Hammond Academy
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Hammond Academy Reading Curriculum
Intent Statement
At Hammond Academy, we want every one of our learners exposed to a diverse, culturally rich and ambitious reading curriculum so
that they can acquire the vocabulary needed to express themselves effectively. We want to give our learners opportunities to read a
range of texts across the curriculum, to not only learn about the world around them, but to also spark their imaginations so that they
can go on to write for a variety of purposes and audiences.
Key themes/elements which contribute to the curriculum design:
Whole class guided reading approach in years 2-6
Explicit teaching of key reading strategies
Quality age appropriate texts are used in reading lessons and across the curriculum
Little Wandle Letters and Sounds Revised Phonics programme in EYFS and Year 1
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Rationale:
At Hammond Academy, we believe that all our learners can become fluent readers and writers. This is why we begin to teach reading through Little
Wandle Letters and Sounds Revised, which is a systematic and synthetic phonics programme. We start teaching phonics in Nursery/Reception and
follow the Little Wandle Letters and Sounds Revised progression document, which ensures children build on their growing knowledge of the
alphabetic code, mastering phonics to read and spell as they move through school.
From year two to year six, we use a whole class guided reading approach so that children read confidently for meaning and regularly enjoy reading for
pleasure . This is where the skills needed for reading are taught explicitly. To ensure that lessons are pitched accurately, and that all learners are
challenged in order for them to make progress, high quality texts (fiction and non-fiction) are used. Alongside this, questions are carefully planned to
meet the needs of all learners. Language stems are provided so that learners can verbalise their views and responses concisely and with clarity.
Through the language rich texts used at Hammond, we expose our learners to new and challenging vocabulary in every lesson. As part of the reading
sequence, two reading skills are presented each week, and many opportunities are provided throughout the reading sequence, for learners to practise
applying and consolidating these skills.
To support our learners who require an intervention for reading, we use an internet-based reading programme: Nessy. This provides structured and
personalised learning plans to support learners with learning difficulties and learners with EAL. In addition to this, we use a systematic, phonics-based
decoding programme: Toe by Toe, for some of our learners (KS2) that require a daily repetitive approach to reading.
We display Reading skills language stems in our classrooms and reading for pleasure is promoted through our creative and inviting book corners. To
drive the love of reading at Hammond Academy, we regularly take part in DEAL (drop everything and listen). This is where learners hear adults read
the class texts expressively and fluently. We also take part in DEAR (drop everything and read).
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Curriculum Map
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Annual overview of curriculum coverage
Autumn
Spring
Summer
Year 1
Reading behaviours and Fluency
Vocabulary, Predicting, Summarising
Inferring and Retrieving
Reading behaviours and Fluency
Vocabulary, Predicting, Summarising.
Inferring and Retrieving
Reading behaviours and Fluency
Vocabulary, Predicting, Summarising
Inferring and Retrieving
Year 2
Reading behaviours and Fluency
Vocabulary, Predicting, Summarising
Inferring and Retrieving
Reading behaviours and Fluency
Vocabulary, Predicting, Summarising
Inferring and Retrieving
Reading behaviours and Fluency
Vocabulary, Predicting, Summarising
Inferring and Retrieving
Year 3
Reading Behaviours and Fluency
Predicting, Vocabulary, Summarising,
Authorial Intent, Comparing,
Inferring, Analysing and Retrieving
Reading Behaviours and Fluency
Predicting, Vocabulary, Summarising,
Authorial Intent, Comparing ,
Inferring, Analysing and Retrieving
Reading Behaviours and Fluency
Predicting, Vocabulary, Summarising,
Authorial Intent, Comparing,
Inferring, Analysing and Retrieving
Year 4
Reading Behaviours and Fluency
Predicting, Vocabulary, Summarising,
Authorial Intent, Comparing,
Inferring, Analysing and Retrieving
Reading Behaviours and Fluency
Predicting, Vocabulary, Summarising,
Authorial Intent, Comparing,
Inferring, Analysing and Retrieving
