spelling patterns to read unknown words
Uses connectives as signposts to indicate a change of tone
Secure and confident in use of knowledge of word roots, derivations and spelling patterns to
read unknown words
Wide ranging and accurate use of morphemic and etymological knowledge
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Author
Traditions
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Begins to give reasons for adoption of viewpoint in texts
Analyses and comments on success of texts and writers in evoking particular responses
Can consider how implied and multi-layered meanings are created
Can identify similarities and differences between texts, or versions, with some explanation, e.g.
narrative conventions in traditional tales or stories from different creatures, ballads, and
newspaper reports