NC Reading (Y3/4)

Reading - Word Reading

Pupils should be taught to:

• apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in - see English appendix 1 (https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239784/English_Appendix_1_- _Spelling.pdf) , both to read aloud and to understand the meaning of new words they meet
• read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word

Reading - comprehension

Pupils should be taught to:

• develop positive attitudes to reading, and an understanding of what they read, by:
• listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
• reading books that are structured in different ways and reading for a range of purposes using dictionaries to check the meaning of words that they have read
• increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally
• identifying themes and conventions in a wide range of books
• preparing poems and play scripts to read aloud and to perform, showing understanding through intonation, tone, volume and action
• discussing words and phrases that capture the reader’s interest and imagination recognising some different forms of poetry [for example, free verse, narrative poetry]

• understand what they read, in books they can read independently, by:
• checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context
• asking questions to improve their understanding of a text
• drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
• predicting what might happen from details stated and implied
• identifying main ideas drawn from more than 1 paragraph and summarising these identifying how language, structure, and presentation contribute to meaning
• retrieve and record information from non-fiction
• 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

Term

Content

Half-Term 1

Half-Term 2

Aut

Planning Sequence*

The Iron Man by Ted Hughes and Laura Carlin

Tar Beach* by Faith Ringgold

FaRther by Grahame Baker Smith

Until I Met Dudley by Roger McGough and Chris Riddell

Texts

How Does a Lighthouse Work? by Roman Belyaev

Overheard in a Tower Block* Poems by Joseph Coelho

The Story of Flight by Jakob Whitfields

(ordered x4)

The Story of Inventions by Anna Claybourne and Adam Larkum^

(not ordered)

NC and Content Domain Coverage

See cover of Literary Leaves and Class Teacher Planning for specific skills coverage of each text

Spr

Linked Planning Sequence

Winter’s Child by Angela McAllister and Grahame Baker Smith

Cinnamon* by Neil Gaiman and Divya Srinivasan

Odd and the Frost Giants by Neil Gaiman and Chris Riddell

The Matchbox Diary* by Paul Fleischman and Bagram Ibatoulline

Texts

I Am the Seed That Grew the Tree: A Nature Poem for Every Day of the Year (Poetry Collections) by Fiona Waters^

(not ordered)

The Firework Maker's Daughter* by Philip Pullman

Who Let the Gods Out by Maz Evans

(ordered x64)

NC and Content Domain Coverage

See cover of Literary Leaves and Class Teacher Planning for specific skills coverage of each text

Sum

Linked Planning Sequence

Shackleton’s Journey by William Grill

The Story of Tutankhamun*by Patricia Cleveland-Peck

The Lion the Witch and the Wardrobe by C.S. Lewis

Jabberwocky by Lewis Carroll and Joel Stewart

Texts

The Polar Bear Explorers' Club by Alex Bell

(ordered x4)

The Lion the Witch and the Wardrobe by C.S. Lewis

(not ordered)

The Dictionary of Difficult Words by Jane Soloman^

NO PLANNING SEQUENCE

NC and Content Domain Coverage

See cover of Literary Leaves and Class Teacher Planning for specific skills coverage of each text