English Key Learning Indicators of Performance in Reading: Year 5

Transcription

1 Word Reading As Year 4 and: Read books at an age appropriate interest level. Use knowledge of root words to understand meanings of words. The child derived the meaning of words by using er own knowledge of root words. For example: understanding the word ascension through her knowledge of the word ascend. Apply knowledge of prefixes to understand meaning of new words, e.g. dis-, re-, pre-, mis-, over-. The child has used her knowledge of prefixes to establish the meanings of new words in a text. For example, she knew that bi means two or twice so she used this to work out the meaning of bilingual. Use suffixes to understand meanings e.g. -ant, -ance, - ancy, -ent, ence, -ency, -ible, -able, -ibly, -ably. The child has used her knowledge of both root words and suffixes to work out the meanings of words such as decency, observance etc. Read and understand words from the Year 5 list (selected from the statutory Year 5/6 word list) See Sample A Comprehension As Year 4 and: Maintaining positive attitudes to reading Listen to and discuss a range of fiction, poetry and non-fiction which they might not choose to read themselves. The child has listened to a range of texts throughout the year including Mufaro s Beautiful Daughter, Alice in Wonderland and The Lion, the Witch and the Wardrobe. Regularly listen to whole novels read aloud by the teacher from an increasing range of authors. The whole class have listened to the novels listed above. Explore themes within and across texts e.g. loss, heroism, friendship. In guided reading, the child has explored books with the themes of friendships, family, relationships. In class, she studied the Lion, the Witch and the Wardrobe, which explored the theme of heroism, loss and friendship. Make comparisons within a text e.g. characters viewpoints of same events. See Sample E Recommend books to their peers with reasons for choices. See Sample F Read books and texts that are structured in different ways for a range of purposes. A reads a range of texts and books for different purposes. He is interested in space and the solar system, and he will often choose these information books to retrieve information. Express preferences about a wider range of books including modern fiction, traditional stories, myths and legends. See Sample F Learn a wider range of poems by heart. The child has learnt the following poems by heart throughout the year: Alligator by Grace Nicols, The Pig by Roald Dahl, A Red Rose by Robert Burns. See Sample A Prepare poems and play scripts to read aloud and perform, showing understanding through intonation, tone, volume and action so the meaning is clear to an audience. See Sample P Understanding texts they read independently and those which are read to them Explain the meaning of words within the context of the text. The child has identified words, when reading during guided reading sessions, that she does not understand and she has used clues in the text to explore the meaning of the word. See Sample D Use punctuation to determine intonation and expression when reading aloud to a range of audiences. See Sample Q Check that the book makes sense to them and demonstrate understanding e.g. through discussion, use of reading journals. See Sample F Demonstrate active reading strategies e.g. generating questions to refine thinking, noting thoughts in a reading journal. See Sample G Infer characters feelings, thoughts and motives from their actions and justify inferences with evidence. See Sample H Predict what might happen from information stated and implied. See Sample J Through close reading of the text, re-read and read ahead to locate clues to support understanding. Child S can read the text very closely, he reads ahead to look for clues to answer questions during a guided reading session. Scan for key words and text mark to locate key information. See Sample K Summarise main ideas drawn from more than one paragraph and identify key details which support this. See Sample G Justify opinions and elaborate by referring to the text, e.g. using the PEE prompt - Point + Evidence + Explanation. See Sample O Analyse the conventions of different types of writing e.g. use of first person in autobiographies and diaries. During both shared and guided reading, the child has been able to identify the main features of a variety of texts. See Sample B, C Identify how language, structure and presentation contribute to meaning e.g. formal letter, informal diary, persuasive speech. Evaluating the impact of the author s use of language Explore, recognise and use the terms metaphor, simile, imagery. See Sample K Explain the effect on the reader of the authors choice of language. We discussed this though guided reading. Distinguish between statements of fact or opinion within a text. See Sample L Participating in discussion and debate Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others ideas and challenging views courteously. The child participates in whole class and group discussions on a daily basis. Her views build on ideas discussed in the group. She has challenged other

2 points of view by stating her own opinions with confidence and respect for other children s view points. Explain and discuss their understanding of what they have read, including through formal presentations and debates. Prepare formal presentations individually or in groups. See Sample M Use notes to support presentation of information. See Sample N Respond to questions generated by a presentation. Participate in debates on an issue related to reading (fiction or non-fiction). See Sample O

3 A

4 B C

5 D

6 E

7 E

8 F

9 G

10 H I

11 J

12 K L

13 M N

14 O

15 P

16 Q