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Merritts Brook E-ACT Primary Academy Reading Curriculum

EYFS Reading overview:

Reading in the Early Years consists of two dimensions: language comprehension and word reading. Reading and Communication and Language work in conjunction; within our curriculum, they are intrinsically linked to develop strong early Reading skills. Adults support the children to draw on their growing knowledge about the world around them and link it to books, poems, rhymes and songs shared, in order to expand knowledge and understanding of vocabulary. Building strong phonological awareness and print knowledge equally underpin the progression of robust reading skills in the early years at MBA.

EYFS Nursery

Reading skills Using

VIPERS what skills

do you want the children to have at the end of your year.

V -vocabulary Learn, understand and

use new vocabulary in context, that has been influenced by a range of books, stories and rhymes.

Begin to talk about the meaning of key ‘words.’

To notice ‘print’ within their environment and talk about what they think it means.

To know what a ‘word’ looks like and point to a word on a page or within their environment.

To build and use words to talk about stories, rhymes and other books based on their knowledge of the world around them, stories they have read and their experiences.

To show that they understand the five key concepts of print: (Print awareness)

Know that Print has meaning and ascribe a meaning to the print they see on a page or within their environment.

Know Print can have different purposes/different functions and use their own experiences to suggest the function of various

I -Inference

Fill in the missing word or phrase in a new rhyme, story or game, using a picture for support.

Listen to a story and understand, talk about what is happening in and with the support of pictures.

Talk about, discuss how a character might be feeling and why.

Ask and answer a range of questions about a story/book that they are listening to.

Give meaning to a range of print within their environment, drawing on background knowledge of the world around them, their experiences and by using pictorial clues for support.

Example Mastery questions to challenge

P-Predict

Using knowledge of the story (inference), suggest how the story might end.

Anticipate and talk about what might happen next in a story or rhyme, using information from the text.

Using the front cover, or title suggest what the story might be about.


What do you think is going to happen next? Why do you think that? What can you see in the picture that makes you think that? What do we already know about…to help us to decide? I think…will happen next, do you? Why not? What do you think is the missing word in the rhyme? Why do you think that? How did you know it was going to be…? What do you think this story is going to be about? What can you see on the front cover that makes you think that? The title of the book is…, what do you

E-Explain

Engage in extended conversations about stories, learning and using new vocabulary.

Describe what is happening in a story – the main events.

Describe a main story setting, event and principal characters.

Explain their ideas about stories and their understanding of new vocabulary.

Explain Mastery questions to challenge

What do you think this word means? Why do you think that? What do we already know about…to help us to answer the question? What happens in this story? What happens to the…? Why does that happen? What is this character like? Is s/he kind? What do they do that is not kind? Why were they unkind? What words could we use to describe this character? I like that word, why did you call them…? What did you like or dislike about the story? How did it make you feel? Why?

R-Retrieve

Know many rhymes and be able to sing a large repertoire of rhymes/songs.

Fill in the missing word or phrase in a known rhyme, story or game

Enjoy listening to longer stories and can remember much of what happens – recall/retell.

Join in with a repeated refrain and anticipate key events and phrases in a known story.

Talk about characters, key events and settings by retrieving information from a book.

Recognise and give meaning to familiar words and signs such as own name and advertising logo.

Recall key words from a familiar story and use these to imitate ‘reading’ when sharing a book.

Explain Mastery questions to challengeWhat word comes next in the rhyme? What happens to …in the story? How does s/he feel? Why do they feel that way? Where did the story happen? What

S

Discuss a story or book that they have explored/listened to and share/discuss their ideas and responses.

Begin to talk about the structure of the story, what happened first, next, at the end.

Say if they liked or did not like a story/poem and why.

Begin to talk about main events in a story, sometimes in the correct order.

Explain Mastery questions to challengeHow does the story begin/start? How does the story end/finish? What happens next in the story? What picture shows what


print. Demonstrate when

‘reading’ a book that they know, we read English text from Left to right and from top to bottom. By following text with their finger left to right.

To be able to name the different parts of a book, pointing to the Cover, author’s name, page number, title etc.

Page sequencing: to hold a book the correct way up and turn pages one at a time.

(The following skills require the children to tune in, listen to and talk about to the different sounds in English.) Develop their phonological awareness so that they can:

Develop an awareness of rhyme and recognise when spoken words rhyme.

Spot and suggest rhymes (fill in a rhyming word.)

Count and clap syllables in a word. Recognising rhythm in words.

Recognise words with the same initial sound. (Develop an awareness of alliteration.)Say when they can hear words with the same initial sound.

Listen to, tune in to and talk about environmental, instrumental, body

What can you see happening in the story? How do you think the girl/boy is feeling? Why do you think they are feeling like that? What can you see in the picture that makes you think that? Where do you think they(characters) are? What can you see that makes you think they are in…? I think they are in a forest, do you? Explain. What is the girl doing? How do you know? What is the weather like in the story? Why did you say that? The title of the story is, I can see a…on the front cover, what might the story be about? Why do you think that? How are they…? What do you think these words might say? Why do you think it says that?

think it is going to be about?

happened at the beginning/end of the story? What words do we keep hearing in the story, over and over? Who does…meet in the story? What do you remember about the story? What happened in the story to make them feel sad? What is this story called? Print: Have you seen this word/sign before? Where have you seen it? How did this sign help you? What do you get at a shop that has this sign? Where were you when you saw it?

happened first in the story/in the middle/at the end?


percussion and voice sounds. (Phase 1 phonics Letters and sounds)

Begin to link some sounds to letters, knowing and naming the names of some printed letters correctly.

To begin to develop oral blending and segmenting of sounds in words

Example Mastery questions to challenge: What is a word? How do you know that this is a word, could it be a picture? Where do we find words? What might this word say? What could we use to help us ‘read’ this word? Why do you think it says…? What do we already know about what this word means? Why is this word/sign/symbol important? What is its job? Can you tell me about the different parts of a book? I think the author draws the pictures, am I correct? Why do I need to read the pages in the correct number order? How do we know that these words rhyme? Can you think of another word that rhymes with…? Moan, monkey, mouse…what can you tell me about all of these words? Why is this word different?

Knowledge Subject specific

What do the children need to know about this

genre? Vocabulary

used…

Print Knowledge (Awareness) /Letter knowledge *Know that print carries meaning and in English is read from left to right; top to bottom. * Words are used for lots of different reasons – to give us information or instructions; to warn us and keep us safe. Words can also help us to make choices, understand things and for fun or enjoyment. * Know that books/stories are made up of words. * Words are made up of groups of letters. * Letters are different to numbers and other symbols/shapes. *Letters are linked to sounds. Every letter has its own spoken sound (phoneme). *Some sounds have a bouncy sound, other have a stretchy sound. * Some words begin with the same letter sound. *We hear sounds in spoken words. * My name begins with a letter sound. * Ever letter also has its own written form (grapheme) * Every word has a meaning. * Some words are longer; some words are shorter. * Words are separated by spaces on a page. * Words can also be spoken. * A group of words together make a sentence. * Sentences begin with a capital letter and end with a full stop. General book knowledge

