Bradford Reading Record

Reading progression document linked to the new national curriculum

Y1 – Y6

AP/April, 2015(with input from Bradford

Literacy Co-ordinators)

1

Suggested reading non-negotiablesSupporting children with accessing text

Choose guided reading texts that are linked to what the children are learning to write in Literacy to support them with gathering ideas from their reading to use in their writing

Give children the tools they need to be able to access the text – use prior knowledge activation’ to support them with this – discussions/activities/research around the characters, settings and new vocabulary – BEFORE they begin to access the text

Use guided reading sessions as a book group for children – plan questions around what they need to learn next and spend some time discussing them as a group, asking children to find evidence, give reasons, justify depending on their reading ability

Do children’s formative assessment levels match their test outcomes ?

- Children in KS2 need to know how to write the answer to a question- This should be regularly modelled by teachers- Children should be given lots of opportunities to practise writing

answers to questions

Gathering evidence to feed into assessment judgements

Use the following to support with gathering evidence -

Phonics tracker/individual phonics assessment Guided reading sessions which deepen children’s comprehension skills Assessment during guided reading – use the progression in the Bradford Reading

Record Independent tasks during guided reading to be linked to a previous or future guided

reading session – children use reading journals to record their responses Video/audio/scripts – film, record or scribe children’s responses to their reading

This reading record can be used to assess and plan from in Literacy and other areas of the curriculum, not just in guided reading sessions

2

Year 1

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Decoding

Reads on sight 100 HF words Reads on sight irregular high frequency words from Phases 2, 3 and 4 Reads on sight irregular high frequency words from Phases 4 and 5 Consistently blends CVC and CCVC/CVCC words Recognises and reads alternative spellings for vowel phonemes Recognises and blends consonant clusters Recognises and blends consonant digraphs Recognises full range of vowel digraphs and trigraphs Identifies syllables in order to read polysyllabic words Identifies and reads words with common plurals Identifies and reads words with ‘ed’ and ‘ing’ endings Reads other familiar and important words Makes 1 to 1 correspondence between written and spoken words Becoming more fluent Reads fluently and for meaning, checking that the text makes sense to them as they read and correcting inaccurate

reading Uses punctuation to support fluency

3

Year 1C

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Retrieval

Sequences a simple story or event recalling main points Uses structure of a simple story when reacting or retelling Talks about the themes of simple texts Answers literal retrieval questions about a text Can discuss the significance of a book title and events Begins to retell simple stories accurately Can recite some poems by heart

Inference

Shows reasonable inference at basic level, e.g. identifying who is speaking in a story Comments/questions about meaning of parts of text, e.g. details of illustrations, opening and impact of cover Makes simple deductions with support from prompts Begins to make predictions about characters Uses information from the text to predict events and talk about the character traits Relates incidents from reading to own experience and that of others

Structure

Understands and use correctly terms referring to conventions of print: book, cover, beginning, end, page, word, letter, line

Identifies print effects, e.g. bold, italics and capitalisation Use patterns and structures of text to support retelling/reciting Understands the sequence of a story Understands the difference between fiction and non-fiction Understands the way non-fiction texts are organised and uses this when reading Understands difference in how fiction and non-fictions texts are organised Uses organisational features to support reading

Language Begins to comment on particular words, phrases and sentences

4

Year 2

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Decoding

Begins to take account of a wider range of punctuation when reading, e.g. exclamation marks, question marks Can blend syllables silently and out loud Recognises and reads simple and continuous past tense Recognises and reads a variety of suffixes – ing, ed, er, est, ful, ly and y Reads on sight irregular words and other familiar and important words Confidentially blends alternative spellings of vowels and consonants Reads fluently, taking into account punctuation and text features, e.g. bold or italic print Confidently reads polysyllabic words Recognises common prefixes and suffixes and regular verb endings to construct meaning of words Reads on sight 300 HF words Recognises a full range of alternative spellings of phonemes

