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Parent guides to reading in Year 6

Year 6 Reading

Assessing reading – Year 6 expectations

Word Reading

  • Apply knowledge of root words to read aloud and to understand the meaning of unfamiliar words.
  • Apply knowledge of prefixes and suffixes to read aloud, and to understand the meaning of unfamiliar words.
  • Use combined knowledge of phonemes and word derivations to pronounce words correctly, for example: arachnophobia, audience.
  • Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words.
  • Read fluently, using punctuation to inform meaning.

Reading Comprehension

  • Read and become familiar with a wide range of books, including modern fiction, fiction from our literary heritage, and books from other cultures and traditions.
  • Read books that are structured in different ways.
  • Recognise texts that contain features from more than one text type.
  • Consider and evaluate how effectively texts are structured and laid out.
  • Read non-fiction texts to support other curriculum areas.
  • Read closely to ensure understanding.
  • Recommend books that they have read to their peers, giving reasons for their choices.
  • Identify and discuss themes in a range of writing and across longer texts.
  • Identify and discuss the conventions of different text types.
  • Identify key points in an appropriate text.
  • Learn a range of poetry by heart, for example, narrative verse, sonnet.
  • Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone, volume and action.
  • Identify and comment on writer’s choice of vocabulary, giving examples and explanation.
  • Identify and explain how writers use grammatical features for effect, for example, the use of short sentences to build tension.

Assessing Reading – Year 6 Mastery

Reading-Exceeding Statements

  • Explain the structural devices used to organise a text.
  • Comment on the structural devices used to organise the text.
  • Read several texts on the same topic to find and compare information.
  • Explain the main purpose of a text and summarise it succinctly.
  • Draw inferences from subtle clues across a complete text.
  • Recognise the impact of the social, historical, cultural on the themes in a text.
  • Comment on the development of themes in longer novels.
  • Compare and contrast the styles of different writers with evidence and explanation.
  • Evaluate the styles of different writers with evidence and explanation.
  • Prepare poems and plays to read aloud and to perform, using body language, tone, pitch and volume to engage the audience.
  • Compare and contrast the language used in two different texts.
  • Identify the grammatical features/techniques used to create mood, atmosphere, key messages, attitudes.
  • Evaluate the impact of the grammatical features/techniques used to create mood, atmosphere, key messages, attitudes.
  • Identify how writers manipulate grammatical features for effect.
  • Analyse why writers make specific vocabulary choices.
  • Give a personal response to a range of literature and non-fiction texts, stating preferences and justifying them.
  • Explain how and why a text has impact on a reader.
  • Identify how characters change during the events of a longer novel.
  • Explain the key features, themes and characters across a text.
  • Compare and contrast characters, themes and structure in texts by the same and different writers.
  • Explain the author’s viewpoint in a text and present an alternative point of view.
  • Explain an opinion, referring to the text to justify it; Point, Evidence and Explanation (PEE).
  • Present a counter-argument in response to others’ points of view using evidence from the text and explanation (PEE).
  • Use a combination of skimming, scanning and text marking to find and collate information.
  • Re-present collated information.

 

Use the documents below as guides on how to support your child during their Year 6 reading learning journey:

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