Reading Behaviours and Fluency
Predicting, Vocabulary, Summarising,
Authorial Intent, Comparing
Inferring, Analysing and Retrieving
Year 5
Reading Behaviours and Fluency
Predicting, Vocabulary, Summarising,
Authorial Intent, Comparing,
inferring, Analysing and Retrieving
Reading Behaviours and Fluency
Predicting, Vocabulary, Summarising,
Authorial Intent, Comparing,
Inferring, Analysing and Retrieving
Reading Behaviours and Fluency
Predicting, Vocabulary, Summarising,
Authorial Intent, Comparing,
Inferring, Analysing and Retrieving
Year 6
Reading Behaviours and Fluency
Predicting, Vocabulary, Summarising,
Authorial Intent, Comparing,
Inferring, Analysing and Retrieving
Reading Behaviours and Fluency
Predicting, Vocabulary, Summarising,
Authorial Intent, Comparing,
Inferring, Analysing and Retrieving
Reading Behaviours and Fluency
Predicting, Vocabulary, Summarising,
Authorial Intent, Comparing,
Inferring, Analysing and Retrieving
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Skills & Knowledge
Progression
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Skills and Progression in Reading
Year 1
Year 2
Year 4
Year 5
Year 6
Reading Behaviours and
Fluency
• Reads age-appropriate
texts fluently, pauses
appropriately, reading in
phrases, and using
punctuation with around
90% accuracy
• Re-reads to self-correct if
meaning is lost
• Asks questions to clarify
• Connects what they read
or hear to their own
experiences
• Knows the voice telling
the story is called the
narrator
• Attempts to correct the
majority of errors and
sometimes does so
successfully, attending to
context and grammar to
support
• Connects what they read
or hear to their own
experiences
• Re-reads spontaneously,
showing understanding of
text through some use of
expression
• Describes how they
recognised an error
Reading Behaviours and
Fluency
• Self-corrects
spontaneously and at the
point of error
• Sustains silent reading
most of the time and for
own satisfaction
• Sustains interest in longer
narratives e.g. a short
chapter book
• Recognises the difference
between description in
fiction and non-fiction
• Expands oral and written
vocabulary and syntax
through reading
experiences, e.g. poetic or
recurring literary language
• Reflects on how they
corrected an error
• Reads quietly or silently to
self, sustaining attention
across longer sentences and
paragraphs
• Self-corrects by switching
attention flexibly between
context and grammar
• Picks up, leaves, and
returns to a text without
losing story thread,
enjoyment and satisfaction
• Uses texts for information
and inspiration
Reading Behaviours and
Fluency
• Listens to the opinions of
others and adjusts own
thinking/understanding
where appropriate
• Expresses personal
preferences regarding the
work of significant
authors/poets
• Explains similarities and
differences with own
experiences
Reading Behaviours and
Fluency
• Refines questions to
deepen understanding of a
text e.g. can generate a
further question based on
an initial question that takes
the group’s thinking further
• Uses technical and other
terms needed for discussing
what they hear and read e.g.
metaphor, simile, analogy,
imagery, style and effect
• Justifies personal response
to particular texts and
characters with evidence
Reading Behaviours and
Fluency
• Generates open questions to
explore a range of possibilities
and justifies responses in
relation to the text
• Expresses and justifies
personal preferences regarding
significant authors/poets
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Predicting
• Predicts events and
endings
Predicting
• Predicts events and
endings
Predicting
• Predicts on the basis of
mood or atmosphere how a
character will behave in a
particular setting
Predicting
• Identifies whether changes
in characters met or
challenged the reader’s
expectations
Year 1
Year 2
Year 3
Year 4
Year 5
Year 6
Vocabulary
•Identifies simple and
recurring literary language
•Identifies the meaning of
vocabulary in context
• Explains their
understanding of texts that
are pitched beyond the level
they can read independently
Vocabulary
• Identifies simple and
recurring literary language
• Identifies the meaning of
vocabulary in context
• Explains their
understanding of texts that
are pitched beyond the level
they can read independently
Vocabulary
• Identifies new vocabulary
and sentence structure and
discusses to develop
understanding
• Identifies and
understands meanings of a
wide range of conjunctions
used to link events
together
• Identifies a range of
standard words/phrases
used at various stages of a
narrative e.g. introduction,
build up etc.
