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Use their understanding of the text and its purpose to read with expression, e.g. with appropriate emotion, degree of formality etc.
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Make inferences by drawing on personal experiences to make plausible speculations and give a reasoned justification for their views, e.g. infer a response based on what they personally would be feeling and explain why.
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Begin to comment simply on the purpose and effect of a range of organisation features, e.g. ‘the headings help you to find information’, ‘the bullet points list the key steps,’ etc.
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Discuss how authors use language in the books they read, and consider the impact on the reader.
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Read and discuss an increasingly wide range of fiction, poetry and information books.
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Use a range of appropriate strategies to accurately decode unfamiliar words and be able to identify and self-correct their own mistakes.
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Discuss and summarise the main ideas in a text (e.g. summarise a simple plot, identify key information) and include some relevant quotations from or references to text, e.g. by paraphrasing key events, quoting specific words or facts, etc.
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Use a range of strategies to locate information in a range of texts, e.g. use contents pages, indexes, glossaries, headings, etc.
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Identify the specific purpose of the text and identify the writer’s specific viewpoint, e.g. ‘the leaflet is trying to persuade people to give up smoking’, ‘she wants to protect the rainforest from being destroyed by developers’, etc.
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Further increase their familiarity with a wide range of fiction texts, including myths, legends and traditional stories, modern fiction, fiction from the English literary heritage, and books from other cultures and traditions.
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Apply their growing knowledge of root words, prefixes and suffixes, as listed in Appendix 1, both to read aloud and to understand the meaning of new words they meet.
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Distinguish between statements of fact and opinion.
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Begin to comment on the effect of some simple language features, e.g. ‘he uses exclamation marks to show the people were angry’, ‘she uses a simile to compare the train to a monster’, etc.
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Express their own opinions and preferences about what they are reading, often justifying them with reference to their own experience, e.g. ‘I agree that smoking should be banned because it can cause cancer’.
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Learn a wider range of poetry by heart.
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Use notes to capture and copy relevant information from texts for a purpose, often copying entire passages.
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Draw broad comparisons between other texts they know, e.g. similarities in plot, topic, author, genre etc.
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Prepare poetry and play scripts to be performed to an audience, using appropriate intonation, expression, gesture etc. to communicate the meaning.
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