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variety of contexts, and a major variable is how much time is given to these lessons; the length of each session, and the number per week. However, we have found the following principles, applied to whatever time is available, get good results in Year 3 upwards (and some Year 2 teachers have taken this on, part way through the year). Three simple steps As with everything, start with the end in mind: better comprehension of a small piece of challenging text is the goal. A written response will enhance clarity of understanding (and let you check this, of course); it will require a close-read, which almost always requires several straight-through reads (‘layered reading’). 1) Doing multiple reads of the section of the text you’re studying allows children to understand more each time, and is probably the world’s most-used comprehension strategy. These reads can take different forms; we tend to start with a model read, so children can hear what the text is meant to sound like and begin to understand it without the demands of word-reading or pronunciation; we usually follow this with a choral read, giving a different way of encountering the text while also helping the development of fluency. Often, we’ll have a third read, which may be pupil-paired reading, a ‘jump-in’ (model read switching to children-only choral, and back, several times), or similar. This allows children who would otherwise struggle with decoding or fluency to access the text more fully; by the time we start discussion, they have heard it three times. We don’t analyse during this layered approach, but between each read we prompt paired discussion on pupils’ developing understanding with very open questions like “What’s it about?” and “What did you notice?” We find this keeps children meaning-focused, without taking up valuable time. 2) Next, we move into a close read: a line-by-line analysis of the text, using a combination of modelled ‘thinking aloud’ and very quick questions (“Tell your partner what…”). The goal is to ensure that children understand the text at the literal level, with guidance on the little inferences necessary along the way. 3) This close read is followed by the written response. We have found that recording understanding at a retrieval or simple inference level each day is good way to build text comprehension towards what we prosaically call a Big Question: something that requires reference to the entire text, probably applying inference, possibly referring to a change that happens across the text. Divide and conquer If they’ve never answered this kind of question before – or have, but have always struggled with writing an answer – we’ve found that teaching the skills required via shared writing is extremely effective. You might even use shared writing to answer one Big Question, then pose a second question of similar challenge (on the same section of text) for them to attempt independently. A crucial skill to model in this process is constant reference to the text, often with text-annotation, as many children try to work from memory or even pure imagination. Composing and transcribing our thoughts focuses our understanding; it’s a key reason for the popularity of journals in the pursuit of wellbeing – clarity is key. Making this a staple of reading lessons brings so many benefits, the most exciting of which, we believe, is crystallising comprehension. TP DOWNLOAD RESOURCES AT Get access to the whole-school Real Comprehension programme at tinyurl.com/ RealComp copyright 2021 Term Fiction Non-fiction Poetry Curriculum links Autumn term: It’s good to be good A List to Show I Care by Margaret Bateson-Hill (lists and captions) Friends Come First by Margaret Bateson-Hill (story in a familiar setting) Living a Lie by Sue Hardy-Dawson (shape poem) Reading : listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently Reading : being encouraged to link what they read or hear to their own experiences Reading : becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics Relationships Education : the convention of courtesy and manners Spring term: Small but strong The Lion and the Mouse by Lucy Strange (traditional tale) Small, But Strong! by Lucy Strange (information text) The Power Within by Joshua Seigal (list poem) Reading : listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently Reading : being encouraged to link what they read or hear to their own experiences Reading : becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics Relationships Education : respectful relationships (the importance of respecting others even when they are different from us) Science : animals including humans – identify and name a variety of common animals Summer term: Lost and found Lost and Found , by James Nicol (story with a familiar setting) Sofa-Cat! An Amazing True Story , by James Nicol (website article) Have You Seen…? by Sue Hardy-Dawson (humorous poem) Reading : listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently Reading : being encouraged to link what they read or hear to their own experiences Reading : becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics Progression Map, Years 1-6 Year One copyright 2021 Term Fiction Non-fiction Poetry Curriculum links Autumn term: Perseverance (if at first you don’t succeed…) Sophie Christiansen CBE - Born to Succeed? by Jo Franklin (biography) Ride Like You Mean It! by Jo Franklin (story with a familiar setting) The King and the Spider by Joshua Seigal (narrative poem) Reading : listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks Reading : identifying themes and conventions in a wide range of books Reading : increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally History: