Download Milestones in Reading

Milestones in Reading
Upper Key Stage Two
Milestone 3
Learning
Objective
To read words
accurately
Key indicators
Emerging (typical year 5 child)
Apply knowledge of root words,
prefixes and suffixes.
A knowledge of root words, prefixes
and suffixes (morphology and
etymology) is beginning to be applied,
both to read aloud and to understand
the meaning of new words.
To understand
texts
Recommend books to peers,
giving reasons for choices.
With the support of a teacher, a
personal viewpoint and response to a
text is expressed, with simple reasons
for choices.
The text is sometimes referred to
when explaining views.
Identify and discuss themes and
conventions in and across a
wide range of writing.
With the support of a teacher, main
themes, such as loss and heroism, are
beginning to be identified and
discussed across a range of writing.
With the support of a teacher, the
conventions of different types of
writing, such as the use of the first
person in writing diaries and
autobiographies, is beginning to be
identified.
With the support of a teacher, simple
comparisons within and across books,
in terms of, for example, genre, theme
and plot, are beginning to be noticed
and discussed.
Some poetry is learnt by heart in order
to recite aloud. Prompting may be
needed throughout the recital.
Make comparisons within and
across books.
Learn a wide range of poetry by
heart.
Expected (more able year 5 child and
typical year 6 child)
Generally, a growing knowledge of
root words, prefixes and suffixes
(morphology and etymology) is
applied, both to read aloud and to
understand the meaning of new
words.
With prompts, a personal viewpoint
and response to a text is expressed,
with reasons for choices and a
recognition of its effect on a reader.
When reminded, the text is referred to
when explaining views.
Secure (more able year 6 child)
Generally, main themes, such as loss
and heroism, are identified and
discussed, with reference to the
text(s), across a wide range of writing.
With reminders, the conventions of
different types of writing, such as the
use of the first person in writing diaries
and autobiographies, are identified
and discussed.
Independently, in-depth knowledge of
root words, prefixes and suffixes
(morphology and etymology) is
applied, both to read aloud and to
understand the meaning of new
words.
Without support, a personal viewpoint
and response to a text is expressed,
with reasons for choices and a
recognition of its effect on a reader.
The text is referred to when views are
explained and is related to a wider
context of literature and experiences.
Main themes and conventions are
identified and discussed independently
and confidently, with reference to the
text(s), across a wide range of writing.
Without support, the conventions of
different types of writing, such as the
use of the first person in writing diaries
and autobiographies, are identified
and discussed.
Generally, comparisons are made
within and across books, in terms of,
for example, themes, genre, plot,
characters setting and organisational
devices.
With reminders, a range of poetry is
learnt by heart in order to recite aloud.
Comparisons are made and contrasts
are identified in terms of the styles of
different writers and poets, giving
examples from the text(s) without
support.
A wider range of poetry is learnt by
heart in order to recite aloud.
Milestones in Reading
Learning
Objective
To understand
texts (cont)
Key indicators
Emerging
Expected
Secure
Prepare poems and plays to
read aloud and to perform,
showing understanding through
intonation, tone and volume so
that the meaning is clear to an
audience.
With the support of a teacher, poems
and plays are beginning to be prepared
for performance. Some understanding
of the text is shown through
intonation, tone, volume and action.
Poems and plays are prepared for
performance. Understanding of the
text is shown through intonation, tone,
volume and action.
An awareness of audience is beginning
to be shown when preparing and
performing.
Check that the book makes
sense, discussing understanding
and exploring the meaning of
words in context.
When reminded, books are re-read
and read ahead to determine meaning.
Generally, the knowledge of known
words is used to read unknown words.
Understanding of what has been read
is beginning to be shown by checking
that the book makes sense.
Ask questions to improve
understanding.
With the support of a teacher, relevant
questions are asked to improve
understanding.
A range of strategies is beginning to be
used to read appropriate texts fluently
and accurately.
Generally, spelling, grammar and
punctuation knowledge is applied in
order to read confidently with
appropriate phrasing and intonation.
Generally, understanding of what has
been read is shown by checking that
the book makes sense.
Questions are asked to improve
understanding.
Questions can be generated about the
text to improve understanding.
Poems and plays are prepared for
performance. Understanding of the
text is shown through intonation, tone,
volume and action.
Awareness of audience is shown, for
example, varying expression may be
used to show different characters’
voices.
A full range of strategies is applied
independently to read a range of texts
fluently and accurately.
Independently, understanding of what
has been read is demonstrated by
checking that the book makes sense.
Draw inferences such as
inferring characters’ feelings,
thoughts and motives from
their actions, and justifying
inferences with evidence.
Meaning is beginning to be inferred
using evidence from the text, but
prompts may be needed to offer more
in-depth responses.
In responding to a range of texts, there
is understanding of significant ideas,
themes, events and characters.
Inference and deduction are beginning
to be used.
The text is referred to when views are
explained.
Timely and relevant questions are
asked to improve understanding.
Without support, questions can be
generated about the text in order to
improve understanding.
A distinction is made independently
between implicit and explicit points of
view.
