Key Learning in Reading

Word Reading

  • Use knowledge of root words to understand meanings of words.
  • Use prefixes to understand meanings  e.g. un-, dis-,-mis-, re-.
  • Use suffixes to understand meanings  e.g. –ation, -ous.
  • Read and understand meaning of words on Y3/4 word list – see bottom.
  • Use intonation, tone and volume when reading aloud.
  • Take note of punctuation when reading aloud.



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

  • Listening to and discussing a range of fiction, poetry, plays, non-fiction.
  • Regularly listening to whole novels read aloud by the teacher.
  • Reading a range of non-fiction texts including information, explanations, instructions, recounts, reports, persuasion.
  • Analysing and evaluate texts looking at language, structure and presentation e.g. newspaper reports, recipes, etc.
  • Recognising some different forms of poetry e.g. narrative, free verse.
  • Reading books and texts for a range of purposes e.g. enjoyment, research, skills development, reference.
  • Using dictionaries to check meanings of words they have read.
  • Sequencing and discussing the main events in stories.
  • Retelling a range of stories, including less familiar fairy stories, fables and folk tales e.g. Grimm’s Fairy Tales, Rudyard Kipling Just So Stories.
  • Identifying and discussing themes e.g. good over evil, weak and strong, wise and foolish, mean and generous, rich and poor.
  • Identifying and discussing conventions e.g. numbers three and seven in fairy tales, magical sentence repeated several times.
  • Identifying, discussing and collecting favourite words and phrases which capture the reader’s interest and imagination.
  • Preparing poems/playscripts to read aloud, showing understanding through intonation, tone, volume and action.


Understand what they read independently by:

  • Discussing their understanding of the text
  • Explaining the meaning of unfamiliar words by using the context
  • Making predictions based on details stated
  • Raising questions during the reading process to deepen understanding e.g. I wonder why the character.
  • Drawing inferences around characters thoughts, feelings and actions, and justify with evidence from the text
  • Using point and evidence to structure and justify responses.
  • Discussing the purpose of paragraphs.
  • Identifying a key idea in a paragraph.


Retrieve and record information from non-fiction

  • Evaluating how specific information is organised within a non-fiction text e.g. text boxes, sub-headings, contents, bullet points, glossary, diagrams.
  • Quickly appraising a text to evaluate usefulness.
  • Navigating texts in print and on screen.


Participating in discussion about what is read to them and books they have read independently, taking turns and listening to what others say

  • Developing and agreeing on rules for effective discussion.

Making and responding to contributions in a variety of group situations e.g. whole class, pairs, guided groups, book circles.




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