Context: to Develop Positive Attitudes to Reading and Understanding of What They Read By

English Curriculum 2014 Reading Year 3

Narrative Non Narrative Other s

Context: To develop positive attitudes to reading and understanding of what fairy stories Instructions - timetables & routefinders poetry t they read by listening to and discussing a wide range of fiction, poetry, plays, x familiar settings Reports - non chronological plays e non-fiction and reference books or textbooks T adventure Recounts - letters, diaries, historical picture books Reference books & textbooks General Literal Inference & Deduction Authorial Intent Text Features & Layout Vocabulary Skim & To retell fairy drawing inferences such discussing words identifying themes and conventions To use Scan stories orally as inferring characters' and phrases that dictionaries feelings, thoughts and capture the identifying how language, structure, and presentation contribute to check the Find & identifying main motives from their reader’s interest to meaning (see also non narrative layout guidance) meaning of N

O copy ideas drawn from actions, and justifying and imagination: words that I

S words more than one inferences with evidence  fairy tales: good v evil, rags to riches, magic, talking animals, they have N

E paragraph and alliteration, opening phrases, 3,7, repetition, talking to the reader, names, read H summarising predicting what might similes, patterns, alliteration, similes, E

R these happen from details adverbials, noun  Instructions: imperative verbs with adverbs, time connections, P

M stated and implied phrases, bullet points, numbers, boxes,

O retrieve and vocabulary  Reports: present/past tense, openings & endings, paragraphs, C record information headings & subheadings from non-fiction  Recounts: personal pronouns, letter conventions, paragraph themes, openings & endings  Reference books: alphabetical order, headings & subheadings, line breaks, glossary, contents etc.

Word Reading Responding to the text Performance Poetry (link to spelling) To read aloud words from check that the text makes sense to them Prepare poems and Performing & Learning Reading Appendix 1 (spelling) play scripts to read prepare poems and Discuss the choice of words and discuss their understanding aloud and to play scripts to read their impact including the use of To recognise and identify root perform, showing aloud and to perform, sound effects: similes, words, suffixes and prefixes ask questions to improve their understanding showing alliteration, rhyme and rhythm. understanding of a text through intonation, understanding through To use knowledge of root words, tone, volume and intonation, tone, Describe the effect of a poem prefixes and suffixes to understand participate in discussion about both action. volume and action and its purpose & feeling. new words. books that are read to them and those they can read for themselves, taking Poetry to Learn: To recognise exception words and turns and listening to what others say. discuss this e.g. said. On the Ning Nang Nong – Spike Milligan Simple Simon – traditional To explain the meaning of words in The Owl & The Pussycat – Edward Lear context