Com

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on Retrieval

Can recount main events, themes and information Is able to generate some questions before reading Retells more complex stories clearly with appropriate detail and balance Can discuss with reference to the text Can recite poems by heart with appropriate intonation Can participate in discussion about books, taking turns and listening to what others say

Inference Begins to predict more than one event using reading experience of same author/themes or content of non-fiction Makes simple inferences about thoughts and feelings Identifies key themes and discusses reasons for events in stories Makes confident inferences/predictions based on wider reading experience

Structure Understands and comments on the structure and presentation of narrative and how information is presented in non-fiction texts

Makes comparisons between fiction and non-fiction texts noting similarities and differences Offers suggestions for organisational features

5

Language Begins to identify words, phrases and sentences used for effect Begins to identify voices in stories Begins to discuss the effect of specific word or phrase choices on

meaning, e.g. to create humour, images and atmosphere

Author

Makes choices about texts based on prior reading experience and can express opinion about elements of text, eg character

Can express opinion about how an author has presented a text Offers opinions on the purpose and audience of fiction and simple non-fiction texts Begins to identify themes and underlying ideas in texts Can identify general features of a few text types Shows some awareness that books are set in different times and places

Traditions Makes some simple connections between texts identified, eg similarities in plot/topic or books by same author,

about same characters Recognises some features of the context of texts, eg historical setting, social or cultural background

6

Year 3

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Begins to recognise a wider range of prefixes, suffixes and punctuation and responds by using appropriate intonation and expression

Confidently decodes digraphs and trigraphs including silent letters Uses a range of strategies independently to establish meaning of words in context

Com

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on Retrieval

Begins to read in different ways for different purposes Shows understanding of main points. Begins to skim and scan whole text to identify relevant pieces of information Provides evidence/information making specific reference to text Can confidently skim and scan to locate information Shows increasing accuracy in information retrieval Makes use of non-fiction features to locate information Prepare poems and play scripts to read aloud

Inference Can offer sensible reasons for predictions about plot and character Begins to make connections across a text Justifies ideas and predictions based on knowledge of the text Links ideas and information across texts more confidently

Structure Identifies some different genres and key features in fiction and non fiction Can consider and comment on the effect on the reader of the main features of fiction and non fiction texts

Language Uses a dictionary to check the meaning of words Understands the use of different voices in stories Identifies languages used to create moods and build up tension, e.g. powerful verbs, adjectives and connectives

Author Begins to identify themes and underlying ideas in texts Can offer opinions about texts and explain personal point of view Can compare different versions of the same story Begins to identify subtle messages in a text

Traditions Identifies themes & conventions in a wide range of books Makes some simple connections between texts identified, e.g. similarities in plot, topic, or books by same author,

about same characters Recognises some features of the context of texts e.g. historical setting, social or cultural background

7

Year 4 (Keep revisiting knowledge and skills from Y3)

Wor

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Uses a range of strategies independently to establish meaning of words in context

Com

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Retrieval

Can use more than one source when researching & recording information Can support understanding and point of view by finding information and begins to text mark Identifies main ideas drawn from more than one paragraph and summarises these Prepares poems and playscripts to read aloud, and to perform, showing understanding through intonation, tone,

volume and action

Inference Can justify predictions based on knowledge of the text, making connections across a text Can offer sensible reasons about predictions Refers to text to support opinions and predictions (Point + Evidence) Begins to recognise the difference between fact and point of view

Structure Begins to identify structural features of a wider range of fiction and non-fiction texts Recognises different forms of poetry (e.g. free verse, narrative poetry)

Language Begins to offer reasons for use of voice and language choices Considers the effect of these on the reader

Author Begins to comment on overall effect of a text and how the writer has achieved this, justifying opinions

Traditions Makes some simple connections between texts identified, e.g. similarities in plot, topic, or books by same author,

about same characters Recognises some features of the context of texts, e.g. historical setting, social or cultural background

8

Year 5

Wor

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Understands how word order, punctuation, order and connectives can shame the meaning of sentences

Uses knowledge of word formation and derivation to construct meaning of words in context

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Retrieval

Empathises with characters’ viewpoints Begins to text mark and annotate when skimming and scanning to identify main ideas Can retrieve, record and present information from non-fiction Identifies and justifies selection of key points by using wide range of strategies to locate information/ideas across a

text Can identify key details in a text and begin to team the skills of summarising

Inference

Learn a wider range of poetry by heart Can participate in discussions about books, challenging others’ views courteously Can empathise with different points of view Understands main events, characters, ideas and themes. Infers meaning and motives using text and wider

experiences Uses clues from action, dialogue and description to interpret meaning Infers and deduces moods, messages, feelings and attitudes Refers to text to support opinions and predictions (Point + Evidence + Explanation) Begins to identify implicit and explicit points of view

Structure Confidently recognises key features of a range of text types and genres Uses structural and organisational features of text types to support understanding, recognising how paragraphs are

linked

Language Identifies and comments on use and effect of author’s language including imagery and figurative language when

conveying moods, feelings and attitudes Offers suggestions for writer’s choice of technique

Author Begins to show awareness of authorial viewpoint in fiction and non-fiction, e.g. narration, characterisation, time

shifts, bias Recognises ways in which writers present issues and viewpoints in fiction and non-fiction Can discuss techniques for development of plot

Traditions Notes features common to different texts or versions of the same text identified, with simple comment, e.g. characters, settings, presentational features

9

Year 6

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Read confidently, using knowledge of grammar and word roots to read for meaning

Consolidates knowledge of word roots, derivations and spelling patterns to read unknown words

Uses connectives as signposts to indicate a change of tone Secure and confident in use of knowledge of word roots, derivations and spelling patterns to read unknown words Wide ranging and accurate use of morphemic and etymological knowledge

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Retrieval

Confident in using a wide range of strategies when locating information/ideas across a text Can summarise the main ideas from one paragraph Retrieves and collates essential pieces of information from a range of sources Can explain and discuss their understanding of what they have read, including through formal presentation and

debates, maintaining focus on the topic and using notes where necessary

Inference Refers to text to support opinions and predictions (Point+Evidence+Explanation+Evaluation) Identifies and explains implicit and explicit points of view Compares and contrasts explicit and implicit points of view

Structure Understand and uses the structure of a range of text types to support understanding Understands and can comment on the effect of structure and organisation of different text types Sustains understanding over extended texts by using structural and organisational features effectively

Language Can confidently identify and begin to explain viewpoint in texts Can discuss implied and multi-layered meanings Explains and begins to evaluate success of use of imagery and figurative language Identifies and analysis authors techniques and vocabulary when creating moods, messages, feelings and attitudes

and can offer reasons for choice considering the effect on the reader

Author Begins to give reasons for adoption of viewpoint in texts Analyses and comments on success of texts and writers in evoking particular responses Can consider how implied and multi-layered meanings are created

Traditions Can identify similarities and differences between texts, or versions, with some explanation, e.g. narrative conventions in traditional tales or stories from different creatures, ballads, and newspaper reports

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13

Recommended book listCompiled by Alison Philipson and Bradford Literacy Co-ordinators – Autumn 2013(N.B. many of these texts are easily transferrable to year groups other than those mentioned in the notes and can be used in other contexts)

TITLE AUTHOR USEFUL INFORMATION

Pigs Might Fly

Peace at Last

The Very Hungry Caterpillar

Mixed Up Fairy Tales

The Animal Boogie

Superworm

Amazing Grace

Gregory Cool

Mama Panya’s Pancakes

The Owl who was Afraid of the Dark

Daft Bat

The Magic Bed

Meerkat Mail

Wolf Won’t Bite !

Percy the Park Keeper stories

The Tiger Who Came to Tea

Whatever Next ?

Jonathan Emmett

Jill Murphy

Eric Carle

Hilary Robinson

Debbie Harker

Julia Donaldson

Caroline Binch

Caroline Binch

Mary and Rich Chamberlain

Jill Tomlinson

Jeanne Willis

John Burningham

Emily Gravett

Emily Gravett

Nick Butterworth

Judith Kerr

Jill Murphy

EYFS/Y1 – alternative version of The Three Little Pigs

EYFS

EYFS

EYFS

EYFS

EYFS – great rhyming book/boys love this book

Y2 – Stories from Other Cultures

Y2 – Stories from Other Cultures

Y2 – Stories from Other Cultures

Y2 – nocturnal animals

Y2 – nocturnal animals

Y2 – fits in with SATs task about the magic pebble

Y1/Y2 – good for travelling/journeys/Africa

KS1 – good links with Science

KS1KS2 – dialogue

KS1 - planets

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The Terrible Plop

Room on the Broom

What the Ladybird Heard

The Jolly Postman

Our Cat Cuddles

The Magic Faraway Tree

Dogger

Lost and Found

Giraffes Can’t Dance

The Tunnel

The Lighthouse Keeper stories

The Teddy Robber

A Visitor for BearThe Sniffles for BearBedtime for BearA Birthday for Bear

Emily Brown and the Elephant Emergency

Who’s in the Loo?

Ursula Dubosarsky

Julia Donaldson

Julia Donaldson

Allan Ahlbert

Gervase Phinn

Enid Blyton

Shirley Hughes

Oliver Jeffers

Giles Andreae

Anthony Browne

Ronda Armitage

Ian Beck

Bonny Becker

Cressida Cowell

Jeanne Willis

KS1/humour/boys love it

Great for KS1

KS1 – useful for letter and invitation writing and good link to fairy tales

KS1 – a story with a twist/rhyming

PSHCE

PSHCE

Believing in yourself/great for PE/rhyming

Stories with Dilemmas/mystery stories/adventure stories/could be used with Pie Corbett imitation/innovation, developing imagination etc.

Good for Pie Corbett retelling and a Summer/seaside theme

Bear theme/feelings/imagination/good for Pie Corbett’s Boxing Up

Character relationships/inference/Prediction/characters’ personalities

Geography(explorers)/dialogue/inference/how has the author made feelings clear?

Prediction/rhyme

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The Bog Baby

Misery Moo

Handa’s Surprise

Huge Bag of Worries

The Three Horrid Pigs and the Big Friendly Wolf

The Pea and the Princess

Stick Man

Jack and the Flumflum Tree

A fish Out of Water

The Queen’s Knickers

The Giant Jam Sandwich

006 and a Bit

A Bit Lost

The Story of the Little Mole who knew it was none of his business

The ForestThe Flower

Tin Forest

The Dragon Machine

The Tailypo: A Ghost Story

Traction Man meets Turbo Dog

Jeanne Willis

Jeanne Willis

Eileen Browne

Virginia Ironside

Liz Pichon

Mini Grey

Julia Donaldson

Julia Donaldson

Helen Palmer

Nicholas Allan

John Vernon Lord

Kes Gray

Chris Haughton

Werner Holzwarth

Helen Ward

Helen Ward

Helen Ward

Joanna Galdone

Mini Grey

Link to traditional tales with dialogue – different version

The story from the pea’s point of view !

A little bit rude – boys love it !

KS1/KS2 – Stories in Familiar Settings/environmental issues/how plants grow well

KS1/KS2

KS1 book but used in Y6 as a follow-on to Traction Man (Heroes)

Until I Met Dudley Roger McGough Explanation text/fiction vs non

16

The Wolves in the Walls

The Hodgeheg

The Butterfly Lion

Akimbo and the Elephants

The Iron Man

The Secret Garden

Goodnight Mr Tom

The Amazing Story of Adolphus Tips

Rose Blanche

A Skull in Shadows Lane

Professor Nutter and the Siren’s Wail

Journey to Jo-burg

Kensuke’s Kingdom

Neil Gaiman

Dick King-Smith

Michael Morpurgo

Alexander McCall

Ted Hughes

Frances Hodgson-Burnett

Michelle Magorian

Michael Morpurgo

Ian McEwan

Robert Swindells

David Webb

Beverley Naidoo

Michael Morpurgo

fiction

Y3 – Stories in Familiar Settings/unit on wolves – non-chronological reports/Instructions on how to trap the wolves

Y3 – Stories in Familiar Settings

Y4 – Stories in Historical settings/World War 1/Friendship/promises

Y4 – Stories from Other Cultures

Y4 – Science links

Y5 – Stories in Historical Settings/Victorians

Y5 – World War II

World War II/friendship.love

Y5 – World War II topic – looked at pictures and covered up writing – pupils wrote their own version

Y5 – World War II/AF3

World War II/PSHCE

Y5 – Stories from Other Cultures/South Africa/democracy

Y5 – adventure story and linked with topic of exploration/survival

Henry VIII and his Chopping Block

‘Dead Famous’ series Y5 – a good example of a non-fiction text/biography humour – linked to our Tudor

17

The Water Tower

The Rabbits

The Arrival

The Lost Thing

Tuesday

The Mysteries of Harry Burdick

Gangsta Granny

Grandma’s Teeth

I want my Hat Back

The Boy in the Girls’ Bathroom

I was a Rat

Room 13

Ma’at’s Feather

Cool

Stitch Head

Charlie Cook’s Favourite Book

George Scares the World by Lunchtime

Gary Crew

Shaun Tan

Shaun Tan

Shaun Tan

David Wiesner

David Wiesner

David Walliams

David Webb

John Klasson

Louis Sachar

Philip Pullman

Robert Swindells

Juliet Desailly

Michael Morpurgo

Guy Bass

Julia Donaldson

Dr Jo Readman

topic

Y5/Y6 – horror based picture book

Y5/Y6 – treatment of aboriginals in Australia

KS2

KS2

KS2

KS2

KS2 – ‘Reading Book Club’ text – very popular fun book

Science/PSHCE

Upper KS2 – PSHCE/SEAL/friendship issues/boys who find it difficult to achieve at school/bullying

Victorians/adventure/PSHCE

Good for looking at strategies for building tension/suspense in writing

Egyptians

PSHCE

Feeling unwanted

Environmental theme

18

Weslandia

How to Live Forever

The Garden

Mr Men and Little Miss Stories

The Drop in my Drink

The Pebble in my Pocket

Stuck

Gorilla

Jumanji

The Green Ship

Tadpole’s Promise

Two Frogs

Window

Mirror

The Colour of Home

Siddharth and Rinki

Short !

It’s a Book !

Paul Fleischman

Colin Thompson

Gillian Linscott

Roger Hargreaves

Meredith Hooper

Meredith Hooper

Oliver Jeffers

Anthony Brown

Chris Van Allsburg

Quentin Blake

Jeanne Willis

Chris Wormell

Jeannie Baker

Jeannie Baker

Mary Hoffman

Addy Farmer

Kevin Crossley-Holland

Lane Smith

Bullying/PSHCE/new beginnings/other worlds/friendship

Narrative/cross curricular links/Native American/powerful descriptive language

Stories by the same author/author is from Cleckheaton – children wrote their own Mr or Miss story to promote reading

Water cycle

Rock cycle

Problem solving

Good for speaking and listening/diary entries/letters/PSHCE

Adventure stories/great images

Stories in Imaginary Worlds

Life Cycles/prediction/PSHCE

The environment (no words)

Stories from other cultures

Stories from other cultures

A book of very short stories – great for guided reading

Compares technology with a book – very funny and clever

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