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Year 3 Learning Journey - Reading

                                    My Year 3 Learning Journey – Reading

I read widely and frequently in order to become an independent, fluent and enthusiastic reader.

EXS Autumn Spring Summer
Vocabulary knowledge in context
  • I understand how to use a root word to help me read unfamiliar words.
  • I know what prefixes and suffixes are.
  • I can begin to use a dictionary to check the meaning of words that I have read.
  • I can check that a text makes sense to me by explaining the meaning of the words in context.
  • I can apply my knowledge of root words, prefixes and suffixes to read aloud and to understand the meaning of unfamiliar words.
  • I know that unfamiliar words can be read by using knowledge of known similar words.
  • I question unfamiliar words and phrases.
  • I can use my knowledge of similar words to read unknown words.
  • I can discuss the meaning of the words I read and begin to explore words with similar and opposite meanings.
  • I can begin to read common exception words.
   
React & respond
  • I can ask questions about books and respond to the ideas of others.
  • I can take part in discussions about books that are read to me and also when reading to myself.
  • I can listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books are textbooks.
   

Question & retrieval

  • I ask and answer simple questions.
  • I can retrieve key facts from a simple text.
  • I can identify key words and phrases as evidence when talking about my ideas.
  • I can retrieve and record information from non-fiction.
  • I can identify the introduction, build-up, climax and resolution in stories.
   
Predict
  • I can make predictions based on stated details, giving reasons for my ideas.
  • I can predict what might happen from details stated and implied.
  • I can predict events accurately and then adapt my ideas as a gather more information.
   

Visualise

  • I recognise and understand that non-fiction books are structured in different ways.
  • I can use some of the features of non-fiction to help me to find information: contents, index, glossary etc.
  • I can recognise different poetry forms, such as free verse and narrative.
   
Summarise
  • I can talk about the main idea of a text.
  • I can identify the main idea within the paragraphs of a text.
  • I can summarise the works of a certain writer or poet I have studied.
 
Compare
  • I can compare different types of books: poetry, stories and non-fiction.
  • I can compare my personal response to a text with others.
  • I can compare the works of different writers.
   
Empathise
  • I can talk about how a character might be feeling.
  • I understand why a character acted or responded in a certain way.
  • I can talk about characters’ motives and behaviours.
   
Connect
  • I can make links between the different stories I have read.
  • I can use my own experiences and knowledge of the world to help understand a text.
  • I make connections with books with similar ideas or characters.
   
Analyse
  • I know that writers choose words and language to make the reader think and feel things.
  • I can discuss words and phrases that authors use to capture the reader’s interest and imagination.
  • I understand that authors use a variety of sentences for different reasons
   
INFER
  • I can use simple inference to discuss what has been said and done in a text.
  • I can draw inferences such as how characters are feeling.
  • I can justify inferences and deductions with evidence from the text.
   

I read widely and frequently in order to become an independent, fluent and enthusiastic reader.

Greater Depth Word Reading Comprehension Reading for Enjoyment
  • When reading aloud, I take full account of the punctuation in the text.
  • I make a note of any new word I come across in my reading with the intention of using them in my own writing.
  • I read ahead to determine the direction and meaning of a story.
  • I talk with confidence about the stories I have read and can ask and answer questions related to these texts.
  • I am confident in predicting what may happen next and use the text I have read so far to help me predict.
  • My predictions about what happens next are becoming more accurate.
  • I am an avid reader who finds every opportunity to read extra texts other than what has been provided for me.
  • I am beginning to develop a preference for certain types of texts and authors.
  • I am keen to find our more about a pot whose poetry I have enjoyed.
  • I note with increasing interest the way authors use a variety of techniques and strategies to develop characters and the relationship between them.
  • I am keen to find out more about the background setting of a text I am reading, for example the historical, social or cultural setting.
  • I recognise how authors can persuade and begin to use some of these skills in my own writing.
  • I seek unfamiliar texts in my reading so that I can explore new vocabulary.
  • I am beginning to recognise the characteristics of certain authors and add these to ideas in my own writing.
   
 

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