Students will select and use sources of information, processes and strategies with some confidence, to identify ideas, form their own ideas and express these ideas.
select and read texts for enjoyment
- know what you are able to read (self monitor - not too hard for you to understand)
- know where to find what you want to read
- read a chapter book for at least 10-20 minutes and remember the ideas over a number of days (retell)
- explain why you like or dislike the book or the ideas in the text
recognise and understand connections between oral, written and visual language
- read aloud fluently, clearly, with phrasing and expression and with good volume
- retell the important ideas and details in the right order. (eg timeline)
- discuss ideas in the text with others (eg explain the problem in a narrative. Create a way to solve the problem differently. When did you have a similar problem?)
select and use information (meaning, structure, visual, letter patterns) and prior knowledge to make sense of a variety of more complex texts with growing confidence
- knows to re-read to help understand when meaning gets lost - predict, cross check meaning, grammar and visual
- know the difference between fact and fiction, and fact and opinion
- show a developing interest in higher level vocabulary - pronunciation, meanings and where/when these can be used
- work out meanings of phrases and expressions using other words around them (increasing in complexity Year 5)
- use references - on-line and in books - dictionaries, Thesaurus, atlas, encyclopaedia
- recognise different sentence structures - question, statement, exclamation, simple, compound and complex sentences
- recognise how texts are structured (Year 5)
use an increasing knowledge of letter clusters, affixes, roots and compound words to confirm predictions (of vocab)
- know all the essential words
- select and use decoding strategies - letter patterns, word families, letter chunks
- knows the meanings of suffixes (ist ity ty ion able ible ness ment), prefixes (over mis sub pre inter semi mid) and root words (tele port) to decode words and meanings
- cross check visual, grammar and meaning cues (check all cues with each other)
select and use processing strategies and an increasing range of comprehension strategies with some understanding and confidence -
- make connections to prior knowledge
- make connections to prior knowledge
- predict before and during reading
- make pictures in the mind and describe what you see (visualisation)
- questioning during the text (Year 5)
- identify key words and main ideas in order to summarise (Year 5)
- use knowledge of text structure to help summarising (Year 5)
- skim and scan to locate specific information to support detailed retelling or research (Year 5)
- identify figurative language using clues in text and prior knowledge (Year 5)
thinks critically about texts with developing confidence
- identify the author's purpose and identify how it was achieved (eg to inform, to persuade, to entertain, to explain)
- create a personal response (reaction) to a text, explain your reasoning (why you think that way) and share it with others eg how you would change the ending or the setting or your favourite character in the story and why
- identify and explain inference (increasing in complexity Year 5)
- evaluate how the text meets its purpose - explain and discuss (Year 5)
- evaluate the reliability of texts (Year 5)
- read and understand the purposes of signs, labels, captions, headings, diagrams, contents pages, index, glossary, maps and chapters
- explain what the author wants you to learn from the text
monitors, self-evaluates and describes progress with growing confidence
- reflecting on your progress
- have clear learning goals that you understand - goal setting - and you can state your next steps to achieving them
- state what you are learning and the success criteria you are following
- you can state clearly why that is your goal
- you can state what you are good at in your reading
- get feedback and feed forward from class mates and teacher that helps when reflecting on progress
- give feedback and feed forward to class mates and teacher to help when reflecting on progress
- use strategies to get out of the learning pit eg try another way, ask a buddy for ideas, put it aside and come back to it later - - - - know that learning happens from mistakes and unknowns when we persevere
- feel proud of achievements (little successes in learning are achievements)
- reflect on the learning environment chosen for this learning - place, group or individual, time
- reflect what you were learning when you did this activity - Did you read the instructions carefully? Did you understand the instructions? Did you answer the whole question? Did you use complete sentences and use punctuation? Did you include evidence from the text to support your answer? Did you read your answer through, to make sure it made sense?
shows a developing understanding of ideas within, across and beyond texts.
- discuss aspects of the sequence of events (plot), characters (character traits) and the setting eg how the character changed during the story
- give opinions and use predictions to discuss the text
- compare and contrast - characters, settings and plot in texts (Year 5)
- identify main ideas and important details (Year 5)
- make connections between texts (Year 5)
- makes and supports inferences (Year 5)
- identify question types and ask a variety of questions about a text - literal and inference
show a developing understanding of how language features are used for effect within and across texts.
- evaluate how the illustrations help with understanding the text and enhance the text
- know the differences between text types using knowledge of these to help understanding (Year 5)
- know that authors have different voices and styles and can identify some of these (Year 5)
- compares different styles of illustrations
- find on-line information to support learning by writing key words in the address bar and looking carefully at the introduction in each source
- write a question in the search bar, ending with a question mark
