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for Year 6 | Working Towards | Achieved | Achieved in depth |\n| --- | --- | --- | --- | --- |\n| Reading | 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. |  |  |  |\n| Read ing-Comprehension | maintain positive attitudes to reading and understanding of what they read by: continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks |  |  |  |\n|  | reading books that are structured in different ways and reading for a range of purposes |  |  |  |\n|  | increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions |  |  |  |\n|  | recommending books that they have read to their peers, giving reasons for their choices |  |  |  |\n|  | identifying and discussing themes and conventions in and across a wide range of writing |  |  |  |\n|  | making comparisons within and across books |  |  |  |\n|  | learning a wider range of poetry by heart |  |  |  |\n|  | preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience |  |  |  |\n|  | understand what they read, in books they can read independently, by: checking that the book makes sense to them, discussing their understanding and exploring the meaning of words in context |  |  |  |\n|  | asking questions to improve their understanding |  |  |  |\n|  | drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence |  |  |  |\n|  | predicting what might happen from details stated and implied |  |  |  |\n|  | summarising the main ideas drawn from more than one paragraph, identifying key details that support the main ideas |  |  |  |\n|  | identifying how language, structure and presentation contribute to meaning |  |  |  |\n|  | discuss and evaluate how authors use language, including figurative language, considering the impact on the reader |  |  |  |\n|  | distinguish between statements of fact and opinion |  |  |  |\n|  | retrieve, record and present information from non-fiction |  |  |  |\n|  | participate in discussions about books that are read to them & those they can read for themselves, building on their own & others’ ideas and challenging views courteously |  |  |  |\n|  | explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary |  |  |  |\n|  | provide reasoned justifications for their views. |  |  |  |\n| Writing Transcription | Spelling (see English Appendix 1)\u003Cbr>use further prefixes and suffixes and understand the guidance for adding them |  |  |  |\n|  | spell some words with ‘silent’ letters [for example, knight, psalm , solemn] |  |  |  |\n|  | continue to distinguish between homophones and other words which are often confused |  |  |  |\n|  | use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed English Appendix 1 |  |  |  |\n|  | use dictionaries to check the spelling and meaning of words |  |  |  |\n|  | use the first three or four letters of a word to check spelling, meaning or both of these in a dictionary |  |  |  |\n|  | use a thesaurus. |  |  |  |\n| Handwriting | write legibly, fluently and with increasing speed by:\u003Cbr>choosing which shape of a letter to use when given choices and deciding whether or not to join specific letters |  |  |  |\n|  | choosing the writing implement that is best suited for a task. |  |  |  |\n| Writ ing Composition | plan their writing by:\u003Cbr>identifying ","cbCaicOfdGheu9C3","https://ap.wps.com/l/cbCaicOfdGheu9C3","pdf",396933,"English","# Reading\n## Reading Comprehension\n## Reading for a range of purposes\n# Writing Transcription\n## Spelling\n## Handwriting\n# Writing Composition\n## Planning\n## Drafting and writing\n## Evaluate and edit\n# Vocabulary, Grammar and Punctuation","[{\"question\":\"How does the tracker describe progress for reading in Year 6?\",\"answer\":\"It focuses on applying root words, prefixes, and suffixes to read aloud and understand new words, while building positive attitudes through wider reading and discussion across fiction, poetry, plays, and non-fiction.\"},{\"question\":\"What reading comprehension skills are emphasized?\",\"answer\":\"Skills include checking understanding, asking questions, making inferences with evidence, predicting outcomes, summarising main ideas, comparing books, and discussing themes and conventions, including how language and structure shape meaning.\"},{\"question\":\"What writing skills does the tracker require pupils to develop?\",\"answer\":\"It includes planning for audience and purpose, drafting with appropriate grammar and vocabulary, improving cohesion using organisational devices, evaluating and editing for effectiveness, and ensuring correct tense, spelling, punctuation, and subject-verb agreement.\"}]","English - Year 6 - Tracker | PDF",1790869705]