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Reading for information
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• Apply the information acquired from a number of different
sources for the purposes of a piece of personal research.
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• Gather and categorise information from a range of
sources in a variety of formats, for cross-curricular research,
make notes independently;
• evaluate the appropriateness of such information
for particular purposes, including reporting.
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In groups and individually, pupils will increasingly be
expected to identify and select relevant information (some
of which might be complex and presented in formats that
are not in continuous prose) for a range of purposes and
tasks. Methods of identification and selection might include
highlighting, underlining, categorising and making notes.
For the purpose of giving a report, spoken or written, pupils
should be encouraged to work to a given task and to organise
their research, making constructive notes and taking responsibility
for presentation.
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Reading for enjoyment
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• Read regularly for enjoyment texts with a wide range
of subject matter, and provide, either orally or in writing,
a considered personal view of the texts read, supported
by some relevant evidence.
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• Negotiate a personal reading
programme, and read regularly for enjoyment texts and range
in subject matter and genre;
• provide, either orally or in writing, evidence of
personal engagement with the texts, substantiated by textual
reference.
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Pupils will be encouraged to carry
through a personal reading programme devised with the help
of the teacher, keeping a reading diary with short personal
responses, comments and recommendations. The teacher can
promote an atmosphere of discovery and excitement by: inviting
pupils to share with others what they have enjoyed; highlighting
reading for enjoyment; providing time for personal reading;
discussing reading with pupils individually and in groups;
allowing pupils time to discuss texts with each other.
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Reading to reflect on the writer's ideas and craft
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• Read independently, skim and scan to locate main
points of a text; make predictions, identify subsidiary
ideas; comment briefly on the opinions and attitudes of
the writer; describe with some direction, the simpler aspects
of style and its intended audience.
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• Read independently, skim and scan to locate main
points of a text;
• make predictions, identify subsidiary ideas;
• comment briefly on the opinions and attitudes of
the writer;
• describe, with some support, the simpler aspects
of style and its intended audience.
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Pupils will be encouraged to work in groups on tasks that
will focus on specific aspects of a writer's craft. In this
way they will gain confidence in discussing aspects such
as viewpoint, characterisation, imagery, use of language,
turning points, contrast, the build-up of argument, while
drawing upon supporting evidence from texts. Ideas generated
in this way will form the basis for pupils' writing and
speaking about texts.
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