Year 6 reading expectaitons - end of year

Word Reading

Comprehension

Attitude to reading

Understand and Interpret

Structure & Language

Purpose and context

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.

Efficiently locate information from texts, identify and summarise a range of relevant points from different places in a text, and support their responses with a generally relevant textual reference or quotation.

Identify and comment on the purpose or effect of simple structural choices made by the author, e.g. ‘the author starts with the accident to grab the reader’s attention and then explains how it happened,’ ‘she sets out the arguments in separate paragraphs,’ etc.

Identify the main purpose of texts with some additional detail such as by identifying how the author achieves their purpose. E.g. ‘the leaflet persuades people to give up smoking by pointing out the risks and including some frightening pictures of damaged lungs’, etc.

Continue to read and discuss an increasingly wide range of fiction, poetry and information books in a variety of genres and styles.

Use their understanding of the text, language features, structural features, and conventions of the form to clarify meaning.

Make generally plausible inferences and deductions based on evidence from different places in a text and justify their reasons with relevant supporting details, e.g. inferring a character’s motives based from their actions at different points, identifying how a character’s feelings or opinions change, using related information to deduce missing facts, etc.

Identify, evaluate and comment on the purpose or effect of a wider range of language choices, including a wider range of punctuation, e.g. ‘the monster simile is a good way to show the train is out of control’, he uses an ellipsis to build tension and make you want to know what happens next’, etc.

 

Comment on the writer’s viewpoint by identifying evidence from the text, e.g. ‘she prefers the countryside because she describes farms as “peaceful” but she describes her trip to the city as “dirty” and exhausting”’, etc.

 

Further increase their familiarity with a wide range of fiction texts and whole books, including myths, legends and traditional stories, modern fiction, fiction from the English literary heritage, science fiction and books from other cultures and traditions

 

 

Use notes to summarise and select key information from a range of text types, putting lengthy or complex passages into their own words.

Discuss how authors use language, including figurative language, in the books they read, and consider the impact on the reader.

Compare texts, identifying common features or main differences, e.g. between different text types or between different versions of the same text (characters, settings, features, etc.).

Discuss similar themes occurring across stories and express their preferences.

Continue to learn a wider range of poetry by heart.

 

 

 

 

Comment on how the meaning of the text might change according to the context of the reader or writer, e.g. historical context, place, social relationship.

Prepare poetry and play scripts to be performed by heart to an audience, using appropriate intonation, expression, gesture etc. to communicate the meaning.

       
         
         
         
         
         

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