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)

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

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

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

I can listen to a story and pick out the main events and characters

I recognise the difference between fiction (narrative) and non-fiction (non-narrative)

I can link what I read or have read to me, to my own experiences (with encouragement/prompting)

Year 3

Year 5

Year 4

Year 6

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

I can say a selection of rhymes and poems by heart

I can retell some key stories, fairy stories and traditional tales

I can use a range of organisational features to locate information, such as labels, diagrams and charts

I can recognise obvious story language (e.g. Once Upon a Time, big bad wolf)

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
 

I can correct some mistakes as I read

I can use picture clues to help with word reading

I can name and recognise all letters of the alphabet

I can speedily say the correct sound represented by the graphemes (letter/groups of letters) for all 40+ phonemes

I can use my phonic knowledge to help decode words

I can read the common exception words

I can read familiar endings to words (-s, -es, -ing, -ed, -er, -est)

I can read words with more than 1 syllable, which contain taught GPC's

I can read words with contractions (e.g. i'm, i'll, we'll) and understand that the apostrophe stands for the missing letter(s)

I can read age related books with some fluency and confidence (in line with my phonic knowledge - not relying too much on sounding out, blending)

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

I can make choices about which texts to read, based on prior reading experience (e.g. I have chosen Room on the Broom because I like the rhyming words in Julia Donaldson's books)

I understand and can explain why a writer has written a text particularly non-narrative (e.g. she wants you to know how to make a kite)

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

I am able to self-correct when I know something doesn't make sense

I can use a range of decoding strategies if/when needed

I can accurately read words with 2+ syllables that contain taught graphemes (including alternative graphemes)

I can read words containing common suffixes

I can read the common exception words

I can automatically decode words/automatically read words when reading a book/piece of text to allow my reading to be fluent (not stilted)

I can confidently read age related books without needing to use phonic strategies (in line with my phonic knowledge)

I continue to build up poems learnt by heart (saying some from memory) and read some aloud with expression

I can re-tell a story, referring to most of the key events and characters

I can pick out vocabulary and language features which keep coming up (e.g. all fairy tales start with Once Upon a Time...)

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

I am beginning to pick out and discuss different points of view in the text

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

I can use the context of the sentence to help me to read unfamiliar words

I can use my knowledge of the meanings of root words, suffixes and prefixes to help me to read and understand new words

I can read half of the Y3/4 word list

I can read out loud confidently with expression, using a range of punctuation to help

I identify and make simple connections between books (e.g. Dick King-Smith often writes about animals)

I can pick out the features of a range of text types and discuss how they are structured differently

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

I can spot/work out words which are an exception to the rule when I am reading/discussing a text

I can read all of the Y3/4 word list

I can read a range of texts fluently and with confidence

I identify and make connections between the themes across a range of texts.

I can recognise text type and purpose based on identified features.

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

I can pick out and describe the styles of individual writers and poets (e.g. some writers use rhyme, some writers use speech to open narrative)

I can recognise different points of view (e.g. characters in narrative and author in non-narrative)

I can pick out and explain ways in which writers present issues and points of view in narrative and non-narrative (e.g. ‘He has only mentioned the bad points about air travel’)

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

I can use my knowledge of the meanings of root words, suffixes and prefixes to help me to read and understand new words

I can read half of the Y5/6 word list

I can maintain fluency and accuracy when reading complex sentences within texts (e.g. when commas have been used to support the correct reading)

I can read aloud with the appropriate intonation, tone and volume so that the meaning is clear for the reader

I can compare texts (e.g. the openings of a particular narrative with the beginnings of other narratives)

I can pick out and talk about themes in a narrative and recognise theme links with other texts

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

I can compare and contrast the styles of individual writers and poets, providing example

I can identify and comment on explicit and implicit points of views

I can pick out and discuss themes and conventions in and across a wide range of writing

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

I can manage different features of language such as abbreviations, colloquialisms and specialist vocabulary

I can manage different features of language such as abbreviations, colloquialisms and specialist vocabulary

I can read all of the Y5/6 word list

I can recognise texts that contain features of more than one text type and comment on these (e.g. persuasive letter)

I can make comparisons within and across a wide range of books

I am able to pick out and discuss different points of view in texts used for different purposes

Year 2

Year 3

Year 5

Year 6

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

I can discuss texts, taking turns and listening to what others say

discussing word meanings, linking new meanings to those already known

I can discuss what new words mean, linking them to words I already know

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

I can join in with discussions about a text that I have listened to or read myself (e.g. my likes/dislikes)

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

I can work out the meaning of words using what I have read/the context

I can answer questions based on text and pictures.

I can recognise when a text I read does not make sense.

