BSPS Progression Map: Reading

Early YearsFoundation Stage -Development Matters

3 & 4 Year Olds

Reception

Read individual letters by saying the sounds for them. (Literacy)

Blend sounds into words, so that they can read short words made up of letter-sound correspondences. (Literacy)

Read some letter groups that each represent one sound and say sounds for them. (Literacy)

Read simple phrases and sentences made up of words with known letter-sound correspondences and, where necessary, a few exception words.(Literacy)

READING RANGE

TEXT FAMILIARITY

DECODING

Develop their phonological awareness, so that they can: spot and suggest rhymes, count or clap syllables in words, recognise words with the same initial sound, such as money and mother (Literacy)

Re-read books to build up their confidence in word reading, their fluency and their understanding and enjoyment. (Literacy)

Enjoy listening to longer stories and can remember much of what happens. (Communication and Language)

Retell the story, once they have developed a deep familiarity with the text, some as exact repetition and some in their own words. (Communication and Language)

Listen carefully to rhymes and songs, paying attention to how they sound. (Communication and Language)

Know many rhymes, be able to talk about familiar books, and be able to tell a long story. (Communication and Language)

Engage in non-fiction books. (Communication and Language)

Early YearsFoundation Stage -Development Matters

3 & 4 Year Olds

Reception

DISCUSSING READING

VOCABULARY

UNDERSTANDING

Understand the five key concepts about print: print has meaning, print can have different purposes, we can read English text from left to right and from top to bottom, the names of different parts of a book, page sequencing (Literacy)

Read a few common exception words matched to the school's phonic programme. (Literacy)

Be able to express a point of view and debate when they disagree with an adult or a friend, using words as well as actions. (Communication and Language)

Engage in extended conversations about stories, learning new vocabulary.(Literacy)

Listen to and talk about stories to build familiarity and understanding. (Communication and Language)

Listen to and talk about selected non-fiction to develop a deep familiarity with new knowledge and vocabulary. (Communication and Language)

Compare and contrast characters from stories, including figures from the past. (Knowledge and Understanding)

Use a wider range of vocabulary. (Communication and Language)

Learn new vocabulary. (Communication and Language)

Use new vocabulary throughout the day. (Communication and Language)

Use new vocabulary in different contexts. (Communication and Language)

Take part in simple pretend play, using an object to represent something else even though they are not similar. (Expressive Arts and Design)

Begin to develop complex stories using small world equipment like animal sets, dolls and dolls houses, etc.(Expressive Arts and Design)

Engage in story times. (Communication and Language)

Develop story lines in their pretend play. (Expressive Arts and Design)

Early YearsFoundation Stage -Development Matters

3 & 4 Year Olds

Reception

INFERENCE

PREDICTION

AUTHORIAL INTENT

Understand ‘why’ questions, like: “Why do you think the caterpillar got so fat?” (Communication and Language)

listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently

being encouraged to link what they read or hear read to their own experiences

READING RANGE

Year 3

Year 5

Year 4

Year 6

TEXT FAMILIARITY

DECODING

becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics

recognising and joining in with predictable phrases

Learning to appreciate rhymes and poems, and to recite some by heart

apply phonic knowledge and skills as the route to decode words

respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes

read accurately by blending sounds in unfamiliar words containing GPCs that have been taught

read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word

read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings

read other words of more than one syllable that contain taught GPCs

read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s)

read books aloud, accurately, that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words
 

listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non- fiction at a level beyond that at which they can read independently

decode words until automatic decoding has become embedded and reading is fluent

read accurately by blending, including alternative sounds for graphemes

read accurately words of two or more syllables that contain the same graphemes as Year 1

read common suffixes

read exception words, noting unusual correspondences

read most words quickly & 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

becoming increasingly  familiar with and retelling a wider range of stories, fairy stories and traditional tales

recognising simple recurring literary language in stories and poetry

being introduced to non-fiction books that are structured in different ways

continuing to build up a  repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear

reread these books to build up their fluency and confidence in word reading

listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

reading books that are structured in different ways and reading for a range of purposes

apply their growing knowledge of root words, prefixes and suffixes, both to read aloud and to understand the meaning of new words they meet

read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word

increasing their familiarity  with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally

identifying themes and conventions in a wide range of books

retrieve and record information from non-fiction

recognising some different forms of poetry

continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks

reading books that are structured in different ways and reading for a range of purposes

making comparisons within and across books

retrieve, record and present information from non- fiction

apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), both to read aloud and to understand the meaning of new words that they meet

increasing their familiarity  with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions

identifying and discussing themes and conventions in and across a wide range of writing

learning a wider range of  poetry by heart

Year 2

Year 3

Year 5

DISCUSSING READING

VOCABULARY

UNDERSTANDING

participate in discussion  about what is read to them, taking turns and listening towhat others say

explain clearly their understanding of what is read to them

discussing word meanings, linking new meanings to those already known

drawing on what they already know or on background information and vocabulary provided by the teacher

checking that the text makes sense to them as they read and correcting inaccurate reading

participate in discussion about books, poems & other works that are read to them & those that they can read for themselves, taking turns and listening to what others say

explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves

discussing and clarifying the meanings of words, linking new meanings to known vocabulary

discussing their favourite words and phrases

discussing the sequence of  events in books and how items of information are related

drawing on what they already know or on background information and vocabulary provided by the teacher

checking that the text makes sense to them as they read and correcting inaccurate reading

participate in discussion  about both books that are read to them and those they can read for themselves, taking turns and listening to what others say

using dictionaries to check the meaning of words that they have read

checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context

asking questions to improve their understanding of a text

identifying main ideas drawn from more than one paragraph and summarising these.

recommending books that  they have read to their peers, giving reasons for their choices  

participate in discussions about books, building on their own and others’ ideas and challenging views courteously

explain and discuss their understanding of what they have read, including through formal presentations and debates

provide reasoned justifications for their views 

using dictionaries to check the meaning of words that they have read

checking that the book makes sense to them,discussing their understanding and exploring the meaning of words in context

asking questions to improve their understanding

summarising the main ideas drawn from more than one paragraph, identifying key details to support the main ideas

distinguish between  statements of fact and opinion

Year 4

Year 6

Year 2

Year 3

Year 5

SKILLS

CURRICULUM

INFERENCE

SKILLS

CURRICULUM

PREDICTION

SKILLS

CURRICULUM

AUTHORIAL INTENT

discussing the significance of the title and events

making inferences on the basis of what is being said and done

predicting what might happen on the basis of what has been read so far

*identify how repetitive patterns, words and phrases aide their enjoyment of the text.

making inferences on the  basis of what is being said and done

answering and asking questions

predicting what might happen on the basis of what has been read so far

Identify how vocabulary choice (by the author) affects meaning

drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence

predicting what might happen from details stated and implied

discussing words and  phrases that capture the reader’s interest and imagination

identifying how language, structure, and presentation contribute to meaning

drawing inferences such as inferring characters' feelings, thoughts and motives from their actions, and justifying inferences with evidence

predicting what might happen from details stated and implied

identifying how language,  structure and presentation contribute to meaning  

discuss and evaluate how authors use language, including figurative  language, considering the impact on the reader

Year 4

Year 6