primary books characteristics

PRIMARY BOOKS CHARACTERISTICS

FICTION NON FICTION

YEAR

1

Children may not be able to read these texts independently but they will be able to take part in shared reading and understand what is being read. Suggested criteria for choice: Texts which: • Developing phonological knowledge,

sight vocabulary and decoding skills; • Features of language and techniques

for effect: humour, repetition, rhyme; • Words, ideas and pictures to

understand characters and events. • Engage the readers’ interest: familiar

experiences; • Large, clear type.

All books selected for use in Year 1 should provide:

! Accurate information; ! Well written, clearly presented texts; ! Consistent use of non-fiction book

organisational features, e.g. contents page, index, glossary;

! Use a range of features to present and explain information, e.g. simple charts, diagrams, labels, captions.

Types and features of texts:

o Word books with picture word match; o Books about basic concepts; o Alphabet books; simple picture

dictionaries; o First person reports; question and

answer formats; o Descriptions.

YEAR

2

Extracts can be taken from books to exploit in class. Suggested criteria for choice: Texts which: • Phonological knowledge and sight

vocabulary; • Models of good literacy language,

rhythm, rhyme and sequence; • Wide range of stories which are set in

the context of real and imagined worlds and other cultures;

• Accessible and familiar themes and subjects, as well as those that are more distant from children’s experience or make use of fantasy;

• Both well-established and recent fiction in a range of styles and techniques;

• Engage the interest of young readers.

All books selected for use for Year 2 should provide:

! Accurate information; ! Well written, clearly presented texts; ! Consistent use of some or all non-

fiction book organisational features, e.g. contents page, index, glossary;

! Use a range of features to present and explain information, e.g. simple charts, captions, headings and supportive illustration.

Types and features of texts: o Alphabet book; o Picture dictionary with simple spelling

checklist; o Non-chronological and chronologically

organised texts; o Range of print scripts, fonts and sizes;

various textual layouts, e.g. lists, labels charts, headers, simple sentences and captions containing common vocabulary;

o Various illustrative forms, e.g. photographs, drawings, charts, diagrams.

YEAR

3

Extracts can be taken from books to exploit in class. Suggested criteria for choice: Texts which: • Developing vocabulary, and ability to

read complex sentences; • Require reading to be sustained; • Show how authors portray characters,

setting and plot through dialogue, action and interaction;

• Traditional and classic stories and poems, as well as texts which include challenging themes;

• Range of techniques and styles and also draw on those of other cultures.


! Accurate information; ! Well written clearly presented texts; ! Consistent use of some or all non-

fiction book organisational features, e.g. contents page, index, glossary;

! Use a range of features to present and explain information, e.g. simple charts, diagrams and labels, captions, headings and supportive illustration.

Types and features of texts: o Non-chronological texts; o Chronological texts, e.g. life cycles

and timelines; o Simple explanations, instructions; o Different books on the same topic; o Dictionary with simple definitions; o Various additional non-fiction

organisational features, e.g. head words and glossary.

YEAR

4

Extracts can be taken from books to exploit in class. Suggested criteria for choice: Texts which: • More complex structures and figurative

language; • Characterisation and events which

challenge pupils’ understanding of theme;

• Stories and poems with more sustained plots, descriptions and interactions;

• Deeper response, i.e. drawing more extensively on skills of inference and deduction;

• Range of genres, i.e. traditional stories and stories from other cultures.


! Accurate information; ! Well written, clearly presented texts

in a variety of layouts; ! Consistent use of non-fiction book

organisational features e.g. contents page, index, glossary, subheadings;

! Use a range of features to present and explain information;

! Technical and specialist vocabulary within subject specialisms, where appropriate;

! Opportunities for sustained reading. Types and features of texts: o varied non-fiction organisational

features and print styles; o paragraphing of blocks of text; o a range of formats and notations, e.g.

charts, lists, tables, plans and numbered bullet points, dictionary with more detailed information, thesaurus.

YEAR

5

Extracts can be taken from books to exploit in class. Suggested criteria for choice: Texts which: • Growing understanding of how

characters and plots are developed and paced throughout a book;

• Variety of approaches to telling a narrative;

• Wide range of more complex structures ideas and underlying themes, sometimes set in different times, worlds and cultures;

• Engage the interest of children through style and content.




organisational features, e.g. contents page, index, glossary, subheadings;



! Opportunities for sustained reading. Types and features of texts: o Varied presentations of key points,

supported by longer blocks of text; different writing forms, e.g. report, instruction, argument.

YEAR

6

Extracts can be taken from books to exploit in class. Suggested criteria for choice: Texts which: • Understanding of author techniques

and narrative devices; • Make increased demands on children’s

ability to sustain their reading; • Provide a range of settings in terms of

time and place; • Range of genres, including science

fiction, historical fiction, myth, classic texts and contemporary stories and poems;

• Significant authors, both contemporary and well established.




organisational features, e.g. contents page, index, glossary, subheadings;



! Opportunities for sustained reading. Types and features of texts: o Range of presentations and notations;

thematically and conventionally organised encyclopaedia.

primary books characteristics

Education