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*

Leon and the Place Between by Angela McAllister

The First Drawings by Mordicai Gerstein

The BFG by Roald Dahl and Quentin Blake *book and film

The Tin Forest by Helen Ward and Wayne Anderson

Texts

Old Possum's Book of Practical Cats              by T. S. Eliot 

(ordered x4)

Lost Species by Jess French and Daniel Long

Two Weeks with the Queen by Morris Gleitzman

(Ordered x64)

The Book of Trees by Piotr Socha and Wojciech^

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

The Pied Piper of Hamlin by Michael Morpurgo

Escape from Pompeii by Christina Balit

Cloud Tea Monkeys* by Mal Peet and Elspeth Graham

Cinderella of the Nile* by Beverley Naidoo

Texts

Earth Shattering Events by Sophie Williams and Robin Jacobs

(ordered x4)

A Necklace of Raindrops* by Joan Aiken

Africa, Amazing Africa* by Atiunke

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

How to Live Forever* by Colin Thompson

Flotsam by David Wiesner

Jim, A Cautionary Tale by Hilaire Belloc and Mini Grey

The Legend of Sally Jones by Jakob Wegelius

Texts

A Year of Nature Poems* by Joseph Coelho^

(not ordered)

Amazon Adventure by Jenni Sparks and Stewart Ross^

Charles Darwin on the Origin of Species

NO PLANNING SEQUENCE

New and Collected Poems for Children by Carol Ann Duffy

Fortunately the Milk* by Neil Gaiman

(Ordered x64)

NC and Content Domain Coverage

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