All children are encouraged to read with fluency, accuracy, understanding and enjoyment and are taught to use a range of strategies to make sense of their reading materials.
Reading goals include:
* Phonemic awareness and phonic knowledge
* Hear, identify, segment and blend phonemes in words
* sound and name the letters of the alphabet
* Link sound and letter patterns, exploring rhyme, and other sound patterns
* Identify syllables in words
* Recognize that the same sounds may have different spellings and that the same spellings may relate to different sounds
* Word recognition and graphic knowledge
* Read on sight high-frequency words and other familiar words
* Recognize words with common spelling patterns
* Recognize specific parts of words, including prefixes, suffixes, inflectional endings, plurals
* Understand how word order affects meaning
* Decipher new words, and confirm or check meaning
* Work out the sense of a sentence by rereading or reading ahead
Focus on meaning derived from the text as a whole
Use their knowledge of book conventions, structure, sequence and presentational devices
Draw on their background knowledge and understanding of the content.
Reading for information
* Children should be encourage to use the organizational features of non-fiction texts, including captions, illustrations, contents, index and chapters, to find information
* Understand that texts about the same topic may contain different information or present similar information in different ways
*Use reference materials for different purposes.
* Children should be encouraged to develop their understanding of fiction, poetry and drama
* They are taught to identify and describe characters, events and settings in fiction
* Use their knowledge of sequence and story language when they are retelling stories and predicting events
* Express preferences, giving reasons
* Learn, recite and act out stories and poems
* Identify patterns of rhythm, rhyme and sounds in poems and their effects
* Respond imaginatively in different ways to what they read [for example, using the characters from a story in drama, writing poems based on ones they read, showing their understanding through art or music].
Language structure and variation
Children are encouraged to read texts with greater accuracy and understanding, pupils should be taught about the characteristics of different types of text [for example, beginnings and endings in stories, use of captions].
During their primary years, children should be taught knowledge, skills and understanding through the following ranges of literature and non-fiction and non-literary texts.
*The range should include stories and poems with familiar settings and those based on imaginary or fantasy worlds
* Stories, plays and poems by significant children's authors
* Traditional folk and fairy stories
* Stories and poems from a range of cultures
* Stories, plays and poems with patterned and predictable language
* Stories and poems that are challenging in terms of length or vocabulary
* Texts where the use of language benefits from being read aloud and reread.
Non-fiction and non-literary texts
The range should include information texts, including those with continuous text and relevant illustrations, dictionaries, encyclopedias and other reference materials.
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