Vocabulary
• Notes examples of
descriptive language and
explains the mood or
atmosphere they create
• Notices key words and
phrases used to convey
passing of time to
introduce paragraphs or
chapters
• Identifies how specific
words and phrases link
sections, paragraphs and
chapters
• Identifies how authors
use precise vocabulary to
meet the intended
purpose/effect e.g. They
slipped into the room
unnoticed
Vocabulary
• Uses a range of strategies
to identify the meaning of
new vocabulary
• Identifies examples of
effective description that
evoke time or place
commenting both on word
and sentence choice
• Notes words and phrases
in pre twentieth century
writing which have
changed their meaning
over time
Vocabulary
• Analyses, and explains
the impact of, authors’
techniques and use of
language e.g. expressive or
figurative language, range
of sentence structure,
repetition etc
• Notices where the author
uses a wider range of
cohesive language to
create more sophisticated
links between and within
paragraphs e.g. where the
author has avoided over-
use of obvious
adverbials/conjunctions
such as ‘on the other hand
Summarising
• Identifies how non-fiction
texts are sequenced
• Identifies the beginning,
middle and end of stories
and pattern in poetry
Summarising
• Identifies the sequence of
events e.g. answers
questions such as ‘Which
event happened first? What
happened before he fell
over?
Summarising
• Summarises main ideas
from a text
• Begins to identify themes
across texts e.g. friendship,
good and evil, bullying
Summarising
• Explains and justifies an
opinion on the resolution
of an issue/whole narrative
• Summarises the main
ideas of a non-fiction text
Summarising
• Summarises main ideas
from more than one text to
support note taking
• Analyses information
from tables and charts and
can incorporate this
Summarising
• Summarises competing
views
• Analyses dialogue at
certain points in a story
and summarises its
purpose e.g. to explain
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information into a
summary of the whole text
plot, show character and
relationships, convey
mood or create humour
• Discusses main ideas
from a text within a group
and summarises the
discussion
Authorial Intent
• Evaluates effectiveness
of texts in terms of
function, form and
language features
• Identifies how language
structure and presentation
(font size, bold, calligrams)
contribute to meaning
Authorial Intent
• Understands how
authors use a variety of
sentence constructions e.g.
relative clauses to add
detail
• Explains the decisions
that the author has made
in setting up problems for
the characters and
choosing how to resolve
them
Authorial Intent
• Recognises the style of
different authors and
recognises their intended
audience
Authorial Intent
• Justifies agreement or
disagreement with
narrator’s point of view
when evaluating a text
Comparing
• Evaluates effectiveness
of texts in terms of
function, form and
language features
• Identifies how language
structure and presentation
(font size, bold, calligrams)
contribute to meaning
Comparing
• Comments on differences
between what characters
say and what they do
Comparing
• Identifies balanced or
biased viewpoints and
discuss texts which
• Explore more than one
perspective on an issue
• Checks whether
viewpoint changes in the
story
Comparing
• Explains how a personal
response has altered at
various points across a text
as the narrative viewpoint
changes e.g. ‘I didn’t like
this character at the
beginning because …. but
now I understand why …..’
Inferring
• Identifies goals/motives of
the main character on the
basis of what they have said
and done e.g. ‘I think she
Inferring
• Demonstrates empathy
with characters looking at
descriptions and actions
• Identifies evidence of
change as a result of events,
Inferring
• Suggests reasons for
actions and events
• Infers characters’
feelings, motives,
behaviour and
Inferring
• Identifies techniques
used by the author to
persuade the reader to feel
sympathy or dislike
Inferring
• Provides evidence of
characters changing during
a story and discusses
possible reasons where
Inferring
• Draws reasoned
conclusions from non-
fiction texts which present
differences of opinion
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wants her daddy to help her
build a sandcastle.’
• Expresses preferences
linked to own experiences
e.g. ‘I like going to the beach
too’.
• Uses different voices for
characters when reading
dialogue aloud
• Uses different voice pitch
to indicate whether they are
reading an exclamation or
question
for example in character
behaviour
• Recognises that different
characters have different
thoughts/feelings about,
views on and responses to
particular scenarios e.g. that
the wolf would see the story
of Red Riding Hood
differently from the girl
herself
• Explains how the way a
character speaks reflects
their personality
• Identifies common themes
in traditional tales e.g. use
of magic objects, good
overcoming evil, a bad
character learning a lesson
and changing their
behaviour
• Evaluates simple
persuasive devices e.g. says
which posters in a shop or
TV adverts would make
them want to buy
something, and why
• With support, justifies
their views about what they
have read
relationships based on
descriptions and their
actions in the story
• Identifies with characters
and makes links with own
experiences when making
judgements about the
characters’ actions
• Justifies their views
about what they have read
• Identifies how settings
are used to create
atmosphere e.g. what
words/phrases in this
description indicate that
bad things might be about
to happen in this place?
