Reading with KS2 children
Simplified and child-friendly reading skills MORE OBVIOUS AND APPARENT.
Easier
Harder
Year 3
When we are reading we spot punctuation marks
When we are reading
we remember to:
 take a breath when we get to a full stop;
 make our voices go up for a ?
 make our voices sound excited or surprised for an !
 take a breath when we get to a full stop;
 make our voices go up for a ?
 make our voices sound excited or surprised for an !
 change our voices for a character when we see speech marks;
pause when we see a comma
We explain what has happened in a story and why it might have happened
When understanding
and responding to
texts
In most reading
Year 4
When we are reading
we remember to:
When understanding
and responding to
texts
In most reading
We can find words and phrases in the text to explain what I think the story or poem is
about.
I can compare texts with others of the same and different type.
Making simple connections between texts such as similarities in plot, topic, or books
by same author. Recognising the features about the context of texts, e.g. historical
setting or good characters and villains.
When we are reading we notice punctuation marks and can talk about their job.
 take a breath when we get to a full stop;
 make our voices go up for a ?
 make our voices sound excited or surprised for an !
 change our voices for a character when we see speech marks;
pause when we see a comma
 take a breath when we get to a full stop;
 make our voices go up for a ?
 make our voices sound excited or surprised for an !
 change our voices for a character when we see speech marks;
pause when we see a comma
We talk about why writers have chosen specific words and phrases and what effect
they have on me as the reader.
We talk confidently about words and phrases writers have used, discuss their effect
on the reader and offer some alternatives.
some simple connections are made between texts, e.g. similarities in plot, topic, or books by
same author, about same characters
pupils can recognise some features of the context of texts, e.g. historical setting, social or
In a wide range of
reading
Year 5
When we are reading
we remember to:
When understanding
and responding to
texts
In most reading
When reading a
range of books
Year 6
When we are reading
we remember to use
the following
punctuation to help
us understand the
text.
cultural background
features can be found with simple comment about the. characters, settings,
presentational features.
simple comment on the effect that the reader’s or writer’s context has on the meaning of texts
e.g .the historical context, place, the social relationships of the characters.
When we are reading we notice punctuation marks.
 take a breath when we get to a full stop;
 make our voices go up for a ?
 make our voices sound excited or surprised for an !
 change our voices for a character when we see speech marks;
 pause when we see a comma
 take a breath when we get to a full stop;
 make our voices go up for a ?
 make our voices sound excited or surprised for an !
 change our voices for a character when we see speech marks;
 take a breath when we get to a full stop;
 make our voices go up for a ?
 make our voices sound excited or surprised for an !
 change our voices for a character when we see speech marks;
 pause when we see a comma
We talk about why writers have chosen specific words and phrases and what effect
they have on me as the reader.
We use our own ideas and find evidence in the text to explain how a writer has
developed a character through action, description, dialogue and how other
characters react to a character.
pupils can find features common to different texts or versions of the same text identified, with
simple comment, e.g. characters, settings, presentational features
pupils can comment simply on the effect that the reader’s or writer’s context has on the
meaning of texts e.g. historical context, place, social relationships
the main purpose is clearly identified, often through general overview, e.g. ‘the writer
is strongly against war and wants to persuade the reader to agree’
the viewpoint and opinions in texts is clearly identified, with some explanation.
When we are reading we notice punctuation marks and can discuss their purpose.
 Full stops and capital letters;
 Question marks and exclamation marks;
 Speech marks
Commas
 Full stops and capital letters;
 Question marks and exclamation marks;
 Speech marks
 Commas (e.g. to separate clauses, in a list, parenthesis etc)
Brackets
 Full stops and capital letters;
When understanding
and responding to
texts
In most reading
With a wide range of
texts (not just your
favourite!)
 Question marks and exclamation marks;
 Speech marks
 Commas (e.g. to separate clauses, in a list, parenthesis etc)
Brackets
I can say how a piece of writing affects me and give one reason why.
I can discuss with others how and why a piece of text affects me as a reader,
commenting on the use of language, theme and style.
the main purpose of the text is identified, e.g. ‘it’s all about …
simple comments showing some awareness of writer’s viewpoint.
simple comment on overall effect on reader, e.g. ‘the way she describes him as “ratlike” and
“shifty” makes you think he’s disgusting’
comments identify similarities and differences between texts, or versions, with some
explanation, e.g. more than one narrative convention in fiction and non-fiction texts.
give some explanation of how the contexts in which texts are written and read contribute to
meaning, e.g. bias in historical reports.