Middle Years Accelerated Reader™ Book Packs

Content Name

Middle Years Accelerated Reader™ Book Packs

Content Type

Product Resources

Description

Encourage learners to fly even higher with the Middle Years Accelerated Reader™ book packs from Hope Education. These super story selections are designed to ignite a spark amongst even the most reluctant of readers.

Curriculum

• Country

  England

  Key Stage:

  Key Stage 2

  Years:

  Year 5, Year 6, Year 4

  Subjects:

  • English

  Topics:

  • Reading – comprehension
  • Reading – word reading

  Programmes of Study:

  • apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in - see English appendix 1 , both to read aloud and to understand the meaning of new words they meet
  • apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English appendix 1, both to read aloud and to understand the meaning of new words that they meet
  • develop positive attitudes to reading, and an understanding of what they read, by: discussing words and phrases that capture the reader’s interest and imagination
  • develop positive attitudes to reading, and an understanding of what they read, by: identifying themes and conventions in a wide range of books
  • develop positive attitudes to reading, and an understanding of what they read, by: reading books that are structured in different ways and reading for a range of purposes
  • discuss and evaluate how authors use language, including figurative language, considering the impact on the reader
  • maintain positive attitudes to reading and an understanding of what they read by: identifying and discussing themes and conventions in and across a wide range of writing
  • maintain positive attitudes to reading and an understanding of what they read by: making comparisons within and across books
  • maintain positive attitudes to reading and an understanding of what they read by: reading books that are structured in different ways and reading for a range of purposes
  • maintain positive attitudes to reading and an understanding of what they read by: recommending books that they have read to their peers, giving reasons for their choices
  • participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say
  • participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
  • provide reasoned justifications for their views
  • read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word
  • understand what they read by: asking questions to improve their understanding
  • understand what they read by: checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context
  • understand what they read by: drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
  • understand what they read by: identifying how language, structure and presentation contribute to meaning
  • understand what they read by: predicting what might happen from details stated and implied
  • understand what they read by: summarising the main ideas drawn from more than 1 paragraph, identifying key details that support the main ideas
  • understand what they read, in books they can read independently, by: asking questions to improve their understanding of a text
  • understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context
  • understand what they read, in books they can read independently, by: drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
  • understand what they read, in books they can read independently, by: identifying how language, structure, and presentation contribute to meaning
  • understand what they read, in books they can read independently, by: identifying main ideas drawn from more than 1 paragraph and summarising these
  • understand what they read, in books they can read independently, by: predicting what might happen from details stated and implied

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