Reading Skills Progression Vocabulary
Vocabulary development supports reading and increases comprehension of sentences and texts. Pupils need to be explicitly taught words and vocabulary using strategies. Actively building vocabulary gives learners chance to reinforce the patterns of words and grow word definitions. Teaching Strand Year 2 Year 3 and 4 Year 5 and 6
Reading Skill
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Discuss and clarify the meanings of words Link new meanings to know words Discuss favourite words and phrases Recognise recurring language in stories and poems
Vocabulary
VIPERS Question Stems
Can you find a noun/adjective/verb that tells/shows you that..? Why do you think the author used the word… to describe…? Which other word on this page means the same as…? Find an adjective in the text which describes… Which word do you think is most important in this section? Why? Which word best describes?
Use dictionaries to check the meaning of words that they have read Use a thesaurus to find synonyms Discuss why words have been chosen and the effect they have on the reader Explain how words can capture the interest of the reader Discuss new and unusual vocabulary and clarify the meaning of these Find the meaning of new words using the context of the sentence
Can you find the meaning of a word in a dictionary? Can you find a word similar in meaning in a thesaurus? What does this word/phrase/sentence tell you about the character/setting/mood? By writing…, what effect has the author created? Do you think they intended to? What other words/phrases could the author have used here? Why> How has the author…? Which word is closest in meaning to…?
Inference
Evaluate how the author’s use of language impacts upon the reader Find examples of figurative language and how this impacts the reader and contributes to meaning or mood Discuss how presentation and structure contribute to meaning Explore the meaning of words in context by ‘reading around the word’ Explore the meaning of words in the broader context of a section or paragraph
What does this word/phrase/sentence tell you about the character/setting/mood? By writing…, what effect has the author created? Do you think they intended to? Can you find examples of simile, metaphor, hyperbole or personification in the text? Why has the text been organised in this way? What other words/phrases could the author have used here? How has the author made you/this character feel by writing…? Why?
Inference is a key reading comprehension skill. It requires children to be detectives and to read between the lines in a text. This is because sometimes authors will not tell us directly how characters may be feeling, behaving or moving but may give us clues instead in the way that they write. Children must be taught how to use these clues as evidence to explain their ideas. Teaching Strand Year 2 Year 3 and 4 Year 5 and 6