Oliver Tomkins Reading Curriculum Bands 1 - 6
Band 1
Spoken / Reading / Comprehensionlisten to and discuss a wide range of poems, stories and non-fiction at a level beyond that at which he/she can read independently discuss the significance of the title and events recite some poems and rhymes by heart / applyphonicknowledgeandskills astheroutetodecodewords /
Develop pleasure in reading motivation read, vocabularyandunderstandingby
listeningtoand discussingawiderangeofpoems,storiesandnon-fiction atalevelbeyondthatatwhichhe/shecanreadindependentlyparticipate in discussion about what is read to him/her, taking turns and listening to what others say / respondspeedilywiththecorrectsoundtographemes(lettersorgroupsofletters)forall 40+phonemes,including,whereapplicable,alternativesoundsforgraphemes /
Develop pleasure in reading motivation to read,vocabularyandunderstandingbybeing
encouragedtolinkwhatisreadorheardreadohis/herownexperiencesexplain clearly his/her understanding of what is read to him/her / readaccuratelybyblendingsounds inunfamiliarwordscontainingGPCsthathavebeentaught /
Develop pleasure in reading motivation read, vocabularyandunderstandingby
becomingveryfamiliarwithkeystories,fairystoriesandtraditionaltales,retellingthem andconsideringtheirparticularcharacteristicssay out loud what he/she is going to write about / readcommonexceptionwords,notingunusual correspondencesbetweenspellingandsoundandwheretheseoccurinthe word /
Develop pleasure in reading motivation
read, vocabularyandunderstandingbylearningtoappreciaterhymesand poems, andtorecitesomebyheart
compose a sentence orally before writing it / readwordscontainingtaughtGPCsand-s,-es,ing,-ed,-erand-estendings /
Develop pleasure in reading motivation
read, vocabularyandunderstandingbydiscussingwordmeanings, linkingnewmeaningstothosealreadyknown
discuss what he/she has written with the teacher or other pupils / readotherwordsof morethanonesyllablethat containtaughtGPCs / understandboththebookshe/shecanalreadyreadaccuratelyandfluentlyandthosehe/shelistenstobydrawingonwhatisalreadyknownoronbackgroundinformationandvocabularyprovidedbytheteacher
read aloud his/her writing clearly enough to be heard by the group and the teacher / readwordswithcontractionse.g.I'm,I'll,we'll,andunderstandthattheapostropherepresentstheomittedletter(s) / understandboththebookshe/shecanalreadyreadaccuratelyandfluentlyandthosehe/shelistenstobycheckingthatthetextmakessenseashe/shereadsandcorrectinginaccuratereading
recognise and use language relating to dates, including days of the week, weeks, months and years / readaloudaccurately booksthatareconsistentwithdevelopingphonicknowledgeandthatdonotrequireuseofotherstrategies toworkout words / understandboththebookshe/shecanalreadyreadaccuratelyandfluentlyandthosehe/shelistenstobydiscussingthesignificanceofthe titleandevents
use the language of time (including telling the time throughout the day first using o'clock and then half past) / re-readphonicallydecodablebookstobuildup fluencyandconfidenceinwordreading / understandboththebookshe/shecanalreadyreadaccuratelyandfluentlyandthosehe/shelistenstobymakinginferencesonthebasisofwhatisbeingsaidanddone
describe position, direction and movement, including whole, half, quarter and three-quarter turns e.g. left and right, top, middle and bottom, on top of, in front of, above, between, around, near, close and far, up and down, forwards and backwards, inside and outside / understandboththebookshe/shecanalreadyreadaccuratelyandfluentlyandthosehe/shelistenstobypredictingwhatmighthappenonthebasisofwhathasbeenreadsofar
discuss and solve problems in familiar practical contexts, including using quantities. Problems should include the terms: put together, add, altogether, total, take away, distance between, difference between, more than and less than / participateindiscussionaboutwhatisreadtohim/her,takingturnsandlisteningtowhatotherssay
in working scientifically, ask simple questions and recognise that they can be answered in different ways (ask people questions; talk about what he/she has found out and how he/she found it out; communicate his/her findings in a range of ways and begin to use simple scientific language) / explain clearly his/her understanding of what is read to him/her
Band 2
Spoken / Reading / Comprehensionlisten to, discuss and express views about a wide range of poetry (including contemporary and classic), stories and non-fiction at a level beyond that at which he/she can read independently / continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent / develop pleasure in reading, motivation to read, vocabulary and understanding by listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which he/she can read independently
discuss the sequence of events in books and how items of information are related
continue to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear / read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes / by discussing the sequence of events in books and how items of information are related
discuss his/her favourite words and phrases / read accurately words of two or more syllables that contain graphemes taught so far / by becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
by discussing and clarifying the meanings of words, linking new meanings to known vocabulary
answer and ask questions / read words containing common suffixes / by discussing his/her favourite words and phrases
understand both the books that he/she can already read