Merritts Brook E-ACT Primary Academy Reading Curriculum*Know how books work, you have to turn the pages one at a time following the page order, holding the book the correct way up. * Know that print is found everywhere, all around them within all types of environments. Print can be found in books, in signs, in labels, magazine and newspapers. *Words/print can tell a story, give us instructions or information, help us keep us safe. * Parts of a book have different names. *Books have front covers; this is the first page in the book. *The front cover shows us a picture that tells us something about the book, what it might be about. * The front cover shows the title of the book, the title of the book is the name of the book. *The authors name is on the front of the book. *The author is the person who writes the words/story in the book. *The person who draws the pictures is called the illustrator. *Books are full of piece of paper, these are called pages. *Pages all have numbers of them, we have to read the story/book in the correct order following the page numbers, starting at 1 so that we can follow the story properly. * Books are special, they have to be looked after and held carefully. Vocabulary: Print, meaning, left to right, top to bottom, reason, purpose, information, instruction, word, letters, groups, long, longer, short, shorter, symbol, shape, sounds, same, different, spaces, page, signs, labels, books, stories, magazine, newspaper, environment. Book parts, front cover, back cover, title, name, author, pictures, illustrator, write, page number, turn, page, in order, sentence, full stop, capital letter. Rhyme/Poetry *Know (to be able to sing) the words in a large repertoire of rhymes and songs. *Some words rhyme with other words. *We can hear rhymes in words when they are read/spoken to us. *Rhyming is when the END of a word sounds the same, such as ‘hat and bat’ ‘dog and log.’ *Words that rhyme share some of the same letters and sounds, in the same order – at the end of the word.’ *Some stories rhyme, we can hear rhyming words when they are read to us. *Words in songs, rhymes and stories can rhyme. *Poems have rhythm, a beat to their words. *When we say rhyming words together, we call this a rhyming strig. *Words have beat, a rhythm and can be broken down in to smaller parts – these are called syllables. *I can clap my hands to match sounds in words, e.g. ‘bro-ken’ would be two syllables. *Words can have 1,2,3,4 or more parts, syllables.

Key Vocabulary:Rhyme, rhyming, words, sound, same, end sounds, rhyming string, hat, bat, cat, mat, rat. Log, dog, frog, clog. Tree, bee, three. Rhythm, beat, broken down, syllable, clap, part. Fiction: *A fiction story is a story that is made up, not real. *Most stories are fiction. *Fiction stories can have make-believe characters in them, fairy tale -such as fairies and dragons. *Fiction stories can have people in them as characters or animals. *Most stories have pictures and words. *Pictures in a story can help the reader to understand what is happening and what the print on the page might be saying. *Some stores have words that are repeated, said over and over again. *To re-tell a story is to remember and talk about what has happened in it. *Stories happen in lots of different places. *A story setting is where the story happens. *Settings can be the jungle, the forest, space, a beach, a castle… *A character is an animal or person in a story. *I can use words to describe characters, such as funny, scary, big, small, happy, sad…

Key vocabularyFiction, story, make-believe, made up, not real, character, person, animals, fairy tale characters, pictures, words, pages, repeated, re-tell, places, setting, jungle, forest, space, beach, town, castle, describe. Non-Fiction: *Not all books are stories. *Some books give us information about objects, events, places or people – they are called non-fiction book. *Fiction books are stories that are made up, such as stories about fairies and monsters. *Non-fiction books are about things that are true, they are not made up or make believe. *Non-fiction books can be information books, about lots of things, such as animals and different countries. *Newspapers are non-fiction. *Non-fiction books can help us to find out things about people and places.

Key vocabulary:Non-fiction, fiction, books, real, not real, make-believe, made up, information, facts, stories, non-stories. Fable: *A fable is a type of short story. *A fable has animals in it that act just like people/humans. *Fables are stories that teach us an important lesson, they teach us to make good choices in our lives, be better people. *Fables are fiction, not real, make believe. *A fable story can happen in a town or a jungle, in lots of different places.

Key Vocabulary: Fable, type of story, short, animals, people, fiction, not real, make believe, message, teach, good choices, better.

Class novels

Book and Genre

Autumn 1 *Nursery Rhymes - Rhyme/historical

Autumn 2 *London’s Burning –

Spring 1*Harry and His Bucket Full of Dinosaurs – Fiction

Spring 2*We’re Going on a Bear Hunt -fiction/drama

Summer 1 Amelia Earhart -Little people, Big dreams. -

Summer 2Commotion in the Ocean


*Dear Zoo - Fiction*Oh Dear- Fiction*Owl Babies- Fiction*One Love- Fiction*It’s okay to be different - Fiction*Shark in the Park- Fiction/Humour

Historical Rhyme*Firefighter -non fiction *Goldilocks and the Three Bears – Fiction/drama/fairy tale*Elmer – fiction *Brown Bear, Brown Bear what do you see? -fiction *Colourful Chameleon-fiction*One Winter’s Day -fiction

*Saturday Night at the Dinosaur Stomp -Fiction *Dinosaur Non-fiction books*Chinese New Year -Non fiction*Oi Frog – Rhyme/Humour

*Walking through the Jungle -fiction/drama*The Lion and the Mouse -fable*Rosie’s Walk -fiction *Handa’s Surprise -fiction

Biography Train Ride -fiction/ rhymeWhatever Next-Tall tale/ fictionSpace -non fiction

-Fiction/rhymeRainbow Fish-Fiction/fableSharing a Shell -Fiction/rhymeThe Fish Who Could Wish -Fiction/rhyme/tall tale/humour The singing Mermaid -Fiction/rhymeIf you ever, ever, ever, See a Whale- Poem

EYFS Reception

Reading skills

V -vocabulary Expanding on their

current vocabulary by engaging in a range of reading materials, introducing new words and influencing the vocabulary used in speech and writing.

Identifying and searching for key words within the text. What do they mean and why are they there? Recognising new and familiar words.

Be aware of what a sentence looks like and to know that words and sentences are read from to left to right, and they can follow this independently with their “reading finger”.

To use a variety of words within their writing, speech and play which have been influenced by a range of texts and rhymes and songs experienced.

Use different voices for characters in a story.

To understand that

I -Inference

Listen to and talk about stories to build familiarity and understanding.

Understand what has been read and use this to inform what the text is about, and how it may continue.

Be able to discuss the events of a story in some order with a start, middle, end, and main characters.

Use the words they know/can read and pictures in a book to be able to speak about what the story is about.

To be able to listen and discuss the traits of a character and their actions to understand how they may be feeling or acting and why.

P-Predict

Using knowledge of the way stories progress to make some accurate predictions of what may happen next.

Using knowledge of the story so far to make a prediction of the way the story might end.

Be able to discuss what may have happened to the characters and events after the story.

View the characters and setting to support understanding of what the story is about and how the characters will progress.

Anticipate/predict the words that may be used within the story using some knowledge of alliteration and rhyme.

To be able to use the title of the story and pictorial clues of the cover to

E-Explain

Discuss a range of stories they are familiar with, being able to explain the main theme/plot, characters, and events.

Be able to verbally discuss the stories they have experienced with teachers and peers, identifying and explaining the main characters, key events, and their own opinions about the story.

To verbally discuss stories, using vocabulary that has been influenced by it.

To be able to describe what is happening in a story while it is being read and reflect on what has happened so far.

To be able to explain how they felt about events and characters in a story and why.

To be able to

R-Retrieve

Be familiar with a range of stories and the repeated phrases of stories.

Retell a familiar story, using some exact repetition and some in their own words.

To know and recall the characters and key events within a story that they have experienced in depth.

To have a repertoire of rhymes and songs they are familiar with and are able to recall, recite and sing.

To be able to continue a repeated phrase using their knowledge of the story so far.

To be able to continue a rhyming string using prior knowledge of rhyme and sounds.

To start being able to use books and texts to retrieve information, using the words and pictures/illustrations to support them and relate it to their own

S –

Speak about the usual sequence of a story using knowledge of stories they know.

To know that stories have a start, middle, and ending, and how the events of the story may progress through this.

Be aware that some stories may not always have the ending you expect.

To be able to use their knowledge of existing stories within their own work and be able to sequence events appropriately with a possible surprise or


print can hold different meanings and be a part of different genres. This can be information, stories, instructions etc.

To be familiar with how to handle a book and understand that the title will tell us a little about what it is about.

