Comprehension Progression at Girlington
Specific comprehension skills are taught within each year group using age appropriate objectives and activities. Objectives are taken from the National Curriculum and the following document has been created to ensure progression of comprehension skills across school.
Summarising To identify key elements and condense important information into their own words during and after reading
| Foundation Stage | Key Stage One | Lower Key Stage Two | Upper Key Stage Two |
| Can demonstrate understanding of what has been read to them by retelling stories and narratives using their own words. An | Can recount main events, themes and information from a book. | Can identify the main ideas drawn from more than one paragraph and summarises these. | Can summarise the main ideas drawn from more than one paragraph, identifying key details that support the main ideas. |
Activities: –
- Prop’s Bag
- Word Cloud
- Tell Me Grid
- Colourful Stories
Sequencing
To classify and order the key components of a story, such as the beginning, middle, and end. The ability to retell the events within a given text in the order in which they occurred.
| Foundation Stage | Key Stage One | Lower Key Stage Two | Upper Key Stage Two |
| Begin to describe a sequence of events, real or fictional using words such as ‘first’, ‘then’… Anticipate key events in stories. Use talk to organise, sequence and clarify thinking, ideas, feelings and events. | Can discuss the sequence of events in books and how items of information are related. | Shows understanding of main points and makes specific reference to the text when sequencing. | Shows understanding of main points when sequencing, identifying key details that support the main ideas |
Activities: –
- Prop’s Bag
- Word Cloud
- Tell Me Grid
Making Inferences
To use clues in the text along with their own experiences to help figure out what is not directly said.
| Foundation Stage | Key Stage One | Lower Key Stage Two | Upper Key Stage Two |
| Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate. | Makes inferences on the basis of what is being said and done in the text. | Draws inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence: Refers to text to support opinions and predictions (Point + Evidence) | Draws inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence: Refers to text to support opinions and predictions (Point+Evidence+Explanation+Evaluation) |
Activities: –
- Decision Wheel
- Axis of Emotion
- Role on the Wall
- Hot Seating
- Comprehension Questions
Comparing and Contrasting
To identify the similarities and differences between two or more books, characters, events etc.
| Foundation Stage | Key Stage One | Lower Key Stage Two | Upper Key Stage Two |
| Compare and contrast characters from stories, including figures from the past. | Makes simple connections between texts identified, eg similarities in plot/topic or about same characters Makes comparisons between fiction and non-fiction texts noting similarities and differences. | Makes some simple connections between texts identified, e.g. similarities in plot, topic, or books by same author, about same characters. Can compare different versions of the same story. | Making comparisons within and across books by discussing and identifying similarities and differences between texts, or versions, with some explanation, e.g. narrative conventions in traditional tales or stories from different creatures, ballads, and newspaper reports. Compares and contrasts explicit and implicit points of view. |
Activities: –
- Venn Diagram
Drawing conclusions
To use information that is implied or inferred to make meaning out of what is not clearly stated. In order to effectively draw conclusions, readers need to:
- Consider what they already know from their own experiences
- Gather all of the information that the author has given them
| Foundation Stage | Key Stage One | Lower Key Stage Two | Upper Key Stage Two |
| Demonstrates understanding when talking with others about they have read. | Explains and discusses their understanding of books. Makes confident inferences/predictions based on wider reading experience | Explains and discusses their understanding of books by referring to the text to support opinions. Infers meaning and motives using text and wider experiences | Explains and discusses their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary. |
Activities: –
- Hot Seating
- Decision Wheel
- Role on the Wall
- Axis of Emotion
Self-questioning
The ongoing process of asking questions before, during, and after reading that are used by a reader to understand text.
| Foundation Stage | Key Stage One | Lower Key Stage Two | Upper Key Stage Two |
| Ask question to find out more and to check that they understand what has been said to them. Make comments about what they have heard and ask questions to clarify understanding. | Checks that the text makes sense to them as they read, and correcting inaccurate reading | Checks that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context. Beginning to ask questions to improve their understanding of a text | Checks that the book makes sense to them, discussing their understanding and exploring the meaning of words in context. Asks questions to improve their understanding |
Activities: –
- True Vs False
- Comprehension Questions
Problem-solving
To use information from within the text and beyond the text (world experience) to help them make meaning and inferences.
| Foundation Stage | Key Stage One | Lower Key Stage Two | Upper Key Stage Two |
| Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate. | Makes inferences on the basis of what is being said and done in the text. . | Draws inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence: Justifies ideas and predictions based on knowledge of the text | Draws inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence: Refers to text to support opinions and predictions (Point+Evidence+Explanation+Evaluation) |
Activities: –
- Comprehension Questions
- Hot Seating
Relating background knowledge
To make sense of what has been read by seeing how it connects with prior knowledge of a subject before, during, and after reading.
| Foundation Stage | Key Stage One | Lower Key Stage Two | Upper Key Stage Two |
| Express their ideas and feelings about their experiences using full sentences. | Draws on what they already know or on background information and vocabulary provided by the teacher. Makes confident inferences/predictions based on wider reading experience. | Infers meaning and motives using text and wider experiences. | Infers meaning and motives using text and wider experiences. |
Activities: –
- Comprehension Questions
Distinguishing between fact and opinion
To be able to determine what a fact is and what an opinion is.
A fact is a statement that is true and can be verified objectively, or proven. In other words, a fact is true and correct no matter what.
An opinion, is a statement that holds an element of belief; it tells how someone feels. An opinion is not always true and cannot be proven.
| Foundation Stage | Key Stage One | Lower Key Stage Two | Upper Key Stage Two |
| Engage in non-fiction books. Use and understand recently introduced vocabulary during discussions about stories and non-fiction. | Makes comparisons between fiction and non-fiction texts noting similarities and differences | Begins to recognise the difference between fact and point of view. | Understands what they read by distinguishing between statements of fact and opinion |
Activities: –
- Fact Vs Opinion
- Role on the Wall
Finding the main idea, important facts, and supporting details
To read the text and be able to pick out the main idea/ important facts using evidence to justify thoughts.
| Foundation Stage | Key Stage One | Lower Key Stage Two | Upper Key Stage Two |
| Knows that information can be retrieved from books/text. | Can discuss with reference to the text | Refers to text to support opinions and predictions (Point + Evidence) | Refers to text to support opinions and predictions (Point+Evidence+Explanation+Evaluation) |
Activities: –
- Colourful Stories
- Axis of Emotion
- Fact Vs Opinion
Skimming and Scanning
Skimming is reading a text quickly to get a general idea of meaning. Scanning is reading in order to find specific information in relation to a question.
| Foundation Stage | Key Stage One | Lower Key Stage Two | Upper Key Stage Two |
| Knows that information can be retrieved from books/text. | Can discuss with reference to the text | Can confidently skim and scan to locate information. Shows increasing accuracy in information retrieval. Can use more than one source when researching & recording information. Can support understanding and point of view by finding information and begins to text mark. | Begins to text mark and annotate when skimming and scanning to identify main ideas. Confident in using a wide range of strategies when locating information/ideas across a text. Retrieves and collates essential pieces of information from a range of sources. |
Activities: –
- Fastest Finger First
- Comprehension Questions
- Test Type Questions