Wales

2 Reading

• Range of experiences

  • 2.a read a wide range of continuous and non-continuous texts, in printed and dynamic format, as a basis for oral and written responses. These should include:

    • 2.a.1 extracts and complete texts

    • 2.a.2 information and reference texts

    • 2.a.3 traditional and contemporary poetry and prose

    • 2.a.4 classic children's fiction and poetry

    • 2.a.5 graphic novels and picture books

    • 2.a.6 drama, including drama in performance

    • 2.a.7 texts written by Welsh authors, texts with a Welsh dimension and texts from other cultures

    • 2.a.8 texts that have challenging subject matter, which broadens perspectives and extends thinking

    • 2.a.9 texts with a variety of structures, forms, purposes, intended audiences and presentational device

    • 2.a.10 texts that demonstrate quality and variety in language use

    • 2.a.11 texts that reflect individual choice of reading matter

    • 2.a.12 texts with a variety of social, historical and cultural contexts

    • 2.a.13 texts that extend learners' intellectual, moral and emotional understanding

    • 2.a.14 texts with a variety of tone, e.g. humour, parody, word play

    • 2.a.15 texts that demonstrate the impact of technology on language use

    • 2.a.16 texts that present challenge

  • 2.b read individually and collaboratively, e.g. paired reading, guided group reading, shared reading

  • 2.c read for different purposes, e.g. for personal pleasure; to retrieve, summarise and synthesise key information; to interpret and integrate information; to verify information; to deepen understanding through re-reading; to identify language devices used by the writer in order to analyse purpose; to identify alternative readings of a text

  • 2.d develop appropriate vocabulary and terminology to discuss, consider and evaluate their own work and that of others, e.g. authors, poets, peers, in written and dynamic texts.

• 2.1 Locating, selecting and using information

  • 2.1.A Reading strategies

    • 2.1.A.1 use a range of strategies to make meaning from words and sentences, including knowledge of phonics, word roots, word families, syntax, text organisation and prior knowledge of context

      • Determine the meanings of similes (4-K.1)
      • Determine the meaning of a word with pre-, re- or mis- (4-Z.2)
      • Use the prefixes pre-, re- and mis- (4-Z.3)
      • Determine the meaning of a word with -ful or -less (4-Z.4)
      • Determine the meaning of a word with -ly or -ness (4-Z.5)
      • Determine the meaning of a word with -able or -ment (4-Z.6)
      • Determine the meaning of a word with a suffix: review (4-Z.7)
      • Determine the meanings of words with prefixes and suffixes: review (4-Z.8)
      • Use Greek and Latin roots as clues to the meanings of words (4-AA.1)
      • Determine the meanings of Greek and Latin roots (4-AA.2)
      • Determine the meanings of words with Greek and Latin roots (4-AA.3)
      • Which sentence has the same meaning? (4-DD.2)
      • Find synonyms in context (4-DD.3)
      • Which sentence uses an antonym? (4-DD.5)
      • Find antonyms in context (4-DD.6)
      • Homophones with pictures (4-EE.1)
      • Identify homophones (4-EE.2)
      • Use the correct homophone (4-EE.3)
      • Which definition matches the sentence? (4-FF.1)
      • Which sentence matches the definition? (4-FF.2)
      • Describe the difference between related words (4-GG.1)
      • Positive and negative connotation (4-GG.2)

    • 2.1.A.2 read texts, including those with few visual clues, independently with concentration

    • 2.1.A.3 with support, recognise and understand the features of continuous and non-continuous texts in terms of language, structure and presentation, e.g. traditional tales, a newspaper article

    • 2.1.A.4 use understanding of sentence structure and punctuation to make meaning

      • Is the sentence a statement, question, command or exclamation? (4-KK.1)
      • Identify the complete subject of a sentence (4-KK.2)
      • Identify the complete predicate of a sentence (4-KK.3)
      • Identify the simple subject or predicate of a sentence (4-KK.4)
      • Is the sentence simple or compound? (4-KK.8)
      • Commas with direct addresses and after introductory words (4-VV.1)

    • 2.1.A.5 skim to gain the gist of a text or the main idea in a chapter

    • 2.1.A.6 scan for specific information using a variety of features in texts, e.g. titles, illustrations, key words

    • 2.1.A.7 identify how texts differ in purpose, structure, layout

    • 2.1.A.8 find information and ideas from web pages, using different search methods, considering which are the most efficient methods

• 2.2 Responding to what has been read

  • 2.2.A Comprehension

    • 2.2.A.1 accurately identify the main points and supporting information in texts

    • 2.2.A.2 deduce connections between information, e.g. sequence, importance

      • Put the sentences in order (3-U.1)
      • Identify time-order words (3-W.3)

    • 2.2.A.3 explore information and ideas beyond their personal experience

    • 2.2.A.4 identify similarities and differences between continuous and/or non-continuous text

  • 2.2.B Response and analysis

    • 2.2.B.1 select and use information and ideas from texts

    • 2.2.B.2 develop their ability to read a range of continuous and non-continuous texts with fluency, accuracy and enjoyment; respond to them orally and in writing

    • 2.2.B.3 consider what they read/view, responding orally and in writing to the ideas, language, tone and presentation/organisation

    • 2.2.B.4 identify how texts change when they are adapted for different media and audiences

    • 2.2.B.5 understand how something can be represented in different ways, e.g. moving image, multi-modal and print