To have an awareness of rhyming words, what rhyming means and continue a rhyming string.

Choose longer words from a rhyme or story and clap out their beat structure – syllables.

Key phonic focus: Able to read individual

letters by saying the sounds for them and naming them.

Read some letter groups that each represent one sound and say sounds for them.

Read at least 10 diagraphs by the end of the year.

Using skills of oral blending and segmenting to blend sounds in to words, so that they can read short words. made up of known letters-sound correspondences.

Read a few common exception words – (48 key colour coded words linked to our phonic programme.)

Use phonic skills and knowledge to read words and simple sentences.

Show understanding

Be able to verbally recount and review a book or story, sharing the main characters and key events, and how they feel about the story and why.

To be able to answer questions about a story, enquire to find out more information and support their knowledge and opinions about the story or characters.

Allowing their experiences and knowledge of the world to support their understanding of print within a range of environment and the meaning it may carry.


Who are the main characters in the story? What are they doing? How are they feeling? How do you know? Why did … character do this? Which words help you know that? How does it make you feel? Where do you think they are? What can you see in the pictures? Which words can you see? What do they

predict what the story might be about.

Predict word coming next in a rhyme/poem.


What is the title? What is in the pictures on the cover? What could the story be about? What do you think might happen next? Why? What is the character like, how do you know? Why is the story in this setting? What do you think happened before? What do you think could happen after? Why does the end make you think this?

discuss a range of stories they have experienced including their favourite story and explain why.


What is the story called, why? What does it tell us about the story? Who is your favourite character, why? What do you know about the text? What do you like about it? What are the letters used? What are the words used? What do they mean? Why have they used those words? What happens in the story? What could happen next? Why did the character …? Why was the setting a…? How did the story make you feel, why?

lives and experiences. Be able to recall the

meaning of words they see within texts and the sight words they are learning using comprehension within reading.


What do we call this king of story? How do you know? What comes next in the story? What happened in the story? Who were the main characters? What happened to them? How do they feel? Why? How do you know? Where did the story happen? When did the story happen? Is the story real? What happened at the beginning/middle/end of the story? Which words are used in the story? What can you remember about the story? Which parts of the story did you like, why? Which parts of the story didn’t you like, why? What was the story called? Where have you seen those words? What do the words mean?

twist. To be able to

summarise stories and texts they are familiar with in verbal style book reviews discussing their own opinions on characters and key events.

To discuss stories, they are familiar with in the correct order of characters and events as they progress.


Can you put the story in order? What happened first? What happened next? What happened then? What happened last? What do you think happened after? Why? What happened in the story? What happened to the characters in the story? Did you enjoy the story? Which words were used in the story?


of what they have read.

Example Mastery questions to challenge:

What is this letter? What is the sound? Can you put the sounds together? What is the word? What does that mean? What happened in the sentence? Is that what’s happening in the pictures?Can you find this word? Why Is this word in the story? Can you think of another similar word for this? How would you describe this character/setting/event? Is that different to the words used in the story? Why? How do we read a sentence where do we start? Can you read using your reading finger as you go? How many words are on the page?How do we know that these words rhyme? Can you think of another word that rhymes with…?

mean? What does that tell us about the story?


Poetry

To have a large repertoire of words they know and understand To understand that a word is broken up into sounds/syllables Understand that rhyming is when the END of the word has the same sounds, not just the last letter. To know that words that rhyme sometimes look similar and have some of the same letters. To know not all rhyming words, have the same letters, but they always have the same end sounds. When we say rhyming words together it is called a rhyming string. To know not all poems have rhyming words, but they follow a rhythm or beat. Poems can help people to share their feelings and ideas. Poems can be performed for others. Poems do not always have rhyming words.

Key Vocabulary:Rhyme, rhyming, words, sound, same, end sounds, rhyming string, rhythm, beat, broken down, syllable, clap, part, feelings, ideas, performNon chronological

There are some pieces of text that are not written in order of time of events These are non-fiction and give us information The focus is on a topic and gives us facts and information about this topic. Non chronological reports might be about countries or animals or other things we are learning about at school We can collect information from a non-chronological text to help in with our learning.


Key Vocabulary:Non chronological, chronological, text, print, in order, time, non-fiction, information, real, topic, facts, report, learning.Autobiography

An autobiography is a non-fiction, which means it is real and true. An autobiography is a true story about someone’s life from their own point of view. To know an auto biography is normally about someone important or who have done some exciting things. Auto biographies tell us all about the person’s life before the important or exciting thing they did, so we know all about the person. Auto biographies might use photos to show us how the person has changed in their life. An auto biography is written by the person it is about. Autobiographies are usually written in order of the person’s life.

Key Vocabulary:Autobiography, biography, non-fiction, real, true, story, important person, life, point of view, perspective, author, order, time, text, book.Biography

A biography is non-fiction, which means it is real and gives us information. A biography is a true story about someone’s life. To know a biography is normally about someone important or who have done some exciting things. A biography is about one person’s life and the exciting or important things they have done. Biographies tell us all about the person’s life before the important or exciting thing they did, so we know all about the person. Biographies might use photos to show us how the person has changed in their life. A biography was not written by the person it is about.

Key Vocabulary:Biography, non-fiction, real, true, story, important person, perspective, author, order, time, text, book, change.Fable

A fable is a story which has animals for the main characters Fables are stories which teach us about making good choices Fables are fiction which means they are not real Fables are sometimes very old stories and we might not know who wrote them Our grownups might have learnt the same fables that we learn

Key Vocabulary:Fable, story, animals, characters, good choices, fiction, not real, old, learn, life, teaching.

Class novels Name of text / Genre

Autumn 1

Giraffes Can’t Dance – Fiction Elmer – Fiction The Tiger Who Came to Tea – Tall Tales/Historical Fiction The Koala Who Could – Fiction

Name of text / Genre

Autumn 2

Leaf Man – Fiction The Gingerbread Man – Humour/Tall TalesA First Book of Nature – Non-FictionSupertato – Fiction Going on a Leaf Hunt – Drama/Fiction


Spring 1

Squirrels New Year Resolution – FictionChinese New Year – FableThe Hare and the Tortoise – Fable Squirrel’s new year’s resolution - FictionShante Keys and New Year peas - Fiction


Spring 2

A Farmers Life for Me – DramaThe Farmer and His Sons – Fable Little Red Hen – FictionHungry Caterpillar – Fiction Mini Beast Bop – DramaFarmer Duck – Fiction/FableLittle Red Hen –


Summer 1

Hungry Caterpillar – Fiction/Picture bookMini Beast Bop - DramaThe Grand Old Duke of York – Drama/Historical FictionHumpty Dumpty – Drama/Historical FictionLittle People Big Dreams – Biography/Non Fiction


Summer 2

Is That a Butterfly? – Non-FictionSummer Days and Nights – FictionHow Do You Know It’s Summer? – Non Fiction The Sunflower sword – Tall Tale


Fable/FictionBad-tempered ladybird – FictionFarm non fiction books

Three Little Pigs - Fable Grandma’s Beach - FictionMaisy learns to swim - Fiction

Year 1

Reading skills

VWhat does this word/sentence you about?Which words has the author used to make you feel happy/angry/worried/frightened/nervous?Can you find a word/sentence that supports what you have just said about? Why is this word written in bold/italics/capital letters? Why did the author use this word? How did the author describe? What effect/mood has the author created by using this word? How/where can we find the meaning of this word? How does this word make you feel?Can you give me another sentence with this word in it? Can you find a noun?Can you find a verb? Can you find an adjective? Can you think of another way of saying this?Can you read the rest of the sentence to work out the meaning of this word?Can you explain this in you own words? Can you spot any rhyming words? Are any words/phrases repeated?

