Reading Stage 3
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Programme of Study for Reading: Stage 3 Class: To inform judgement when awarding the statement, refer to the Kite Assessment texts for stage 3 |
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| Partly achieved | . | Mostly achieved | / | Fully achieved | X | |||
| 1. Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) both to read aloud and to understand the meaning of new words they meet | ||||||||
| 2. Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word | ||||||||
| 3 Read accurately and at speed to focus on understanding. (Books at the level of the Kite assessment texts). | ||||||||
| 4. Listen to & discuss a wide range of fiction, poetry, plays, non-fiction & reference or text books | ||||||||
| 5. Reading books that are structured in different ways and reading for a range of purposes | ||||||||
| 6. Using a dictionary to check the meaning of words that they have read | ||||||||
| 7. Increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally | ||||||||
| 8 Show that they can use the library to select age-appropriate books to read from different authors/genre. | ||||||||
| 9. Identifying themes n a wide range of books (e.g. triumphs of good over evil; use of magical devices in fairy stories and folk tales). | ||||||||
| 10 Identify conventions in a wide range of books. (E.g. greetings in letters, first person in diary; use of presentational devices such as numbering and headings in instructions). | ||||||||
| 11. Preparing simple poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action | ||||||||
| 12. Discussing words and phrases that capture the reader’s interest and imagination | ||||||||
| 13. Recognising some different forms of poetry (e.g. free verse, narrative poetry) | ||||||||
| 14. Checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context | ||||||||
| 15. Asking questions to improve their understanding of a text | ||||||||
| 16. Drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence | ||||||||
| 17. Predicting what might happen from details stated and implied | ||||||||
| 18. Identifying main ideas drawn from more than one paragraph and summarise these | ||||||||
| 19. Identifying how language, structure and presentation contribute to meaning | ||||||||
| 20. Retrieve and record information from non-fiction | ||||||||
| 21 Use the contents and index to find information from non-fiction. | ||||||||
| 22. 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 | ||||||||
| 1-6: St 3 emerging | 7-12 St 3 developing | 13-18 St 3 securing | 19-22 St 4 ready | |||||