I can talk about the important parts of the story

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

I can participate in discussions about books, sharing my ideas and listening to others.

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.

I can use alphabetically ordered texts to find information (e.g. dictionary, index)

I can use a dictionary to check the meaning of words that I come across that I don't know the meaning of

I can answer fact questions about texts (e.g. names of characters, names of places, dates, what has happened)

I can write/say a simple summary of the main parts of what I have read.

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

I can participate in discussions about books, sharing my ideas and listening to others. and answering questions others may have.

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.

I can use a dictionary to check the meaning of words that I come across that I don't know the meaning of

I can answer fact questions about texts (e.g. names of characters, names of places, dates, what has happened) and inference questions to discuss 'why?'

I can pick out main ideas from more than one paragraph and can summarise 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 

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

I can recommend books I have read and give reasons for my choices

I can explain and discuss my understanding of a text through presentations and debates using reasoned justifications

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

I can use a dictionary to check the meaning of words that I come across that I don't know the meaning of

I can use a thesaurus to find synonyms and antonyms

I give examples of how texts reflect the time and culture in which they were written (e.g. ‘Hound of the Baskervilles would have been very scary for Victorian readers')

I can distinguish between statements of fact and opinion and find examples of them

I can summarise the main ideas drawn from more than one paragraph in a piece of narrative or non-narrative

I can pick out some features of the text that link it to its historical setting or its social or cultural background (e.g. the girls wore red flannel petticoats because that is what they wore then)

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 

I can talk about how the reader’s or writer’s context makes a difference to the social, cultural or historical setting

I can recommend books I have read and give reasons for my choices, linking to other information (this person likes animals)

I can explain and discuss my understanding of a text through presentations and debates using reasoned justifications

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

I can use a dictionary to check the meaning of words that I come across that I don't know the meaning of

I can use a thesaurus to find synonyms and antonyms

I can evaluate texts by comparing how different sources treat the same information

I can talk (in depth) about different character types across a range of texts (comparisons/similarities/links)

I can identify themes across a range of texts (social, cultural and historical)

I give examples of how texts reflect the time and culture in which they were written (e.g. ‘Dickens wanted people to feel bad about the way the poor were treated then’)

I can respond critically to issues raised in stories, locating evidence in the text, and explore alternative courses of action and evaluate the author’s solution

I can answer simple questions based on text and pictures.

I can recognise when a read text does not make sense.

Year 2

Year 3

Year 5

Year 6

discussing the significance of the title and events

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

I can use picture clues or specific related words (e.g. the boy was crying, how do you know he was sad?)

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.

I can make simple predictions about the story based on what I already know

I can recognise and join in with repetition of language/phrases

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

 answering and asking questions

I can use clues in the text to make simple inferences (e.g. the words.... tells me the story is set in the woods)

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

Identify how vocabulary choice (by the author) affects meaning

I can make predictions based on what I have read, other books by the author and my own experiences

I can say why words have been/may have been chosen (e.g. crept lets you know that he is trying to be quiet)

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

I can make and justify my inferences with evidence from the text (e.g. character's feelings, thoughts&motives)

I understand and can explain what the writer might be thinking (e.g. he thinks they are being mean because...)

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

I can make and justify my predictions with evidence from the text

I can pick out words/phrases that interest me and say why (e.g. there are lots of adjectives to show you what the character looks like)

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

I can find evidence from the text to justify my inferences (e.g. how can you tell ... is a farmer?)

I can say how I think the author wants the reader to respond (e.g. through language, punctuation etc)

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

I can make predictions with evidence from the text and with knowledge from reading other texts

I can say why certain words/phrases have been used (e.g. crept makes you know he was quiet but also shows that the character didn't want to be caught)

I can pick out and talk about how authors create different moods, feelings and attitudes through language

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

I can draw information from different parts of the text to infer meaning

I can discuss moods, feelings and attitudes using inference

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

I can make predictions with evidence from the text and with knowledge from reading other texts and compare this with the text.

I can pick out and comment on expressive, figurative and descriptive language to create effect in poetry and prose

I can pick out examples of how suspense is built up in a story (e.g. words used, a short snappy sentence, punctuation)

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

I can pull together clues from action, dialogue AND description to infer

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

I can use my knowledge of text types to make reasoned (in depth) predictions before, during and after reading

I know and can explain how style and vocabulary are linked to the purpose of the text (e.g. ‘Obviously, common sense tells us...’ in a persuasive text)

I can pick out and explain the writer’s use of language features (e.g. '‘The rhythm and rhyme pattern together make it mimetic, like the rhythm of the train’)

I can pick out and describe the key characteristics about a writer’s or a poet’s style