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Year 6 Learning Journey - Reading

                                    My Year 6 Learning Journey – Reading

I can read a wide range of texts fluently and confidently across all subjects (including novels), for a range of purposes.

EXS Autumn Spring Summer
Vocabulary knowledge in context
  • With some support, I can work out the meaning of new words.
  • Use a dictionary to check the meanings of words read and heard.
  • Work out the meaning of new words by using my knowledge of root words, prefixes and suffixes.
  • I am able to suggest a range of antonyms and synonyms for words read or heard.
  • I can acquire new vocabulary to help develop my learning across all subjects.
React & respond
  • Frequently read fiction, non-fiction, poetry and plays.
  • I can recommend texts for others giving reasons.
  • Take part in discussions about books, building own and others’ ideas and challenge views courteously.
  • I am familiar with and can discuss a wide range of books: myths, legends and traditional stories.
  • I can provide reasoned justifications for my views about a text.
  • I am familiar with and can discuss a wide range of books: fiction from our literary heritage, and books from other cultures and traditions.
  • Explain and discuss my understanding of what I have read, including through formal presentations and debates.

Question & retrieval

  • Retrieve information from non-fiction, making notes to support learning in other subjects.
  • I can ask questions about a text in order to improve understanding.
  • I can use point, evidence and explanation (PEE) to respond to questions.
  • I can identify examples of fact and opinion.
  • I independently use my reading to retrieve and investigate information across a wide range of texts.
  • Make predictions based on details stated and implied.
  • Make predictions and then adjust as further information is gained.
  • Make predictions based on evidence and wider reading.


  • I can explain how the organisation of the text helps the reader to understand the meaning.
  • I can discuss the choices made by the author (language, structure, use of illustrations).
  • I can suggest improvements to texts based on my understanding of audience and purpose of a text.
  • Summarise the main ideas from notes made.
  • Identify key details that support the main ideas, précising paragraphs.
  • I can summarise content drawn from longer and/ or multiple texts.
  • Identify and compare the conventions of different text types, using some technical terms.
  • Compare the language, structure and presentation of texts.
  • Compare and contrast characters within one text and with across texts.
  • I can consider how characters’ feel in different situations
  • I am able to engage with a wide range of characters.
  • I can explore topics such as bullying or prejudice by engaging deeply with characters.
  • I can use my own experiences to understand events in a text.
  • I can make links between texts I have read, with similar styles or themes.
  • I can connect what I have read to historical or cultural events.
  • I can identify how language, structure and presentation contribute to meaning.
  • I can discuss and evaluate how authors use language.
  • I am able to discuss and evaluate how authors use language, including figurative, thinking carefully about the impact on the reader.
  • Explain the themes within a text, making references to support them.
  • Draw inferences about characters’ motives, behaviour and attitude, using evidence.
  • I can draw inferences from a wider range of texts, justifying my ideas with evidence.
  • Read extended texts, including novels, examining how characters change and develop, drawing inferences based on indirect clues, justifying your thinking.

I can read a wide range of texts fluently and effortlessly across all subjects, for a range of purposes.

Greater Depth Word Reading Comprehension Reading for Enjoyment
  • I use a combination of skimming, scanning and text marking to find and collate information and then re-present the information.
  • I compare and contrast the language used in two different texts, identifying the grammatical techniques used to create mood, atmosphere, key messages and attitudes.
  • I identify how writers manipulate grammatical features for effect.
  • I can draw inferences from subtle clues across a complete text and give a personal response to a range of literature and non-fiction texts.
  • I explain key features, themes and characters across a text and compare and contrast characters.
  • I explain the author’s viewpoint in a text and present an alternative point of view.
  • I explain the main purpose of a text and summarise it succinctly.
  • I confidently state preferences of text type including genre and justify my choices.
  • I explain how and why a text has impact on me and identify how characters change during the events of a longer novel.
  • I recognise the strategies used by different authors to create tension or suspense in a text.
  • I compare and contrast the styles of different writers with evidence and explain their different styles.
  • I appreciate how an author builds relationships between two or more characters and see how this is done over time.
  • I recognise how great authors have created strong characters that the reader can empathise with to the point where the reader can anticipate how they would react in different situations.

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