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: