Key Learning in Reading

Word Reading

Letters and Sounds Phase 6.

  • Apply phonic knowledge and skills to read words until automatic decoding has become embedded and reading is fluent.
  • Read accurately by blending the sounds in words, especially recognising alternative sounds for graphemes.
  • Read accurately words of two or more syllables that contain alternative sounds for grapheme e.g. shoulder, roundabout, grouping.
  • Read words containing common suffixes e.g. –ness, -ment, -ful, -ly.
  • Read further common exception words, noting tricky parts (see bottom).
  • Read frequently encountered words quickly and accurately without overt sounding and blending.
  • Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation.
  • Re-read these books to build up their fluency and confidence in word reading.
  • Uses tone and intonation when reading aloud.

Read longer and less familiar texts independently.


Develop pleasure in reading, motivation to read, vocabulary and understanding by:

  • Listening to a range of texts at a level beyond that at which they can read independently including stories, non-fiction, and contemporary and classic poetry.
  • Sequencing and discussing the main events in stories.
  • Learning and reciting a range of poems using appropriate intonation.
  • Retelling a wider range of stories, fairy tales and traditional tales.
  • Read a range of non-fiction texts including information, explanations, instructions, recounts, reports.
  • Discussing how specific information is organised within a non-fiction text e.g. text boxes, sub-headings, contents, bullet points, glossary, diagrams.
  • Identifying, discussing and collecting favourite words and phrases.
  • Recognising use of repetitive language within a text or poem e.g. run, run as fast as you can  and across texts e.g. long, long ago in a land far away
  • Make personal reading choices and explain reasons for choices.


Understand both the books they can already read accurately and fluently and those that they listen to by:

  • Introducing and discussing key vocabulary within the context of a text.
  • Use morphology to work out the meaning of unfamiliar words e.g. terror, terrorised.
  • Activating prior knowledge and raising questions e.g. What do we know? What do we want to know? What have we learned?
  • Checking that texts make sense while reading and self-correct.
  • Making predictions using evidence from the text.
  • Making inferences about characters and events using evidence from the text e.g. what is a character thinking, saying and feeling?


Participating in discussion about what is read to them, taking turns and listening to what others say:

  • Making contributions in whole class and group discussion.
  • Listening and responding to contributions from others.
  • Giving opinions and supporting with reasons e.g. Was Goldilocks a good or bad character?
  • Considering other points of view.


Explaining clearly their understanding of what they read themselves and what is read to them:

Demonstrating understanding of texts by asking and answering questions related to who, what, where, when, why, how.

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