participate in discussion about books, poems and other works that are read to him/her and those that can be read for himself/herself, taking turns and listening to what others say / read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word / by continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear
explain and discuss his/her understanding of books, poems and other material, both those that he/she listens to and those that are read for himself/herself / read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered / understand both the books that he/she can already read accurately and fluently and those that he/she listens to by drawing on what he/she already knows or on background information and vocabulary provided by the teacher
develop positive attitudes towards and stamina for writing by planning or saying out loud what he/she is going to write about / read aloud books closely matched to his/her improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation / by checking that the text makes sense to him/her as he/she reads and corrects inaccurate reading
re-read books, sounding out unfamiliar words accurately, to build up fluency and confidence in word reading / to by making inferences on the basis of what is being said and done
read most words at an instructional level 93/95 % quickly and accurately without overt sounding or blending / by answering and asking questions
by predicting what might happen on the basis of what has been read so far
by recognising simple recurring literary language in stories and poetry
participate in discussion about books, poems and other works that are read to him/her and those that he/she can read for himself/herself, taking turns and listening to what others say
explain and discuss his/her understanding of books, poems and other material, both those that he/she listens to and those that he/she reads for himself/herself
Band 3
Spoken / Reading / Comprehensionlisten to, discuss and express views about a wide range of poetry (including contemporary and classic), stories and non-fiction at a level beyond that at which he/she can read independently / continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent / develop pleasure in reading, motivation to read, vocabulary and understanding by listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which he/she can read independently
discuss the sequence of events in books and how items of information are related
continue to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear / read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes / by discussing the sequence of events in books and how items of information are related
discuss his/her favourite words and phrases / read accurately words of two or more syllables that contain graphemes taught so far / by becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
by discussing and clarifying the meanings of words, linking new meanings to known vocabulary
answer and ask questions / read words containing common suffixes / by discussing his/her favourite words and phrases
understand both the books that he/she can already read
participate in discussion about books, poems and other works that are read to him/her and those that can be read for himself/herself, taking turns and listening to what others say / read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word / by continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear
explain and discuss his/her understanding of books, poems and other material, both those that he/she listens to and those that are read for himself/herself / read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered / understand both the books that he/she can already read accurately and fluently and those that he/she listens to by drawing on what he/she already knows or on background information and vocabulary provided by the teacher
develop positive attitudes towards and stamina for writing by planning or saying out loud what he/she is going to write about / read aloud books closely matched to his/her improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation / by checking that the text makes sense to him/her as he/she reads and corrects inaccurate reading
re-read books, sounding out unfamiliar words accurately, to build up fluency and confidence in word reading / to by making inferences on the basis of what is being said and done
read most words at an instructional level 93/95 % quickly and accurately without overt sounding or blending / by answering and asking questions
by predicting what might happen on the basis of what has been read so far
by recognising simple recurring literary language in stories and poetry
participate in discussion about books, poems and other works that are read to him/her and those that he/she can read for himself/herself, taking turns and listening to what others say
explain and discuss his/her understanding of books, poems and other material, both those that he/she listens to and those that he/she reads for himself/herself
Band 4
Spoken / Reading / Comprehensionlisten to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks / apply his/her growing knowledge of root words, prefixes and suffixes (etymology and morphology) both to read aloud and to understand the meaning of new words he/she meets, to include re-, sub-, inter-, super-, anti-, auto-, -ation, -ous; Ref:English Appendix 1 / maintain positive attitudes to reading and understanding of what he/she reads by listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