IWhat do you think the character is saying/thinking/feeling – Why?Does this tell us anything about?What you think the author meant when?Can you explain why?How did you feel when? Is there anything that you’ve just read that reminds you of something that has happened to you or someone you know? Why? How? Why has the author used this word?Why do you think?Which part of the story made you feel happy/sad/angry/worried? Where do you think?How do you think?Can you describe how you felt when?What can we guess about when/where this is taking place? Why do you think he/she?What would this character say if? Can you work out how this character feels after this happened to them?

Can you find evidence in the book to support this?

PWhat do you think will happen next?How do think this will end? Where do you think this character will go next? Can you think of any other stories that start like this? How do they end?Do you think that this story will end in the same way? Can you think of a question that you would like to find out the answer to in this book? What do you think this character will say or do next? Why do you think that? What sentence or word do you think will come next? What could happen when this happens? What do you think the book will be about? What might this character do if this happens to them> What do you think the next step will be? What do you guess could happen if?

EWho is your favourite character?Why are they your favourite character? Why do you think this happened in the story?Why did this character do that?Why did this character go there?Would you like to live in this setting from this story? Is there anything that you would change about the story? Did you like this book?What did you like about it?What didn’t you like about it? What was your favourite part? Why was it your favourite part? Can you find evidence in the book to support this? How is this book different the same to another book? Who is the good/bad character? – How do you know? Which character was the happiest/funniest/scariest? What happened to this character? Were you surprised by the ending?

Were you expecting it?

RWhere/when is the story set?How did the story end? Who is the main character(s)? What happened when?What did this character do when? What happened to make? Was there a good/bad character? How did you know? Which is your favourite/worst/funniest/scariest part of the story? – Why? What was the story called? What happened after? Which part of information did you find the most interesting? Can you think of a different title for this book? – Why have you chosen that? Which part will you remember the most? Who is telling us the story? What do you remember about? What moment do you remember most from the story? Who was telling the story?

SHow does the story start? Where does the story start? Who is the first character we meet? Can you put these sentences in order that they happened? What happened at the beginning? What happened in the middle? What happened after? What happened at the end? What did you find out first? When did you find out?How did this happen? Why did this happen? Can you retell the story in your own words? In what order do these events happen?

What happened to the characters?


Poetry I know what a rhyme is. I can hear rhyming words. I can identify rhyming words. I can follow a rhyming string. I can recite a simple poem by heart. I know the way that poems are structured. I can identify a poem. I can say what the poem is about. A poem is written in verses Each line starts with a capital letter

Merritts Brook E-ACT Primary Academy Reading CurriculumA comma is usually at the end of each line Poems use repetition and rhymeNon chronologicalA non-chronological report is a non-fiction (real life facts/events) report which is not written in time order. Examples of non – chronological reports are non – fiction books, information leaflets, fact sheet and fact files Non – chronological texts include:A title , an introduction, information is in sections, the sections have sub-headings, include facts that have been researched, include pictures with captions AutobiographyAn autobiography is a true story about someone's life. Autobiographies tell us about famous people, or ordinary people who have done exciting things. They usually center on one person's life and how they have contributed to the world. They are written by the person who the book is about and all the events in the book have happened to them. Autobiographies are usually written in the past tense. All the events are written in chronological order in which the events happened. They do not tell us a made up story but tell us the true story of someone life and all the events that happened to them. Autobiographies may include photos with captions that will match the text. BiographyA biography is a true story about someone's life. Biographies tell us about famous people, or ordinary people who have done exciting things. They usually center on one person's life and how they have contributed to the world. They are written by an author not by the person who the book is about. Biographies are usually written in the past tense. All the events are written in chronological order in which the events happened. Biographies include a lot of information about the person such as their early life, family & home. They do not tell us a made up story but tell us the true story of someone life and all the events that happened to them. Biographies may include photos with captions that will match the text.FableA fable is a short story. They are usually old stories that have been handed down generation after generation. Fables feature animals, plants and spiritual forces of nature. They are written for a specific purpose to teach a specific lesson. Each story teaches a lesson about how to succeed in life this is called a “moral”. A long time ago people used fables to help them solve their problems.

Class novels Green Books On the bus – FictionMy dog Ned – FictionSix fish – FictionThe spell – FictionBlack Hat Bob – FictionTug, Tug – Humour – FictionChips – FictionThe web – FictionPips pizza – Fantasy Stitch the witch – Fantasy Hands – Non fictionWe can all swim – Non fictionLet’s go – Non fictionWhat am I? – Non fictionCamping – Non fictionPeepo! – Fiction Not now Bernard – Fantasy

Purple BooksKens cap – Humour A bad fox – Fable Big Blob & Baby Blob - FantasyTim & Tom – FictionTag – Fantasy – FictionElvis– FictionFlip Frog & The Bug – Fable Red Ken- Humour Billy the kid – Fable In The bath – Tall TalesNearly best friends – Poem Hens – Non fictionSpiders – Non fictionA pet goldfish – Non fictionWhat is it? – Non fictionPuppets– Non fictionNearly best friends – Poems Olly & me – Fiction

Orange BooksPlayday – FictionI think I want to be a beeA bad fright – FictionFollow me - FableToo much – FictionA good cook – Tall TalesCome on Margo – FictionMy sort of horse – FictionHaircuts – Tall TalesMy best shirt – FictionLook Out – FictionHunt the tortoise – Tall TalesJam tarts – Non fictionHorses – Non fictionUp in the air – Non fictionBlackbirds – Non fictionJim’s house 1874 – Historical Fiction

Yellow BooksThe duckchick – Fable Off sick – FictionTom Thumb – FictionThe gingerbread man – FictionRobin Hood – FictionLost – FictionDo we have to keep it? – Tall Tales Danny & the bump a lump – Tall TalesGrow your radishes – FictionThe foolish witch – Fantasy In the park - Non fictionA sweetcorn salad - Non fictionFun at the fair - Non fictionA model bird – Fable - Non fictionA mouse in the house – Fable Can anyone be as gloomy as me? – Poems

Blue BooksBarker – FictionThe poor goose - FableHairy fairy – Humour King of the birds – Fable Our house – FictionThe jar of oil – FictionJades party – FictionJellybean – FictionA box full of light – FictionThe hole in the hill – Humour Save the whale – Non fiction How to make peach treat – Non fictionA hole in my tooth – Non fictionAt the seaside – Non fictionIs there anything there at the top of the stair? – Poems

Black BooksRex to the rescue – Fiction The lions paw - FableI dare you – Fiction Looking after a hamster – Fiction How silly - HumourWailing Winnies car boot sale – Tall TalesToad – Fiction Andrew – Fiction Dear vampire – Fantasy Vulture culture – Fiction Celebration on planet zox – Fantasy A very dangerous dinosaur – Fiction

Year 2 V I P E R S


Reading skills

To be able to discuss favourite words and their meaning

To be able to discuss new words and their meaning, making links to words previously known

To be able to dicuss words and their meaning in specific context and how that may change

Mastery questions to challenge

Find a word which means…

Can you think of a synonym?

To use understanding of what has happened to make inferences

To use understanding of characters speech or actions to make inferences

To use pictures in books to make inferences


How do you know…..?

What is your evidence……

What clues has the author given us to think…..

How do you think ….is feeling? How do you know?

To make sensible / relevant predictions based on what has happened so far – characters, action, plot

To use evidence in text to justify prediction

To look at the cover / blurb and explain what the book is about


Why do you think that?

What is happening? What do you think

will happen next?

To explain thoughts about a book or text both positive and negative and justify them

To explain thoughts of characters in a book or text and justify them

To suggest improvements that could be made


Would you recommend this book to someone else? Why?

How could this story be improved?

