Word Reading

• Read these Y3/4 common exception words independently: accident, arrive, famous etc.
• Read words with the common prefix _____ and explained that it meant____. (un-, dis-, mis-, in-, il-, im-, re-, sub-, inter-, anti-, super-, auto-).
• Read words with the common suffix _____ and explained that it meant____. (-ly, -ation, -le, -ally, - sion, -sure, -ture, -ous).
• Read words with the ‘k’ sound, spelt ‘ch,’ and discussed the unusual spelling: Christmas, scheme, character, chemist.
• Read words with ‘sh’ sound, spelt ‘ch,’ and discussed the unusual spelling: Chef, machine, brochure.
• Read words with ‘g’ sound, spelt ‘gue,’ and discussed the unusual spelling: league, tongue.
• Read words with ‘s’ sound, spelt ‘sc,’ and discussed the unusual spelling: Science, scene, fascinate.
• Read words with ‘ay’ sound, spelt ‘ei/eigh or ey,’ and discussed the unusual spelling: vein, weigh, eight, obey.

Comprehension

• Can identify that the main idea of the text was_____.
• Could retrieve information about___ from the non-fiction text (give examples).
• After reading he asked questions about the text to find out ____.
• Read the start of the story and predicted ____.
• Used the text that he’s read so far to predict that what might happen next is_____.
• Suggested that the character might be feeling ____ because_____.
• Suggested that the character might be thinking_____because______.
• Discussed the characters motives for _____ might be______because_____.
• Used the dictionary correctly to investigate the meaning of the word____.
• Talked about the impact of the word/phrase_____ on the reader, suggesting_____.
• Talked about the meaning of the word_____ using the context of the book.
• Using the text she justified that the character might be feeling____ because____.
• Used deduction skills to predict that ______.
• Noted that the author had chosen to use the word______ to make the reader think/feel______.

Expression

• Can read aloud with good pace and accurate fluency.
• Reads with expression and engages the reader.
• Uses intonation in her voice, responding appropriately to punctuation: question marks, exclamation marks, speech marks.
• Read aloud and used appropriate tone and volume.
• When reading aloud, she takes account of the punctuation in the text.
• * Read aloud, showing awareness of the listener through the use of pauses/giving emphasis/keeping an appropriate pace, so as to maintain the readers interest/add humour.

Engagement

• Can confidently talk about the book/poem/information.
• Could listen to other people’s opinion about a book.
• Prepared a poem/passage to read aloud and perform.
• Chooses to read additional materials other than his reading book.
• Developed a preference for reading_____(text/author)
• Is keen to find out more about the author/poet that they have read (give examples).
• Talked widely about the author and the types of books they write.
• Explained that he liked reading books by ______ because______.

Errors

• Can independently self-correct mistakes in reading by _______.

Genre

Discussed the fiction/poetry/play/non-fiction/reference text and noticed that……

• Discussed how a non-fiction book is structured and how it helps the reader.

• Commented on the structure/presentation of the text.

• Explained organisational features in narrative/explanation/persuasion text, noting ___________.