Lower Years Accelerated Reader™ Book Packs

Lower Years Accelerated Reader™ Book Packs

Product Resources

Create learners who love to read with the Lower Years Accelerated Reader™ book packs from Hope Education. These fantastic fiction selections have something for each and every child, making reading a real joy.

Key Stage 1, Key Stage 2

Year 3, Year 2, Year 1

• English

• Reading – comprehension
• Reading – word reading

• apply phonic knowledge and skills as the route to decode words
• apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in - see English appendix 1 , both to read aloud and to understand the meaning of new words they meet
• continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
• develop pleasure in reading, motivation to read, vocabulary and understanding by: being encouraged to link what they read or hear read to their own experiences
• develop pleasure in reading, motivation to read, vocabulary and understanding by: discussing and clarifying the meanings of words, linking new meanings to known vocabulary
• develop pleasure in reading, motivation to read, vocabulary and understanding by: discussing their favourite words and phrases
• develop pleasure in reading, motivation to read, vocabulary and understanding by: discussing the sequence of events in books and how items of information are related
• develop pleasure in reading, motivation to read, vocabulary and understanding by: discussing word meanings, linking new meanings to those already known
• develop pleasure in reading, motivation to read, vocabulary and understanding by: recognising and joining in with predictable phrases
• develop pleasure in reading, motivation to read, vocabulary and understanding by: recognising simple recurring literary language in stories and poetry
• develop positive attitudes to reading, and an understanding of what they read, by: discussing words and phrases that capture the reader’s interest and imagination
• develop positive attitudes to reading, and an understanding of what they read, by: identifying themes and conventions in a wide range of books
• participate in discussion about both books that are read to them and those they can read for themselves, taking turns and listening to what others say
• participate in discussion about what is read to them, taking turns and listening to what others say
• read accurately by blending sounds in unfamiliar words containing GPCs that have been taught
• read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
• read accurately words of two or more syllables that contain the same graphemes as above
• read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words
• read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
• read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
• read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
• read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word
• read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
• read other words of more than one syllable that contain taught GPCs
• read words containing common suffixes
• read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings
• read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s)
• re-read these books to build up their fluency and confidence in word reading.
• reread these books to build up their fluency and confidence in word reading
• respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
• understand both the books that they can already read accurately and fluently and those that they listen to by: answering and asking questions
• understand both the books that they can already read accurately and fluently and those that they listen to by: checking that the text makes sense to them as they read, and correcting inaccurate reading
• understand both the books that they can already read accurately and fluently and those that they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher
• understand both the books that they can already read accurately and fluently and those that they listen to by: explaining and discussing their understanding of books, poems and other material, both those that they listen to and those that they read for themselves
• understand both the books that they can already read accurately and fluently and those that they listen to by: participating in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say
• understand both the books they can already read accurately and fluently and those they listen to by: checking that the text makes sense to them as they read and correcting inaccurate reading
• understand both the books they can already read accurately and fluently and those they listen to by: discussing the significance of the title and events
• understand both the books that they can already read accurately and fluently and those that they listen to by: making inferences on the basis of what is being said and done
• understand both the books that they can already read accurately and fluently and those that they listen to by: predicting what might happen on the basis of what has been read so far
• understand both the books they can already read accurately and fluently and those they listen to by: drawing on what they already know or on background information and vocabulary provided by the teacher
• understand both the books they can already read accurately and fluently and those they listen to by: making inferences on the basis of what is being said and done
• understand both the books they can already read accurately and fluently and those they listen to by: predicting what might happen on the basis of what has been read so far
• understand what they read, in books they can read independently, by: asking questions to improve their understanding of a text
• understand what they read, in books they can read independently, by: checking that the text makes sense to them, discussing their understanding, and explaining the meaning of words in context
• understand what they read, in books they can read independently, by: drawing inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justifying inferences with evidence
• understand what they read, in books they can read independently, by: identifying how language, structure, and presentation contribute to meaning
• explain clearly their understanding of what is read to them.
• understand what they read, in books they can read independently, by: identifying main ideas drawn from more than 1 paragraph and summarising these
• understand what they read, in books they can read independently, by: predicting what might happen from details stated and implied