What do you like or dislike about this book?

What was your favourite part of the story? Why?

What will you remember most about the text?

To identify key features of aspects such as characters, events, information, facts

To explain understanding of text / book


Who What When How

Where

To discuss sequence of events

To make links between events in books

To retell stories that have been read


Use the numbers ….to….to order the events

Use words such as first, next then, finally

Why do you think that happened before ……

What do you think would of happened if this happened first?


Poetry The sound collector, Old Possums book of practical cats, Dirty BeastsNon chronological – Tectonic plates, OceansAutobiography – The Autobiography of a super heroBiography – The extraordinary life of Amelia Earhart, Little people, big dreams – Dolly PartonFable – Cave Baby, The Mouse and the Lion,

Class novels The smartest giant in town - Tall taleA bad case of stripes – Tall TalePease at last – Animal taleWhere the Wild things are – Tall taleDogger - fictionEsio Trot – Tall tale

Stone age boyFantastic Mr Fox – Tall taleHow to be a lion – fableThe lion and the mouse – fableThe Christmasaurus – Historical fictionSantas secretSilly Billy

The Ice monster – Historical fictionThe HodgehegHow to hide a lionMan on the moon

Litte red riding hood and the very hungry lion – Tall taleThe Gingerbread ManThe day the Crayons quitThe tin forestThe Twits

The Dragon MachineGorillaThe HunterFlat Stanley

The Magic faraway treeTransition text – From Year 3 teacher

Year 3

V I Make inference

P Predict what might

E Identify/explain

R Retrieve and record

SSummarise main


Reading skills

To explore new vocabulary and its meaning and able to put into a rich context of the meaning and use in their own sentence to explain

To find the meaning of words and expand knowledge and understanding

To be able to read a sentence or phrase that helps give inference to the unknown vocabulary.

To be able to reuse new rich vocabulary in the right context.

Mastery questions to challenge What do the words ...... and …… suggest about the character, setting and mood?

• Which keyword tells you about the character/setting/mood? • Find one word in the text which means…… • Find a word or phrase which shows/suggests that……. Can you find a word/sentence that tells/shows you that…? Why do you think that the author used the word…to describe…? Can you find a word in the text that means the same as…? Find an adjective in the text.

from the text/ explain and justify using evidence from the text

drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence

To use inference to help deduce the information or text given

To find words/text that suggests the inference and explain how they know


Can you choose a character and say what they felt/thought/did in response to events? How do you know?

What does... tell you about how the character is feeling?

How did this character's actions affect the outcome of the story?

Find and copy a group of words which show that…

How do these words make the reader feel? How does this

happen from the details stated and implied

Making a prediction after suggestions Knowing what you do about (a character/an event),

what might

happen next? Why do you think this?


If the story develops in the way you have predicted, how will (a character) respond?

Can you find evidence in the text to explain why you think this is?

How does the author indicate that (a character) feels excited/worried/scared? Does the author show this directly?

From the cover or title of text, what do you think this text is going to be about? Focusing on layout.

What is happening now? What happened before this? What will happen after? Sequencing the text.

What does this paragraph suggest

how information/narrative content is related and contributes to the meaning as a whole. Identify/explain how meaning is enhanced through choice of words and phrases.

Make comparisons within the text with the language used

Explain how content is related and contributes to the meaning as a whole.

Explain the themes and patterns that develop across the text.

Explain how information contributes to the overall experience


Why is the text arranged in this way?

What structures has the author used?

What is the purpose of this text feature?

Is the use of ….. effective?

The mood of the character changes throughout the text. Find and copy the phrases which show this.

What is the author’s point of view?

What affect does ….. have on the

key information/key details from fiction and non-fiction

Able to skim and scan to find key words within text to help retive use as evidence

to locater key text that gives specific information from the text and explain in their own words how they know what the authors intentions were.


How does the main character look/behave/speak?

When is the story set?

Where would you find a section about ___________?

Can ___________ have more than one meaning?

What does the word ___________ mean?

What did ___________ do when ___________?

Where did ___________ go?

Find a word or phrase which tells us how the character is feeling.

Where in the book would you find ___________?

Who are the key characters in the book? ƒ

What happened at ___________?

Describe… Which paragraph

tells us ___________? Which section tells

us ___________?

ideas from more than one paragraphTo sequence the text in orderTo use vocabulary within the text to explain the summaryCan put text into chronological order


• Can you number these events 1-5 in the order that they happened?

• What happened after …….?

• What was the first thing that happened in the story?

• Can you summarise in a sentence the opening/middle/end of the story?

• In what order do these chapter headings come in the story?


paragraph suggest this?

How do the descriptions of …… show that they are ……..

How can you tell that……

What impression of …… do you get from these paragraphs?

What voice might these characters use?

What was …. thinking when…..

Who is telling the story?

How did the author want the reader to fell about the story or character…. How do you know?

will happen next? What makes you think this?

Do you think the choice of setting will influence how the plot develops?

Do you think… will happen? Yes, no or maybe? Explain your answer using evidence from the text.

audience? How does the

author engage the reader here?

Which words and phrases did ….. effectively?

Which section was the most interesting/exciting part?

How are these sections linked?


Poetry Free verse is an open form of poetry, which in its modern form arose through the French vers libre form. It does not use consistent meter patterns, rhyme, or

any musical pattern. It thus tends to follow the rhythm of natural speech. Narrative poetry is a form of poetry that tells a story, often making the voices of a narrator and characters as well; the entire story is usually written in metered

verse. Narrative poems do not need rhyme. The poems that make up this genre may be short or long, and the story it relates to may be complex. A sonnet is a one-stanza, 14-line poem, written in iambic pentameter. The sonnet, which derived from the Italian word sonetto, meaning “a little sound or song,"

is "a popular classical form that was often used by William Shakespeare

VocabularyFree verse, rhythm, , narrator, sonnet, stanza, iambic pentameter, Ted Hughes, fiction, nonsenseNon chronological

Non-chronological reports don’t have to be read in any particular order, now will it contain time adverbs.. They are information texts, that give factual information Present tense Diagrams with labels and captions Written in paragraphs/sections Contains: introduction, main body final conclusion and sometimes interesting additional facts Use technical language which is language specific to something Use of headings/title at the top of the text that gives the reader an idea of what they are going to read Use of subheadings and how they appear (smaller than title but bigger than information text and introduce the reader to the next set of information) Third person

VocabularyHeadings, sub headings, third person, diagrams, captions, , technical vocabulary, subject specific that is explained (glossary), non-chronological=non time orderMythical story

Traditional tales usually historic about Ancient Greek gods and roman Gods


Written in past tense There is a hero and a villain There is a dilemma that needs to be saved Written in third person Time fronted adverbials Stories are set in a magical land Usually start with long ago, … in the land before time, …… in a city in ancient Greece

VocabularyPast tense, hero/villain, recount of fictional events, third person, exaggerated, historical, make believe characters. Not always real, fiction, made up creatures, legends

Biography Not written by the person the biography is about, always by someone else in chronological order It includes specific facts about achievements, etc Biographies are past tense Biographies are written in third person summarises the main events of the person’s life

Vocabularypast tense, chronological order, events, summarise, retell, account, , influences, Third personFable

A fable is a short story that teaches a lesson or conveys a moral. personified animals in fables, like talking turtles and wise spiders., the moral of the story is made more relevant and child friendly. Fables are closely associated with fairy tales. Know that while fairy tales can also feature talking animals, they don't have to feature a solid moral or lesson as fables do. Fairy tales are more focused on

entertainment, often with fanciful pops of magic and colour.

