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Poplars Community Primary School

Courage, Honesty, Aspiration, Kindness, Collaboration

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Year 3

Reading Progression – Year 3 
















Autumn 1 

Autumn 2 

Spring 1 

Spring 2 

Summer 1 

Summer 2 

Can use a dictionary to check the meaning of words they have read 


Can recognise, read and identify the full range of vowel graphemes 


Can recognise, read and identify the full range of consonant graphemes 


Can break words into syllables 


Shows understanding of main points with reference to the text (who, what, where, when, how, why) 


Can read closely to obtain specific information e.g. what type of clothes someone was wearing  


Can identify, select and highlight key words in a sentence to answer recall questions  



Can read for enjoyment and chooses to read (can absorb themselves in a book/text) 


Is beginning to scan for a specific purpose e.g. looking for specific information: names of characters etc 


Is beginning to skim e.g. to search for adjectives which describe a character 


Can make plausible predictions based on knowledge of the text (or of books on similar themes or by the same author) 


Can identify and discuss characters, speculating how they might behave and giving reasons linked to the text 


Can explain how simple and complex sentences influence meaning.  



Summative reading assessment 


Can recognise some different forms of poetry (for example, free verse, narrative poetry)  


Can read books that are structured in different ways and comment on their structures  


Can discuss the actions of the main characters and justify views using evidence from the text 


Can comment on the author's choice of language to create mood and build suspense e.g. suddenly is used to show that something surprising is coming next 


Can comment on the author's choice of language to create mood and build suspense e.g. suddenly is used to show that something surprising is coming next 


Is beginning to identify main ideas drawn from more than one paragraph  


Can recognise and talk about the main differences between fiction and non-fiction texts 


Can understand and talk about the purpose of a specific paragraph e.g. it groups information together about… 


Can summarise the main points from a passage or a text 


Can explain how they think the author wants the reader to respond  



Summative reading assessment 


Is beginning to identify the author’s main purpose for writing. ‘He doesn’t want any more turtles killed.’ 


Can make inferences about characters actions in a story.  

Can understand and talk about the features of page layout in non-fiction texts e.g. titles, subheadings, labels, diagrams and charts 


Can empathise with a character's motives and behaviour  


Can identify the language used to create mood 


Can discuss word meanings, linking new meanings to those they already know 


Can explain what the writer might be thinking - 'He thinks they are being mean' 

Is beginning to identify and comment on different points of view in the text 


Can read 200 words at expected level in 5 minutes  


Can recognise adjectives, adverbs/simple adverbial phrases and similes  


Can simply evaluate specific texts with reference to text type e.g. these are good instructions because… 


Can recognise some features of the text that relate to its historical setting or its social or cultural background e.g. 'The girls had on red flannel petticoats because that is what they wore then' or 'Grandpa Chatterji wears a dohti because he comes from India.' 



Can listen to and discuss a wide range of fiction, poetry, plays, non-fiction and reference books or text books  


Can participate in discussion about both books that are read to them and those they read for themselves, taking turns and listening to what others say 


Can ask questions to improve their understanding of a text 


Can prepare poems and playscripts to read aloud and to perform, showing understanding through intonation, tone, volume and action 


Can read dialogue with appropriate expression 


Cyclical Reading Skills 


Is increasing their familiarity with a wide range of books (including fairy stories, myths and legends) and retelling some of these orally 


Can decode unknown words rapidly and without undue hesitation  


Can recognise and read a range of prefixes and use these to construct the meaning of words in context e.g. re…, de…, pre…, non…, mis…, ex…, co…, anti… 


Can recognise and read a range of suffixes and use these to construct the meaning of words in context e.g. …tion, …ive, …ic 


Can recognise an increasing range of punctuation (. CL !  ? " " , ') and use this to add expression and understanding to the text, including the apostrophe for omission 


Can use the context of the sentence to help read unfamiliar words 


Can identify how vocabulary choices affect meaning e.g. 'Crept lets you know that he is trying to be quiet but also that he was going slowly because he did not want to be caught' 


Can collect words from their reading to use in their own writing  


Can read for a range of purposes 


Can identify the key features of different text types 


Can make simple connections between books by the same author e.g. 'Dick King Smith often writes about animals'