British history that extends pupils’ chronological knowledge beyond 1066 Spring term: First impressions (don’t judge a book by its cover) Stephen Hawking by Ross Montgomery (information text) Arthur – The Rightful King of England by Ross Montgomery (traditional tale) Supper Menu, by Sue Hardy-Dawson (humorous poem) Reading: listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks Reading: i dentifying themes and conventions in a wide range of books Reading: i ncreasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally Summer term: The value of education The Privilege of Education by Lucy Strange (question and answer text) The Diary of a Victorian Schoolchild by Lucy Strange (diary) Report by Joshua Seigal (school report) Reading: listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks Reading: identifying themes and conventions in a wide range of books Reading: increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally History: an aspect of social history from the Anglo-Saxons to the present. Geography: locate the world’s countries Progression Map, Years 1-6 Year Three copyright 2021 Term Fiction Non-fiction Poetry Curriculum links Autumn term: New beginnings Janus – God of New Beginnings by Jo Franklin (information text) Corine’s First Day by Jo Franklin (story with a familiar setting) New Baby by Joshua Seigal (poem with repeating phrases ) Reading : listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently Reading : becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales Reading : recognising simple recurring literary language in stories and poetry Relationships Education : Families and people who care for me History: changes within living memory Spring term: Family (home is where the heart is) Talent in the House by Ross Montgomery (a magazine spread) A Very Inventive Family by Ross Montgomery (contemporary story told in the third person) Families, by Sue Hardy-Dawson (instruction poem) Reading : listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently Reading : becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales Reading : recognising simple recurring literary language in stories and poetry Relationships Education : Families and people who care for me Music : listen with concentration and understanding to a range of high-quality live and recorded music Summer term: Caring for others Khalsa Aid: How Sikhs care for others by Lucy Strange (explanation text) Diary of a Paramedic by Lucy Strange (story told in the first person) The Lady with the Lollipop by Sue Hardy-Dawson (people who help us) Reading : listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently Reading : becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales Reading : recognising simple recurring literary language in stories and poetry British Values : mutual respect for and tolerance of those with different faiths and beliefs, and for those without faith Relationships Education : Families and people who care for me Progression Map, Years 1-6 Year Two copyright 2021 Term Fiction Non-fiction Poetry Curriculum links Autumn term: Remembrance The National Memorial Arboretum by James Nicol (information leaflet) The Letter by James Nicol (older fiction - a letter) Teeth by Sue Hardy-Dawson (poem about mementoes) Reading : listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks Reading : identifying themes and conventions in a wide range of books Reading : increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally History : British history that extends pupils’ chronological knowledge beyond 1066 (significant turning point in British history) WWI, WWII Spring term: Co-operation Working Together by Dan Smith (report) Tanvi’s Garden by Dan Smith (contemporary fiction) The Worst Team by Joshua Seigal (humorous poem) Reading : listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks Reading : identifying themes and conventions in a wide range of books Reading : increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally Physical Education : they should enjoy communicating, collaborating and competing with each other Summer term: Caring for others Andrew Carnegie by Margaret Bateson-Hill (biography) The Tale of Dick Whittington by Margaret Bateson-Hill (traditional tale) The Ballad of Cinder-Sooty- Nose by Sue Hardy-Dawson (narrative poem ) Reading : listening to and discussing a wide range of fiction, poetry, plays, non-fiction and reference books or textbooks Reading : identifying themes and conventions in a wide range of books Reading : increasing their familiarity with a wide range of books, including fairy stories, myths and legends, and retelling some of these orally Geography : name and locate counties and cities in the United Kingdom (London – Dick Whittington) (Dunfermline – Andrew Carnegie) Progression Map, Years 1-6 Year Four @EnglishHubUK primaryeducationadvisors.co.uk www.teachwire.net | 85 T E ACH RE AD I NG & WR I T I NG copyright 2021 Progression Map, Years 1-6 Teacher notes Real Comprehension: Progression Map Text types and curriculum links, Years 1-6 This overview gives detai ls of al l the texts provided for the Real Comprehension programme – l isting the title, author and text type for each one, as wel l as relevant curriculum l inks, to assist with long-term planning. Year 1 1:1 It’s Good To Be Good 1:2 Small But Strong 1:3 Lost And Found Year 2 2:1 New Beginnings 2:2 Family 2:3 Caring For Others Year 3 3:1 Perseverance 3:2 First Impressions 3:3 The Value Of Education Year 4 4:1 Remembrance 4:2 Co-operation 4:3 Rags To Riches Year 5 5:1 Freedom 5:2 Rebirth 5:3 Peace Year 6 6:1 Reconciliation 6:2 Conservation 6:3 T sitions Christine Chen and Lindsay Pickton are primary education advisors, supporting English development nationally.