Without support, there is the ability to
explain how messages, moods, feelings
and attitudes are conveyed in poetry
and prose. Inference and deduction
are used and reference is made to the
text.
Milestones in Reading
Learning
Objective
To understand
texts (cont)
Key indicators
Emerging
Expected
Secure
Predict what might happen
from details stated and implied.
Knowledge of structure and/or
content of a text is used in order to
make or confirm predictions.
In a range of texts, structure and/or
content is used to make predictions.
The text is referred to in order to
support views.
Summarise the main ideas
drawn from more than one
paragraph, identifying key
details that support the main
ideas.
With the support of a teacher, relevant
information in a text is located and key
details are drawn out to summarise
the main ideas.
Identify how language,
structure and presentation
contribute to meaning.
With the support of a teacher, features
of different fiction genres are
identified, for example, science fiction,
adventure, myths and legends, etc.
With the support of a teacher,
structure and language features of a
range of non-fiction text types are
identified, for example, subtitles and
headings in explanations and recounts,
and emotive language in persuasion.
Generally, relevant information in a
text is located and key details are
drawn out to summarise the main
ideas. Quotes or references are
beginning to be used to support a
response.
With prompts, structure and language
features of both fiction and non-fiction
text types are recognised and
knowledge of them is used in order to
support understanding when reading.
In a range of texts, structure and/or
content is used to make predictions.
These are supported effectively with
relevant references to the text to
explain views.
Independently, relevant information in
a text is located and key details are
drawn out to summarise the main
ideas.
Responses are supported by relevant
references to the text.
Genre-specific language is commented
upon and explanations are given as to
how it supports the writer’s theme or
purpose.
The impact and effectiveness of
structural devices is explained.
Milestones in Reading
Learning
Objective
To understand
texts (cont)
Key indicators
Emerging
Expected
Secure
Discuss and evaluate how
authors use language, including
figurative language, considering
the impact on the reader.
With the support of a teacher, the
difference between literal and
figurative language is understood.
Language and theme are beginning to
be referred to when views are
justified.
The effectiveness of the author’s
language to create mood and build
tension is commented upon.
Retrieve and record
information from non-fiction.
With the support of a teacher,
information is located in non-fiction
texts by beginning to use appropriate
skills, for example, identifying nonfiction features such as headings and
subtitles, skimming, scanning, text
marking and by using ICT resources.
Information is beginning to be
recorded appropriately.
With the support of a teacher, there is
participation in discussion about
books. Turns are taken and responses
are made to what others say.
With prompts, personal viewpoints
can be discussed in response to a text.
With the support of a teacher,
reference is made to the text when
explaining views.
With prompts, there is discussion and
evaluation of how authors use
language and the impact on the
reader.
Generally, the difference between
literal and figurative language is
understood.
Comments are made on the
effectiveness of language and its
impact upon the reader.
The style and techniques used by
individual writers or poets, for
example, metaphor, simile, analogy,
imagery, are identified and described
using technical terms. The effect is also
described.
Information is quickly retrieved and
recorded from non-fiction, using the
structure of the text as support.
The skills of skimming, scanning and
text marking are used to locate
relevant information.
Generally, information from nonfiction texts is recorded appropriately.
The effectiveness and impact on the
reader of the writer’s language choices
is explained independently.
There is an ability to recognise when a
word or phrase has more than one
layer of meaning.
Language and theme are referred to
when justifying views. The style and
techniques used by individual writers
or poets, for example, metaphor,
simile, analogy, imagery, are identified
and described using technical terms.
The effect is also described.
Sentences, phrases and relevant
information are selected to support
views independently.
Information is retrieved and collated
effectively from a range of sources
without support.
Responses are supported by
appropriate references to the text.
Without support, information from
non-fiction text is recorded
appropriately.
The text is referred to when views are
explained. Generally there is
participation in discussion about
books.
Turns are taken and responses are
made to what others say.
Personal viewpoints are discussed
confidently in response to a text.
The text is referred to accurately when
views are explained, and is used
adeptly to justify a viewpoint.
There is independent participation in
discussion about books. Turns are
taken and responses are made to what
others say.
Links are made independently to other
known texts.
Participate in discussion about
books, taking turns and
listening and responding to
what others say.
Milestones in Reading
Learning
Objective
To understand
texts (cont)
Key indicators
Emerging
Expected
Secure
Distinguish between
statements of fact and opinion.
With the support of a teacher, there is
the beginnings of an ability to
distinguish between statements of fact
and opinion, for example,
distinguishing between established
facts and personal viewpoints.
With the support of a teacher, reasons
are beginning to be found to justify a
viewpoint.
Generally, there is an ability to
distinguish between statements of fact
and opinion, for example,
distinguishing between established
facts and personal viewpoints.
There is an ability to distinguish
independently between statements of
fact and opinion, for example,
distinguishing between established
facts and personal viewpoints.
Generally, reasoned justifications can
be provided for views and evidence is
used to support views.
Independently, reasoned justifications
are provided for views, and a range of
evidence is used to support views.
Provide reasoned justifications
for views.