Lower Years Accelerated Reader™ Book Packs

Content Name

Lower Years Accelerated Reader™ Book Packs

Content Type

Product Resources

Description

Create learners who love to read with the Lower Years Accelerated Reader™ book packs from Hope Education. These fantastic fiction selections have something for each and every child, making reading a real joy.

Curriculum

• Country

  England

  Key Stage:

  Key Stage 1, Key Stage 2

  Years:

  Year 3, Year 2, Year 1

  Subjects:

  • English

  Topics:

  • Reading – comprehension
  • Reading – word reading

  Programmes of Study:

  • apply phonic knowledge and skills as the route to decode words
  • 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
  • continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
  • develop pleasure in reading, motivation to read, vocabulary and understanding by: being encouraged to link what they read or hear read to their own experiences
  • develop pleasure in reading, motivation to read, vocabulary and understanding by: discussing and clarifying the meanings of words, linking new meanings to known vocabulary
  • develop pleasure in reading, motivation to read, vocabulary and understanding by: discussing their favourite words and phrases
  • develop pleasure in reading, motivation to read, vocabulary and understanding by: discussing the sequence of events in books and how items of information are related
  • develop pleasure in reading, motivation to read, vocabulary and understanding by: discussing word meanings, linking new meanings to those already known
  • develop pleasure in reading, motivation to read, vocabulary and understanding by: recognising and joining in with predictable phrases
  • develop pleasure in reading, motivation to read, vocabulary and understanding by: recognising simple recurring literary language in stories and poetry
  • 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
  • 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 discussion about what is read to them, taking turns and listening to what others say
  • read accurately by blending sounds in unfamiliar words containing GPCs that have been taught
  • read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
  • read accurately words of two or more syllables that contain the same graphemes as above
  • read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words
  • read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
  • read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
  • read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
  • read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word
  • read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
  • read other words of more than one syllable that contain taught GPCs
  • read words containing common suffixes
  • read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings
  • read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s)
  • re-read these books to build up their fluency and confidence in word reading.
  • reread these books to build up their fluency and confidence in word reading
  • respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
  • understand both the books that they can already read accurately and fluently and those that they listen to by: answering and asking questions
  • understand both the books that they can already read accurately and fluently and those that they listen to by: checking that the text makes sense to them as they read, and correcting inaccurate reading
  • understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher
  • understand both the books that they can already read accurately and fluently and those that they listen to by: explaining and discussing their understanding of books, poems and other material, both those that they listen to and those that they read for themselves
  • understand both the books that they can already read accurately and fluently and those that they listen to by: participating in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say
  • understand both the books they can already read accurately and fluently and those they listen to by: checking that the text makes sense to them as they read and correcting inaccurate reading
  • understand both the books they can already read accurately and fluently and those they listen to by: discussing the significance of the title and events
  • understand both the books that they can already read accurately and fluently and those that they listen to by: making inferences on the basis of what is being said and done
  • understand both the books that they can already read accurately and fluently and those that they listen to by: predicting what might happen on the basis of what has been read so far
  • understand both the books they can already read accurately and fluently and those they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher
  • understand both the books they can already read accurately and fluently and those they listen to by: making inferences on the basis of what is being said and done
  • understand both the books they can already read accurately and fluently and those they listen to by: predicting what might happen on the basis of what has been read so far
  • 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
  • explain clearly their understanding of what is read to them.
  • 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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