prepare poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action / read and decode further exception words accurately, noting the unusual correspondences between spelling and sound, and where these occur in the word (linked to spelling Ref:English Appendix 1) / by reading for a range of purposes
discuss words and increasingly complex phrases that capture the reader's interest and imagination / In non fiction a child knows what information to look for before beginning and is clear about the task / by using dictionaries to check the meaning of words that he/she has read
ask reasoned questions to improve his/her understanding of a text / by reading a wide range of books, including fairy stories, myths and legends, and retell some of these orally
participate in considered discussion about both books that are read to him/her and those that can be read for himself/herself, taking turns and listening to what others say. / by discussing words and phrases that capture the reader's interest and imagination
compose and rehearse sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures ( Ref:English Appendix 2) / by recognising some different forms of poetry e.g. free verse, narrative poetry
read aloud his/her own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear / 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
describe positions on a 2-D grid as coordinates in the first quadrant / by asking questions to improve his/her understanding of text with increasing complexity
describe movements between positions as translations of a given unit to the left/right and up/down / by drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence clearly taken from the text
ask relevant questions with reasoning and use different types of scientific enquiries to answer them / by predicting what might happen from details stated and implied
make a clear and reasoned report on findings from scientific enquiries
use relevant scientific language to discuss his/her ideas with reasoning, and communicate findings in ways that are appropriate for different audiences / by identifying main ideas drawn from more than one paragraph and summarise these
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
retrieve and record information from non-fiction over a wide range of subjects
participate in clear reasoned discussion about books, poems and other material that are read to him/her and those he/she can read for himself/herself, taking turns and listening to what others say
Band 5
Spoken / Reading / Comprehensionlisten to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks / apply his/her growing knowledge of root words, prefixes and suffixes (etymology and morphology) both to read aloud and to understand the meaning of new words he/she meets, to include re-, sub-, inter-, super-, anti-, auto-, -ation, -ous; Ref:English Appendix 1 / maintain positive attitudes to reading and understanding of what he/she reads by listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
prepare poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action / read and decode further exception words accurately, noting the unusual correspondences between spelling and sound, and where these occur in the word (linked to spelling Ref:English Appendix 1) / by reading for a range of purposes
discuss words and increasingly complex phrases that capture the reader's interest and imagination / In non fiction a child knows what information to look for before beginning and is clear about the task / by using dictionaries to check the meaning of words that he/she has read
ask reasoned questions to improve his/her understanding of a text / by reading a wide range of books, including fairy stories, myths and legends, and retell some of these orally
participate in considered discussion about both books that are read to him/her and those that can be read for himself/herself, taking turns and listening to what others say. / by discussing words and phrases that capture the reader's interest and imagination
compose and rehearse sentences orally (including dialogue), progressively building a varied and rich vocabulary and an increasing range of sentence structures ( Ref:English Appendix 2) / by recognising some different forms of poetry e.g. free verse, narrative poetry
read aloud his/her own writing, to a group or the whole class, using appropriate intonation and controlling the tone and volume so that the meaning is clear / 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
describe positions on a 2-D grid as coordinates in the first quadrant / by asking questions to improve his/her understanding of text with increasing complexity
describe movements between positions as translations of a given unit to the left/right and up/down / by drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence clearly taken from the text
ask relevant questions with reasoning and use different types of scientific enquiries to answer them / by predicting what might happen from details stated and implied
make a clear and reasoned report on findings from scientific enquiries
use relevant scientific language to discuss his/her ideas with reasoning, and communicate findings in ways that are appropriate for different audiences / by identifying main ideas drawn from more than one paragraph and summarise these
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
retrieve and record information from non-fiction over a wide range of subjects
participate in clear reasoned discussion about books, poems and other material that are read to him/her and those he/she can read for himself/herself, taking turns and listening to what others say
Band 6