1. Dear Parents, Following on from the Year 6 reading meeting last week, please find attached a list of questions that you may use when listening to your child read. The questions are split into assessment focus strands, details of which are explained here.

2. Which word told you that…? What did… do/ask? What happened at…? What extra information did the picture add? What does… mean? What do/did…? Where/when are…? What did…/you find out about…? Describe…? Where did… go?  Which word told you that…?  What did the… do?  What happened at…?  Can… have more than one meaning?  What does… mean?  Where did… go?  Describe…  What paragraph tells you…?  Where are…?  What do… ? What is the same …? What is the purpose of …? Why did …? What words tell us …..? How did ….? Why do you think …..? How can you tell ….? When does this story begin? What does … think/feel? How do you know?  What ideas are we given about …?  What does the word … imply … about?  Why did …?  Which words tell us …?  How did …?  Why is … important?  How was … different after …?  How did …react?  What does …think? Why has the information been presented in this way? Why are… used? Why is… in bold? What does the list tell you? What is the purpose of…? What does the author use…? Why is... important in the story? Why does each instruction have a number?  Why has the information been presented in this way?  Why are… used?  Why is… in?  How does the layout help?  What is the purpose of…?  What does the author tell us…?  Why did the author choose to…?  Why is it easier to read…?  Why is the headline important?  Why is the word… in bold?  How do the sub-headings make the article easier?  Which poem was more effective at …?  Why did the author use …?  What does … tell you about …?  Which words told you how … was feeling?  What do these words, …, tell us about …?  Why did the author choose the words … and …?  On page …. it says …. What does this tell you about the setting?  Find 3 words that tell you how …?  How was it different when you read the poem aloud?  Explain why … is used?  Why does the writer compare … to …?  What does … tell you about …?  Why did the author use …?  How does … help you to understand?  Why are … used?  How has the choice of words created a feeling of …?  What do phrases such as … tell you?  Why did the author choose the verbs …?  This story is both sad & happy. Explain why.  What did you like about the text/story?  What was the main purpose of the text?  Does the author like…? How do you know?  What is the main idea of the story/text?  Which text is more useful for…?  Which text did you prefer? Why?  What kind of text is in the boxes?  What is this text trying to do?  Does the author like…? How do you know?  How were the purposes of the texts different?  What can you tell about the viewpoint of the author?  Who is most likely to buy this book?  What kind of magazine would you expect to find an article like this in?  Why were… included?  Which text do you think is more effective/most effective?  Which text is…?  What else do you know by the same author?  Did anything surprise you in this retelling of the story?  How did you know…?  How was… (animal) rather like a human in the story?  What characters were in the story that we find in traditional tales?  What features did you find that told you this was a … text?  How was the video/ audio version of the story different from the book?  How was the information in the text different from the picture?  What is it about… that tells you?  How did you know?  Give two pieces of evidence that…?  What features could… have?  In what way is… like…?  What other reasons could there be for…?  What else might make… sad/angry?  Could… be described as…?  Why does… ask… to? Reading at home Reading has two main parts: decoding and comprehending. Below are some question prompts, that cover the different strands of comprehension, which you may wish to use when you read with your child. The top section of each column is less challenging than the second.