• Identifies evidence of
relationship between
characters based on
dialogue and behaviour
• Analyses the use of
language to set scenes,
build tension or create
suspense
• Explains how
words/phrases in the
description are linked to
create suspense
• Explains how
words/phrases in the
description are linked to
create an overall and
consistent impression on
the reader, for example,
‘what other words/phrases
in this passage tell us that
he is a sinister character?
• Justifies opinions of
particular characters
• Distinguishes between
fact and opinion
• Makes deductions about
the motives and feelings
that might lay behind
characters’ words
• Summarises the way that
the setting affects
characters’ appearance,
actions and relationships.
• Comments on the way
key characters respond to
a problem
• Makes deductions about
characters’ motives and
feelings and explain
whether their behaviour
was predictable or
unexpected
• Explores alternative
outcomes to an issue
• Analyses dialogue,
making judgements about
the extent to which
characters reveal their true
feelings or motives
• Evaluates texts for their
appeal for the intended
audience
reasons are not obviously
stated in the text
• Recognises that
characters may have
different perspectives in
the story
• Considers the time and
place where a story is set
and looks for evidence of
how that affects
characters’ behaviour
and/or plot development
• Explores in-depth the
meaning of particular
multi-layered (figurative)
word/phrases, deciding
what effect the author
most probably intended on
the reader and justifying
this with further evidence
from the text
• Summarises ideas across
paragraphs, identifying key
details that support the
main ideas
• Identifies conventions
across a range of non-
fiction text types and forms
e.g. first person in
autobiographies and can
identify where a common
convention has been
broken/breached/ignored!
Offer reasons for why the
author may have chosen to
do this
• Analyses characters’
appearance, actions and
relationships and makes
deductions about
• Analyses why and how
scene changes are made
and how they affect
characters and events
• Distinguishes between
implicit and explicit points
of view
• Identifies and
summarises underlying
themes in a range of
narrative texts noting
where there are several
themes competing in a text
• Provides evidence to
explain how themes
emerge and conventions
are applied in a range of
fiction and non-fiction
genres
• Explains underlying
themes across a range of
poetry e.g. can form
compilations of poems
based on themes
explaining choses for the
grouping, and considering
the order of the poems in
the compilation. Explains
the intent of the author
e.g. explains how the
author has tried to
manipulate the
emotions/bias of the
reader
• Identifies stock
characters in particular
genres and looks for
evidence of characters that
challenge stereotypes and
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differences in patterns of
relationships and attitudes
• Identifies examples of
dialogue that show
different degrees of
formality and considers
what this implies about the
relationships and context
• Shows understanding
through emphasis,
intonation and volume
when performing
surprise the reader e.g. in
parody
Analysing
• Analyses and compares
plot structure
• Recognises the move
from general to specific
detail
Analysing
• Analyses how the
structure of non-fiction
relates to its purpose e.g.
how the points in a
persuasive speech lead you
to the author’s viewpoint
• Analyses how poetry is
structured and its effect on
the reader
• Exemplifies the move
between generalisations
and specific information
Analysing
• Analyses the structure of
more complex non-linear
narratives (print and
electronic texts that
require choices to be made
by the reader, creating
multiple plots) e.g.
experimenting with the
different paths that the
reader can take through
the text
• Analyses paragraph
structures in similar texts
noting and commenting on
similarities and differences
Analysing
• Justifies personal
response to narratives with
suitable expansion e.g.
whether it was believable,
whether dilemmas were
resolved satisfactorily
• Identifies how authors
use a range of narrative
structures e.g. stories
within stories, flashbacks
and can demonstrate
understanding by re-
telling/writing the
narrative using a different
structure
Retrieving
• With support, justifies
their views about texts they
have had read to them e.g.
uses the word ‘because’
Recognises patterns in texts,
e.g. repeated phrases and
refrains
• Discusses the significance
of the title
Retrieving
• Identifies words and
phrases that link events
• Refers back to the text for
evidence
• Retrieves information
stated within text (may not
be obvious)
• Uses evidence from a text
– may look through the
book to help them
Retrieving
• Refers back to the text for
evidence when explaining
• Extracts information from
tables and charts
• Recognises some different
forms of poetry
• Retrieves information
from text where there is
competing (distracting)
information
Retrieving
• Recognises the
introduction, build-up,
climax or conflict and
resolution in narrative
• Retrieves information
from text where there is
competing (distracting)
information
• Identifies a wide range of
poetic forms, e.g. cinquain,
haiku, calligram, kenning
Retrieving
• Comments on use of
language using terminology
including onomatopoeia,
metaphor, personification
• Notes how cohesion is
achieved in different ways
• Identifies how the author
signals change in the
narration, time and place
and notes the effect that
Retrieving
• Retrieves information,
referring to more than one
place in the text, and where
there is competing (distracting)
information
• Recognises how the author of
non-fiction texts expresses,
sequences and links points
• Explains how poets create
shades of meaning, justifying
own views with reference to
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• Observes the punctuation
and uses this to aid
understanding
• Retrieves key information
from a text
• Identifies complete
sentences
• Identifies typical phrases
e.g. story openings and
endings
• Understands that there is
a range of non-fiction texts,
e.g. different layouts for
instructions, non-fiction
books etc.