Vocabulary moral, lesson, animals and tress have real life features personification , short story, wisdom, old tales

Class novels Autumn 2Malayas magic pencil –Fiction other culturesTom Fetcher- The Christmasuras Fiction

Autumn 2Tom Fletcher- The Christmasuras Fiction

Spring one Witches - Roald Dahl

Fiction

Spring 2Witches - Roald Dahl

Fiction

Summer 1My Family and Other Animals - Gerald Durrell Fiction Fable

Summer 2My Family and Other Animals - Gerald Durrell Fiction Fable

Year 4

Reading skills

Vocabulary

Discussing and evaluating how authors use language, including figurative language, considering the impact on the reader and how it contributes to meaning.

Participate in clear reasoned discussion about books, poems and other material that is read to him/her and those he/she can read for

Inference

Inferring characters’ feelings, thoughts and motives from the text.

Understand what he/she reads by predicting what might happen from details stated and implied.


Identify clues that suggest the _________ feels ____________.

Prediction

I can predict what will happen in a text, using details I have already read to help me.

I can explain why my prediction was or was not correct.


From the cover, can you predict…

Explain

I can show that I enjoy reading by reading lots of different types of books and for different reasons.

Understand what he/she reads by drawing inferences, such as inferring characters’ feelings, thoughts and motives fromtheir actions, and justifying inferences with evidence clearly taken from the text.

Retrieval

Maintain positive attitudes to reading and understanding of what he/she reads by listening to and discussing a widerange of fiction, poetry, plays, non-fiction and reference books or textbooks.I can show that I enjoy reading by reading a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks.

Summarise

I can check what I have read, and that I have understood it, by telling someone else what has happened.

Understand what he/she reads by asking questions to improve his/her understanding of texts of increasing complexity.

https://examples.yourdictionary.com/examples-of-morals.html

https://www.yourdictionary.com/fable


himself/herself, taking turns and listening to what others say.

I can join in a clear reasoned discussion about the books and poems that I have read, taking turns and listening to others.

Checking that the book makes sense to them

Understand what he/she reads by identifying how language, structure, and presentation contribute to meaning, to include:paragraphs, use of pronouns for cohesion, inverted commas for speech, apostrophes to mark possession, fronted adverbials.

I can read a wide range of books, fairy stories, myths and legends and retell some of them to others.

Maintain positive attitudes to reading and understanding of what he/she reads by discussing words and phrases that capture the

reader’s interest and imagination.

I can discuss words and phrases that excite me in the books that I read.

Apply their growing knowledge of root words, prefixes and suffixes, both to read aloud and to understand the meaning of new words that they meet.

Give/explain the meaning of words in

Why do you think that the author gives this ‘clue’ instead of telling us that ____ is feeling/thinking ______How do you know that they are feeling…What can you infer/deduce from ‘this clue’

Imagine that you are detective and this is our crime scene. Gather clues about _______. What evidence have you collected? Explain why you think that this is important evidence. Convince me!

From the Blurb, what can you predict?

Explain/justify your choice of predictions.

Compare your prediction to another text you have read?

Have you read anything by this author before? Does this author’s previous writing help you to make a prediction?

Having read the first page, would you change your prediction? Why?

Which words support your prediction?

Are there any words/phrases that have led you to change your prediction?

Now we have finished the book, was you prediction accurate? Explain.

Do you think that the setting will influence what happens next?

I can tell from what I have read how a character is feeling and thinking and why they take an action. I can show you the parts of the text that tell me this.

Understand what he/she reads by checking that the text makes sense to him/her, discussing his/her understanding,and explaining the meaning of words in context.

I can understand how the use of words in a text, how it is set out, and its presentation add to its meaning.


Explain how you know…

What does _____ mean? Explain how you know.

What Structure has the author used?

Is the use of…effective?

Find and copy the words that explain/suggest/tell us that…

How are the sections/paragraphs linked/sequenced?


Maintain positive attitudes to reading and understanding of what he/she reads by reading for a range of purposes.

Maintain positive attitudes to reading and understanding of what he/she reads by reading a wide range of books, including fairystories, myths and legends, and retell some of these orally.Retrieve and record information from non-fiction over a wide range of subjects.

I can find and record information from non-fiction texts over a wide range of subjects.


Retrieve two words that are synonyms on this page.

Retrieve two words that are antonyms from this section.

True or false…e.g. on p3 it says ….

Whose perspective is the story told from?

Find a word/phrase that tells us _______ about this subject.

I can ask questions about what I have read to help me understand a complicated text.

Understand what he/she reads by identifying main ideas drawn from more than one paragraph and summarise these.I can summarise what has happened in a text, using themes from paragraphs to help me.


Number these events in the order/sequence they happened.

Summarise this section.

Can you summarise _______ in one sentence/x amount of words?

Compare your summary to your initial predictions. What similarities/differences can you identify?


context Give meaning to

words that are unknown

Exploring the meaning of words in context

Read common exception words (Year 3 or Year 4 spellings)

To use a dictionary to check the meanings of words


Tell me the words that give the impression that _____ feels ________Why has the author used ________ here? What impact does that have on the reader?Can you think of a synonym that the author could have selected here?Which words/phrases in the text help to create tension/atmosphere?If you were the author, which words could you have used here to create this mood/atmosphere?


Poetry Identifying the main ideas drawn from more than one paragraph and summarising theseAsking questions to improve their understanding Checking that the book makes sense to them and exploring the meaning of words in contextDrawing inferences such as inferring characters’ feelings from their actions, and justifying inferences with evidenceDiscussing words and phrases that capture the reader’s interest and imagination (WOW words – language choice) and how these contribute to meaningIdentifying how language, structure, and presentation contribute to meaningIdentifying and discussing themes and conventions in and across a wide range of writing (features of a particular genre)Recognising some different forms of poetry [for example, free verse, narrative poetry]Learning poetry / play scripts by heart to perform, showing understanding through intonation, tone, volume and action so that the meaning is clear to an audienceParticipating in discussions about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.Non chronologicalTo Apply their growing knowledge of root words, prefixes and suffixes, both to read aloud and to understand the meaning of new words that they meet.Retrieving, recording and presenting information from non-fictionIdentifying the main ideas drawn from more than one paragraph and summarising theseAsking questions to improve their understanding Checking that the book makes sense to them and exploring the meaning of words in contextDiscussing words and phrases that capture the reader’s interest and imagination (WOW words – language choice) and how these contribute to meaningIdentifying how language, structure, and presentation contribute to meaning


Identifying and discussing themes and conventions in and across a wide range of writing (features of a particular genre)Participating in discussions about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.Non-FictionRead common exception words (Year 3 or Year 4 spellings)Apply their growing knowledge of root words, prefixes and suffixes, both to read aloud and to understand the meaning of new words that they meet.Identifying the main ideas drawn from more than one paragraph and summarising theseAsking questions to improve their understanding Retrieving, recording and presenting information from non-fictionChecking that the book makes sense to them and exploring the meaning of words in contextIdentifying how language, structure, and presentation contribute to meaning

FictionAsking questions to improve their understanding Checking that the book makes sense to them and exploring the meaning of words in contextPredicting what might happen from details stated and impliedDrawing inferences such as inferring characters’ feelings from their actions, and justifying inferences with evidenceDiscussing words and phrases that capture the reader’s interest and imagination (WOW words – language choice) and how these contribute to meaningIdentifying how language, structure, and presentation contribute to meaningIdentifying and discussing themes and conventions in and across a wide range of writing (features of a particular genre)Retelling well known stories (fairy tales, myths, legends) orallyParticipating in discussions about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.Poetry Identifying the main ideas drawn from more than one paragraph and summarising theseAsking questions to improve their understanding Checking that the book makes sense to them and exploring the meaning of words in contextDrawing inferences such as inferring characters’ feelings from their actions, and justifying inferences with evidenceDiscussing words and phrases that capture the reader’s interest and imagination (WOW words – language choice) and how these contribute to meaningIdentifying how language, structure, and presentation contribute to meaningIdentifying and discussing themes and conventions in and across a wide range of writing (features of a particular genre)Recognising some different forms of poetry [for example, free verse, narrative poetry]Learning poetry / play scripts by heart to perform, showing understanding through intonation, tone, volume and action so that the meaning is clear to an audienceParticipating in discussions about both books that are read to them and those they can read for themselves, taking turns and listening to what others say.

