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Sketty Primary School

Ysgol Gynradd Sgeti

Be the best you can be!

Gwnewch eich gorau glas!


Reading Skills 

Before Reading


  • Identify the genre of the story using the clues on the cover and in the title.
  • Make a prediction using their understanding of the genre. For example, what do they expect to happen in a ghost story?
  • Predict the theme using the clues in the cover.
  • Analyse the design choices made by the publisher by discussing the font, the image and the colours, including what the colours suggest.
  • Compare a selection of different covers for the same story and think about what they show. Do the covers give the same ideas about the story?

Responding to characters


  • Discuss the main relationships in the story.
  • Identify the good and bad relationships in the story.
  • Discuss changes in relationships by identifying the turning points that redefine a relationship.
  • Explain what causes a change in an important relationship in the story.
  • Explain if a character is a round character who changes and develops or a flat character who is unchanging.
  • Identify when and why a character acts in an unexpected way.
  • Identify when a character changes and explain why he or she changes.
  • Use a precise vocabulary to describe personality traits and emotions.
  • Quote accurately to support an opinion about a character.
  • Predict a character’s life after the end of a story.
  • Name similar characters in other stories in the same genre or by the same author.
  • Describe how a character profile is built up using physical details, actions, dialogue, relationships and emotive words.
  • Compare similar characters across texts in the same genre or by the same author.

Setting Mood and Atmosphere: Understanding the Importance of Setting


  • Describe the mood clearly and assess the impact of the setting on the characters.
  • Describe the mood of the scene using several relevant details and assess the impact of the setting on the characters and on the reader.
  • Identify the atmosphere of the text using precise terms.
  • Explain how atmosphere is created using natural features, colours, emotive words and figurative devices. Quote precisely to back up a point.
  • Consider why the setting was chosen. Does it reflect the conventions of the genre?

Analysing Plot and Structure 

  • Identify the turning points or dramatic moments in a text. They can explain how these events change characters and situations.

  • Track sympathy and tension levels across a text to explain how the story develops.

  • Identify if a story is written in the first- or third-person narrative voice.

  • Identify the opening hook technique that the writer has used.

  • Identify the type of ending that the writer has used.

  • Identify the number of problems in the story and where they are solved.

  • Compare two or more story plots and identify how they are similar and different.

  • Comment on the choice of narrative voice by thinking about whose voice is missing from the story and whose voice is heard the most.

  • Discuss the perspective that the reader follows by thinking about whose point of view is important and suggest how it influences the reader.



  • Use genre clues to make predictions about the words and phrases they expect to find in the story.
  • Identify how stories in the same genre have similar features, like settings, events, characters and objects.
  • Explain how stories manipulate genre conventions – Which ones do they keep, and which ones do they play with? What is expected and unexpected in the story?
  • Explain which genre conventions have been kept and which ones have been manipulated, ignored or changed to keep the reader interested.
  • Assess independently which genre the story is written in and explain how the writer has used genre conventions.

Language and Style


  • Comment on the writer’s use of onomatopoeia, double and triple adjectives and alliteration.
  • Identify where the writer has used simile.
  • Understand that similes make a comparison.
  • Draw a simile to show understanding of what it makes the reader visualise.
  • Identify where the writer has used adjectives to offer judgements and evaluations.
  • Identify where the writer has used personification.
  • Understand that personification brings the world to life by giving inanimate objects human characteristics.
  • Draw a personification to show understanding of what it makes the reader visualise.
  • Understand where the writer has used comparisons and superlatives to create atmosphere, offer opinions and create characters.
  • Identify where the writer has used metaphor.
  • Understand that metaphors create extraordinarily strong comparisons.
  • Understand that metaphors ask the reader to make more than one point of comparison to create an idea.
  • Draw a metaphor to show what it makes the reader visualise.
  • Identify where the writer has used animal imagery to describe people.
  • Draw the animal image to show understanding of why the characters are like the animal.
  • Comment on the writer’s use of a range of language devices, such as adjectives and superlatives and figurative devices, such as similes and personification.
  • Identify a range of language and figurative devices independently and accurately.
  • Appreciate the ways that a text has been crafted.


  • Ask relevant questions to clear up any queries.
  • Use a detailed evaluative language to describe parts of the story and refer to the text to support their reasoning.
  • Give an evaluation and quote precisely from the text to support their opinion.
  • Make simple comparisons with other texts in the same genre or by the same author.
  • Make detailed comparisons between other texts in the same genre or by the same author.
  • Return to a selection of story covers after reading and discuss which one is the most suitable.

Year 6 Reading Recommendations