Poplars
Primary School

Reading - Year 3

Reading Progression – Year 3

Reading Outcomes	Autumn 1	Autumn 2	Spring 1	Spring 2	Summer 1	Summer 2
Reading Outcomes	Can use a dictionary to check the meaning of words they have read Can recognise, read and identify the full range of vowel graphemes Can recognise, read and identify the full range of consonant graphemes Can break words into syllables Shows understanding of main points with reference to the text (who, what, where, when, how, why) Can read closely to obtain specific information e.g. what type of clothes someone was wearing Can identify, select and highlight key words in a sentence to answer recall questions	Can read for enjoyment and chooses to read (can absorb themselves in a book/text) Is beginning to scan for a specific purpose e.g. looking for specific information: names of characters etc Is beginning to skim e.g. to search for adjectives which describe a character Can make plausible predictions based on knowledge of the text (or of books on similar themes or by the same author) Can identify and discuss characters, speculating how they might behave and giving reasons linked to the text Can explain how simple and complex sentences influence meaning. Summative reading assessment	Can recognise some different forms of poetry (for example, free verse, narrative poetry) Can read books that are structured in different ways and comment on their structures Can discuss the actions of the main characters and justify views using evidence from the text Can comment on the author's choice of language to create mood and build suspense e.g. suddenly is used to show that something surprising is coming next Can comment on the author's choice of language to create mood and build suspense e.g. suddenly is used to show that something surprising is coming next Is beginning to identify main ideas drawn from more than one paragraph	Can recognise and talk about the main differences between fiction and non-fiction texts Can understand and talk about the purpose of a specific paragraph e.g. it groups information together about… Can summarise the main points from a passage or a text Can explain how they think the author wants the reader to respond Summative reading assessment Is beginning to identify the author’s main purpose for writing. ‘He doesn’t want any more turtles killed.’ Can make inferences about characters actions in a story.	Can understand and talk about the features of page layout in non-fiction texts e.g. titles, subheadings, labels, diagrams and charts Can empathise with a character's motives and behaviour Can identify the language used to create mood Can discuss word meanings, linking new meanings to those they already know Can explain what the writer might be thinking - 'He thinks they are being mean' Is beginning to identify and comment on different points of view in the text	Can read 200 words at expected level in 5 minutes Can recognise adjectives, adverbs/simple adverbial phrases and similes Can simply evaluate specific texts with reference to text type e.g. these are good instructions because… Can recognise some features of the text that relate to its historical setting or its social or cultural background e.g. 'The girls had on red flannel petticoats because that is what they wore then' or 'Grandpa Chatterji wears a dohti because he comes from India.'
Reading Outcomes	Can listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or text books Can participate in discussion about both books that are read to them and those they read for themselves, taking turns and listening to what others say Can ask questions to improve their understanding of a text Can prepare poems and playscripts to read aloud and to perform, showing understanding through intonation, tone, volume and action Can read dialogue with appropriate expression
Cyclical Reading Skills
Is increasing their familiarity with a wide range of books (including fairy stories, myths and legends) and retelling some of these orally Can decode unknown words rapidly and without undue hesitation Can recognise and read a range of prefixes and use these to construct the meaning of words in context e.g. re…, de…, pre…, non…, mis…, ex…, co…, anti… Can recognise and read a range of suffixes and use these to construct the meaning of words in context e.g. …tion, …ive, …ic Can recognise an increasing range of punctuation (. CL ! ? " " , ') and use this to add expression and understanding to the text, including the apostrophe for omission Can use the context of the sentence to help read unfamiliar words Can identify how vocabulary choices affect meaning e.g. 'Crept lets you know that he is trying to be quiet but also that he was going slowly because he did not want to be caught' Can collect words from their reading to use in their own writing Can read for a range of purposes Can identify the key features of different text types Can make simple connections between books by the same author e.g. 'Dick King Smith often writes about animals'

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