• Begins to understand how
written language can be
structured differently
according to genre e.g. in
order to build surprise in a
narrative or present facts in
non-fiction
• Comments on things that
interest them
remember or use
information
• Shows awareness of use of
features of organisation e.g.
index, bold headings
• Makes statements about
characters on the basis of
what is said and done,
making note of how verbs
and adverbs support their
judgements e.g. ‘I think she
is selfish/kind/angry
because it says she …’
• Begins to understand that
written language (standard
English) has conventions
that don’t apply in spoken
language
• Explains differences
between fiction and non-
fiction
• Understands that books
can be used to find things
• Uses contents pages and
indexes to locate, retrieve
and record information from
non-fiction texts
• Recognises different
narrative genres
• Notices the difference
between 1st and 3rd person
accounts
• Identifies the conventions
of different types of writing
e.g. greetings in a
letter/email, diary entries,
numbers and headings in
instructions
• Identifies key words and
phrases as evidence when
making a point
• Identifies the structure
and features of a range of
non-fiction, narrative and
poetry texts
• Analyses how structural
and presentational features
contribute to purpose in a
range of texts
• Identifies events that are
presented in more detail
and those that are skimmed
over
• Identifies underlying
themes in a range of
narrative texts e.g. courage
over adversity, loss etc
• Identifies the way
descriptive language and
small details are used to
build an impression of an
unfamiliar place
• Identifies figurative and
expressive language that
builds a fuller picture of a
character
this has on them as the
reader
• Retrieves information,
referring to more than one
place in the text, and where
there is competing
(distracting) information
• Identifies and compares
underlying themes in a
range of narrative texts e.g.
can track words/phrases
linked with the theme
throughout a narrative and
note how the author keeps
reinforcing the theme
throughout
• Identifies how an author
varies pace by using direct
or reported speech at
different points in a story
• Comments on how a
character is built and
presented, referring to
dialogue, action and
description
• Retrieves, records and
presents ideas from non-
fiction in a different format
e.g. retrieves information
from a report to inform a
persuasive text identifies
precision in the use of
technical terminology and
considers the different
reasons for why an author
might use this e.g. for
genuinely informative
reasons, or to ‘bamboozle’
the reader
the text and to other sources of
evidence e.g. wider reading
• Considers when a story was
first published, and discusses
the audience that the author
had in mind, when reading
texts from our literary heritage
• Identifies and analyses
conventions across a range of
non-fiction text types and
forms looking at the differences
in conventions within the same
text type e.g. categorise sub-
sets of persuasive texts into
groups
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Vocabulary
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Use of Vocabulary at Hammond Academy
The table below details the key vocabulary to be introduced in each year group.
Vocabulary
Year 1
characters, beginning, middle and end, dialogue, exclamation, justify, significance, observe, phrases, non-
fiction, fiction
Year 2
Self-correct, literary language, empathy, persuasive devices, statements, judgements, dictionaries, glossaries,
index, traditional tale, narrative, characters and settings, imagery
Year 3
alliteration, rhythm, rhyme, simile, conjunctions, evidence, suspense, narrative genres,
Year 4
Compare, Opinions, viewpoints, atmosphere, precise vocabulary, cohesion, relative clauses, persuasive
techniques, deduction, structure, features, figurative/expressive language, and underlying themes.
Year 5
metaphor, simile, analogy, imagery, style and effect, biased viewpoints, perspectives, multi-layered (figurative)
word/phrases, conventions, deductions, degrees of formality, intonation, complex non-linear narratives,
onomatopoeia, metaphor, personification, cohesion,
Year 6
Expressive, figurative language, cohesive language, sophisticated links, implicit and explicit points of view,
underlying themes, parody, shades of meaning, literary heritage,
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