Class novels The Firework Makers Daughter - Phillip Pullman -fiction

Charlie and the Chocolate Factory – Roald Dahl-fiction/classic

Ratburger – David Walliams-fiction

The Lion , the witch and the wardrobe – CS Lewis-fiction/classic

The Lion , the witch and the wardrobe – CS Lewis-fiction/classic

Flour Babies - Anne Fine-fiction

Year 5

Reading skills

V Show an

understanding of what they have read

Be able to recognise features and language in a wide range of genres

Provide straightforward explanations for the purpose of the language, structure and presentation of

I Be able to infer

what a character is feeling, thinking and their motives from their actions and justifying inferences with evidence

Draw inferences and justify these with evidence

P Make predictions

based on what has been said or implied within the text

Use prior knowledge to inform predictions and speculations about a text

Modify predictions as they read the next part of the text

E Be able to

recommend books to their peers and give reasons for their choices

Be able to provide reasoned justification for their views

Discuss and evaluate how authors use language, including

R Be able to retrieve

and record information from a non-fiction book

Locate information accurately through skimming

Scan a text to gain specific information.

Use the skills of skimming and scanning to identify sections of text to

S Summarise

main ideas from more than one paragraph, identifying key details which support these.

Summarise what is known about a character,


texts e.g. bullet points; how a letter is set out; introductory paragraphs.

Know how to use dictionaries to check the meanings of new words

Identify themes and conventions in a wide range of books (e.g. that fairytales usually have a rule of three; a ‘baddy’ and a ‘goody’)

Be able to identify how the author uses language for effect

Be able to distinguish between fact and opinion


What do the words…. Suggest about the character/setting/mood?

Which word tells us ….?

Find a word in the text which means …?

Find a word or phrase which shows…?




What affect does ….. have on the audience

Which words and phrases did ….. effectively?

Replace … with a word of similar meaning.

from the text e.g. explain how a character’s feelings changed and how they know this

Understand what is implied about characters and make judgements about their motivations and attitudes from the dialogue and descriptions.


Find and copy a group of words which show that…

How do these words make the reader feel? How does this paragraph suggest this?

How do the descriptions of …… show that they are ……..

How can you tell that……

What impression of …… do you get from these paragraphs?

What voice might these characters use?

What was …. thinking when…..

Who is telling the story?

How does the other show that the character is feeling …?


From the cover what do you think this text is going to be about?

What is happening now? What happened before this? What will happen after?

What does this paragraph suggest will happen next? What makes you think this?

Do you think the choice of setting will influence how the plot develops?

Do you think… will happen? Yes, no or maybe? Explain your answer using evidence from the text.

figurative language (e.g. simile, imagery) and its effect on the reader

Make comparisons within and across texts e.g. compare two ghost stories.

Analyse the features of engaging or useful texts e.g. effective openings or endings, the presentation and resolution of problems (in narratives), clarity and enthusiasm for a topic in nonfiction

Distinguish between fact, opinion and fiction in different texts, e.g. biography, autobiography, argument.


Why is the text arranged in this way?

What structures has the author used?




What is the author’s point of view?

What affect does ….. have on the audience?

How does the author engage the reader here?

Which words and phrases did …..

read more carefully and re-read/ read on as appropriate

Annotate a text to identify key information or identify elements they don’t understand or want to revisit or explore further.

Establish what is known about characters, events and ideas in narrative and non-fiction texts, retrieving details and examples from the text to back up their understanding or argument.


How would you describe this story/text? What genre is it? How do you know?

How did…? How often…? Who had…? Who is…?

Who did….? What happened to…? What does…. do? How ….. is ……..? What can you learn

from …… from this section?

Give one example of……

The story is told from whose perspective?

event or topic, explain any inferences and opinions by reference to the text


What happened after …….?

What was the first thing that happened in the story?

Can you summarise in a sentence the opening/middle/end of the story?

In what order do these chapter headings come in the story?

Give an appropriate subheading to each paragraph/section.


effectively? Which section was

the most interesting/exciting part?

How are these sections linked?

Use quotes to show…


Poetry Free verse is an open form of poetry, which in its modern form arose through the French vers libre form. It does not use consistent meter patterns, rhyme, or

any musical pattern. It thus tends to follow the rhythm of natural speech. Narrative poetry is a form of poetry that tells a story, often making the voices of a narrator and characters as well; the entire story is usually written in metered

verse. Narrative poems do not need rhyme. The poems that make up this genre may be short or long, and the story it relates to may be complex. A sonnet is a one-stanza, 14-line poem, written in iambic pentameter. The sonnet, which derived from the Italian word sonetto, meaning “a little sound or song,"

is "a popular classical form that was often used by William Shakespeare

VocabularyFree verse, rhythm, natural speech, narrative poetry, story, narrator, metered verse, sonnet, stanza, iambic pentameter, William ShakespeareNon chronological

Non-chronological reports don’t have to be read in any particular order. They aim to give us information on a topic They are information texts Useful for studying things Written in paragraphs/sections Contains: introduction, main body final paragraph Use technical language which is language specific to something Use of headings/title Use of subheadings which are smaller titles in the piece of writing which gives the reader information about that piece of text Present tense (unless it is a historical report and then it would be past) Third person Diagrams/pictures with labels and captions Include extra detail to interest reader

VocabularyHeadings, third person, diagrams, captions, chronological order, technical language, subheadingsAutobiography

An autobiography is an account of somebody’s life written by that person It uses an introduction that summarises the main events of the person’s life Information about the key events in the person’s life in chronological paragraphs It includes specific facts about achievements, influences etc They are written past tense

VocabularyFirst person, past tense, facts, chronological order, events, summarise, retell, account, personality, influences, quotesBiography

It uses an introduction that summarises the main events of the person’s life Information about the key events in the person’s life in chronological paragraphs It includes specific facts about achievements, influences etc Biographies are past tense Biographies are written in third person A conclusion about how they are/will be remembered


VocabularyThird person, past tense, facts, chronological order, events, summarise, retell, account, personality, influences, quotesFable

Fables will always end with a certain moral lesson that the writer wants to put across to the reader. The most famous fable writer of all time is Aesop, who is credited with a series of stories called Aesop's Fables from Ancient Greece, although we only have

second-hand sources on which to base our knowledge of Aesop. Some sources suggest he was a freed slave. His fables have endured for 2500 years. One of Aesop's best-known tales is The Hare and the Tortoise. In this fable, a hare and a tortoise compete against one another in a race. The hare is quicker but

also arrogant, decided to sleep halfway through the race. Meanwhile, the determined tortoise, though slower, continues to participate and wins the race whilst the hare sleeps. This is where we get the phrase "slow and steady wins the race", the moral being that patience and determination eventually succeed over haste and recklessness.

VocabularyAesop, moral, lesson, animal, short story, tale, Greek, personification, wisdom

Class novels Autumn 1Cosmic by Frank Cottrell-Boyce – Science fiction

Autumn 2Cosmic by Frank Cottrell-Boyce – Science fiction

Spring 1Granny by Anthony Horowitz- Fiction

Spring 2Granny by Anthony Horowitz- Fiction

Summer 1The House with Chicken Legs by Sophie Anderson – Fantasy fiction

Summer 2 The House with Chicken Legs by Sophie Anderson – Fantasy fiction

Year 6

Reading skills

V

Discussing and evaluating how authors use language, including figurative language, considering the impact on the reader and how it contributes to meaning.

