Assessing reading – Year 6 expectations
- Apply knowledge of root words to read aloud and to understand the meaning of unfamiliar words.
- Apply knowledge of prefixes and suffixes to read aloud, and to understand the meaning of unfamiliar words.
- Use combined knowledge of phonemes and word derivations to pronounce words correctly, for example: arachnophobia, audience.
- Attempt pronunciation of unfamiliar words drawing on prior knowledge of similar looking words.
- Read fluently, using punctuation to inform meaning.
- Read and become familiar with a wide range of books, including modern fiction, fiction from our literary heritage, and books from other cultures and traditions.
- Read books that are structured in different ways.
- Recognise texts that contain features from more than one text type.
- Consider and evaluate how effectively texts are structured and laid out.
- Read non-fiction texts to support other curriculum areas.
- Read closely to ensure understanding.
- Recommend books that they have read to their peers, giving reasons for their choices.
- Identify and discuss themes in a range of writing and across longer texts.
- Identify and discuss the conventions of different text types.
- Identify key points in an appropriate text.
- Learn a range of poetry by heart, for example, narrative verse, sonnet.
- Prepare poems and plays to read aloud and to perform, showing understanding through intonation, tone, volume and action.
- Identify and comment on writer’s choice of vocabulary, giving examples and explanation.
- Identify and explain how writers use grammatical features for effect, for example, the use of short sentences to build tension.
Assessing Reading – Year 6 Mastery
- Explain the structural devices used to organise a text.
- Comment on the structural devices used to organise the text.
- Read several texts on the same topic to find and compare information.
- Explain the main purpose of a text and summarise it succinctly.
- Draw inferences from subtle clues across a complete text.
- Recognise the impact of the social, historical, cultural on the themes in a text.
- Comment on the development of themes in longer novels.
- Compare and contrast the styles of different writers with evidence and explanation.
- Evaluate the styles of different writers with evidence and explanation.
- Prepare poems and plays to read aloud and to perform, using body language, tone, pitch and volume to engage the audience.
- Compare and contrast the language used in two different texts.
- Identify the grammatical features/techniques used to create mood, atmosphere, key messages, attitudes.
- Evaluate the impact of the grammatical features/techniques used to create mood, atmosphere, key messages, attitudes.
- Identify how writers manipulate grammatical features for effect.
- Analyse why writers make specific vocabulary choices.
- Give a personal response to a range of literature and non-fiction texts, stating preferences and justifying them.
- Explain how and why a text has impact on a reader.
- Identify how characters change during the events of a longer novel.
- Explain the key features, themes and characters across a text.
- Compare and contrast characters, themes and structure in texts by the same and different writers.
- Explain the author’s viewpoint in a text and present an alternative point of view.
- Explain an opinion, referring to the text to justify it; Point, Evidence and Explanation (PEE).
- Present a counter-argument in response to others’ points of view using evidence from the text and explanation (PEE).
- Use a combination of skimming, scanning and text marking to find and collate information.
- Re-present collated information.