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 and metaphors (6-F.2)
      • Use the correct frequently confused word (6-S.1)
      • Correct errors with frequently confused words (6-S.2)
      • Words with pre- (6-U.1)
      • Words with re- (6-U.2)
      • Words with sub- (6-U.3)
      • Words with mis- (6-U.4)
      • Words with un-, dis-, in-, im- and non- (6-U.5)
      • Words with -ful (6-U.6)
      • Words with -less (6-U.7)
      • Words with -able and -ible (6-U.8)
      • Use Greek and Latin roots as clues to the meanings of words (6-V.2)
      • Use the meanings of words as clues to the meanings of Greek and Latin roots (6-V.3)
      • Use words as clues to the meanings of Greek and Latin roots (6-V.4)
      • Determine the meanings of Greek and Latin roots (6-V.5)
      • Determine the meanings of words with Greek and Latin roots (6-V.6)
      • Find synonyms in context (6-X.2)
      • Find antonyms in context (6-X.4)
      • Analogies (6-Y.1)
      • Use the correct homophone (6-Z.1)
      • Which definition matches the sentence? (6-AA.1)
      • Which sentence matches the definition? (6-AA.2)
      • Describe the difference between related words (6-BB.1)
      • Positive and negative connotation (6-BB.2)

    • 2.1.A.2 read complex texts independently for sustained periods

    • 2.1.A.3 confidently recognise and understand the characteristics of a range of different texts (continuous and non-continuous) in terms of language, theme, structure and presentation

    • 2.1.A.4 understand how punctuation can vary and so affect sentence structure and meaning, e.g. I had chocolate(,) cake and cheese for tea

    • 2.1.A.5 use a range of strategies for finding information, e.g. skimming for gist, scanning for detail

    • 2.1.A.6 read closely, annotating for specific purposes

    • 2.1.A.7 use internet searches carefully, deciding which sources to read and believe

• 2.2 Responding to what has been read

  • 2.2.A Comprehension

    • 2.2.A.1 show understanding of main ideas and significant details in different texts on the same topic

    • 2.2.A.2 infer ideas which are not explicitly stated, e.g. writers' viewpoints or attitudes

    • 2.2.A.3 identify ideas and information that interest them to develop further understanding

    • 2.2.A.4 identify and begin to comment on similarities and differences between continuous and/or non-continuous texts in terms of language, techniques, structure, character and form

  • 2.2.B Response and analysis

    • 2.2.B.1 collate and make connections, e.g. prioritising, categorising, between information and ideas from different sources

    • 2.2.B.2 distinguish between facts, theories and opinions

    • 2.2.B.3 compare the viewpoint of different writers on the same topic, e.g. rats are fascinating or a menace

    • 2.2.B.4 confidently read a range of continuous and non-continuous texts with fluency, accuracy, understanding and enjoyment; respond to them orally and in writing

    • 2.2.B.5 consider what they read/view, responding orally and in writing to the ideas, language, tone, style and presentation/organisation; select evidence to support their views

    • 2.2.B.6 comment on how texts change when they are adapted for different media and audiences

    • 2.2.B.7 consider whether a text is effective in conveying information and ideas.