Checking that the book makes sense to them and exploring the meaning of words in context

Apply their growing knowledge of root words, prefixes and suffixes, both to read aloud and to understand the meaning of new words that they meet.

Give/explain the meaning of words in context

Give meaning to words that are unknown

Figuring out meaning from vocabulary

I

Identifying and discussing themes and conventions in and across a wide range of writing (features of a particular genre)

Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

Predicting what might happen from details stated and implied

Make inference from the text/ explain and justify using evidence from

P

Predicting what might happen from details stated and implied

Look at previous events to support ideas

Make logical and reasoned predictions about what might happen next

Know and use hints to support ideas from the authors language

Use of give your opinion and logical next step questions


From the cover what do you think this text is going to be about?

E

Making comparisons within and across books (e.g. comparing characters or books by the same author)

Participating in discussions about books, explaining their understanding of what they have read and providing reasoned justifications for their views.

(Possibly in presentations and debates, using notes where necessary.)

Identify/explain how information/narrative content is related and contributes to the meaning as a whole.

Identify/explain how meaning is enhanced through choice of words and

R

Distinguishing between statements of fact and opinion

Retrieving, recording and presenting information from non-fiction.

Asking questions to improve their understanding

Retrieve and record key information/key details from fiction and non-fiction

Finding key pieces of information within a text

Answers will always be in the text

Use of tick it, circle it, interpret it and multiple choice questions


S

Recommending books that they have read to their peers, giving reasons for their choices.

Summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas (précising longer passages)

Make shorter sum up sentences based on a larger text

Being able to pick out the main points from an

https://www.twinkl.co.uk/resource/t-t-11538-the-tortoise-and-the-hare-powerpoint

https://www.twinkl.co.uk/teaching-wiki/ancient-greece

https://www.twinkl.co.uk/resources/early-years-communication-and-language-and-literacy/early-years-story-resources/early-years-story-books-aesops-fables

https://www.twinkl.co.uk/resource/t2-t-1502-aesops-fables-the-crow-and-the-fox-powerpoint


around the unknown word

Use of give the closest in meaning, define it, find and copy, alternative word, multiple choice questions

Read common exception words (Year 5 or Year 6 spellings)


What do the words ...... and …… suggest about the character, setting and mood? • Which word tells you that….? • Which keyword tells you about the character/setting/mood? • Find one word in the text which means…… • Find and highlight the word that is closest in meaning to…….• Find a word or phrase which shows/suggests that…….

the text. Pick up ideas

that may be hidden in the text and not as clear as they may not be written in the text

Looking not for what is there but what is meant by it

Use of 5w questions, extend and respond and giving both sides questions


Find and copy a group of words which show that… • How do these words make the reader feel? How does this paragraph suggest this? • How do the descriptions of …… show that they are …….. • How can you tell that…… • What impression of …… do you get from these paragraphs? • What voice might these characters use? • What was …. thinking when…..

• Who is telling the story?

• What is happening now?What happened before this?What will happen after? • What does this paragraph suggest will happen next? What makes you think this? • Do you think the choice of setting will influence how the plot develops? • Do you think… will happen? Yes, no or maybe?Explain your answer using evidence from the text.

phrases. Make comparisons within the text

Explain how certain parts of a text build or changean overall message or meaning.

Say how characters or events within the story are similar to or different from each other or how a single character changes over the course of a story.

Use of main message, match the quote and discuss questions


Why is the text arranged in this way? • What structures has the author used? • What is the purpose of this text feature? • Is the use of ….. effective?• The mood of the character changes throughout the text. Find and copy the phrases which show this. • What is the author’s point of view? • What affect does ….. have on the audience? • How does the author engage the reader here? • Which words and phrases did ….. effectively? • Which section was the most interesting/exciting part?

• How are these sections linked?

How would you describe this story/text?What genre is it?How do you know? • How did…? • How often…? • Who had…? Who is…? Who did….? • What happened to…? • What does…. do? • How ….. is ……..? • What can you learn from …… from this section?• Give one example of……

• The story is told from whose perspective?

extended text Use of key

messages Use of have

we seen questions


Can you number these events 1-5 in the order that they happened?• What happened after …….? • What was the first thing that happened in the story? • Can you summarise in a sentence the opening/middle/end of the story?

• In what order do these chapter headings come in the story?

Merritts Brook E-ACT Primary Academy Reading CurriculumKnowledge

Subject specific Poetry Children will know that poems can include some or all of the most common poetic devices. These include alliteration, assonance, imagery, metaphor, onomatopoeia, personification, refrain, rhyme, simile, stanza, word play, repetition, couplets, kennings, calligrams. (see attached doc for explanations)To understand that poetry is a form of knowledge in rhyme or not rhyme form To know that poems can come from a variety of sources such as fables, other countries and historical songsPoems are written in a poetic form which could be regular or irregularWord usage is used to create imagery and sensory detail, along with language conventions

Non chronologicalChildren will know :Non chronological reports allow information/knowledge to be researched, developed and improved uponLanguage and layout features are used to organise a report – these include heading, rhetorical question, subheadings, technical vocabulary, glossary, facts only, data, paragraphs with explanations, conclusions, fact boxes, bullet points, diagrams and annotations are used to informNon-chronological reports are usually written in present tense ( except historical reports) and in 3rd personDescriptive and factual language is used throughout the report along with technical language specific to the report, alongside general language and examplesIntroductory paragraph used as a general opening statement

AutobiographyChildren will know:Autobiographies are written in first person by the person who the book is aboutThey are written in the past tense, although the conclusion may have elements of present tense and what is still to hoped come in that life storyThey include important and significant events about that person’s lifeThey have high level vocabulary to keep the reader engaged and an attention grabbing opener so you are made aware of who ther person is and what they are well-known forEvents are written in chronological orderFactual and anecdotal comments are used to ‘tell the story’Early memories, home life and influences help to set the scene for later eventsIncludes photos and captions for interestClosing statements includes life now, reflections on key events and hopes for the future

BiographyChildren will know:Biographies are written in third person by the a person who the book isn’t aboutThey are written in the past tense, although the conclusion may have elements of present tense and what is still to hoped come in that life storyThey include important and significant events about that person’s lifeThey have high level vocabulary to keep the reader engaged and an attention grabbing opener so you are made aware of who the person is and what they are well-known forEvents are written in chronological orderFactual and anecdotal comments are used to ‘tell the story’Early memories, home life and influences help to set the scene for later eventsIncludes photos and captions for interestClosing statements includes life now, reflections on key events and how they are/will be remembered

FableChildren will know:Fables are fiction and originate from folk law They include only a few characters, are only one story and can be set anywhereCharacters are often animals with human characteristics and flaws – they will have strengths but also weaknesses and are in some sort of conflict. Symbolism. Characters in fables are stand-ins for humans, and their misadventures are meant to symbolise human behaviour.( Anthropomorphisation)


They have a moral or meaning behind the storyThey are a short story of statement that is not true

Class novels Name of text / Genre

A Monster Calls – Narrative fiction – Patrick NessA Christmas Carol – Classic Fiction – Charles Dickens

A Place called perfect – SciFi/mystery fiction – Helen Duggan

Goodnight Mr Tom/Boy in the striped pyjamas – Historical Fiction- Michelle Magoriam/John Boyne

Pig Heart Boy – Malorie Blackman

Cogheart – Adventure FantasyThe boy, the mole, the fox and the horse – graphic novel - Charlie Mackesy

Shakespearean Plays – assorted selection – William Shakespeare

Talking Turkeys – Poetry – Benjamin Zephaniah

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