Years 5 and 6 English · Key Stage 2 · Reading – comprehension

Years 5 and 6 discussing and debating books: parent guide

In Years 5 and 6, reading is something children are expected to talk about with care. They join discussions about books read aloud to them and books they read alone, build on other people’s ideas and politely challenge them, give short formal presentations or take part in debates about what they have read, and back up every view with a reason. These skills turn silent reading into real understanding, and they sit behind the “how do you know?” questions that children meet in reading assessments.

Discussing and debating books, explained

The curriculum asks children to take part in discussions about books that are read to them and books they can read for themselves. Reading aloud does not stop in upper primary. A class novel that is a little harder than children could manage alone gives everyone something rich to talk about, and children who read less confidently can join in on equal terms. The aim is a proper conversation: each child listens, adds a new idea and builds on what has already been said, rather than everyone giving a separate answer in turn.

Children also learn to challenge views courteously. This is a skill that has to be taught, because many ten-year-olds hear “I disagree” as “you are wrong and I don’t like you”. Teachers model phrases such as “I see why you think that, but I read it differently because…” or “I’d like to add to Priya’s point”. The disagreement is about the idea, never the person, and children are expected to change their mind out loud when someone gives a good reason. Quiet children often find this easier once they have a few starter phrases to rely on.

Explaining and discussing understanding also includes more formal speaking. Schools choose how to do this, but common formats are a short book talk to the class, a group presentation on a theme, or a debate on a question that the book raises, such as whether a character was right to break a promise. A debate usually has a statement to argue for or against, set times for speaking, and someone who chairs. Children are taught to stay on the topic and to use notes, meaning a few key words on a card to prompt them, not a script that is read out.

Underneath all of this is the habit of giving reasoned justifications. A view is only as strong as the reason behind it. Teachers push children beyond “because it was exciting” towards a claim, evidence from the text and an explanation of what that evidence shows. The same habit is needed in the Year 6 reading test in May, where many questions ask children to find evidence and explain it. Teachers also give guidance and feedback on how well children explain and contribute: whether they stayed on topic, used evidence and listened, not just whether they were right.

Words your child will hear

Justify: Give a reason for your view that someone else can check, usually with evidence from the book.
Evidence: A line, event or detail in the text that supports what you are saying.
Viewpoint: The way someone sees an issue, shaped by their experiences and what they have read.
Challenge: To question or disagree with an idea politely and give a reason.
Motion: The statement that a debate is about, such as “This house believes the character was right to stay silent”.
Cue notes: A few key words on a card that remind a speaker of their points, rather than a full script.

What the National Curriculum says

In Years 5 and 6, pupils should be taught to:

Participate in discussions about books that are read to them and those they can read for themselves, building on their own and others’ ideas and challenging views courteously
Explain and discuss their understanding of what they have read, including through formal presentations and debates, maintaining a focus on the topic and using notes where necessary
Provide reasoned justifications for their views

Objectives from the National Curriculum in England, © Crown copyright, used under the Open Government Licence v3.0.

Try it: justifying a view in a book discussion

In a class novel, a boy called Sam says nothing when his friend breaks a window and another pupil, Jo, is blamed. The class is asked: “Was Sam right to stay silent?” How could a child contribute well?

State a clear position first, so listeners know what is being argued: “I think Sam was wrong to stay silent.”
Find evidence in the text. Suppose the author writes that Sam stared at his shoes while Jo was sent to the head teacher. The child points to it: “In chapter four, Sam stares at his shoes while Jo is sent out.”
Explain what the evidence shows, because a quote on its own proves nothing: “That suggests Sam knows it is unfair and feels guilty, so he isn’t just unaware of what is happening.”
Listen and build. Another pupil says Sam was protecting his friend. The child responds courteously: “I see why loyalty matters, and I agree Sam is torn. But Jo is his friend too, and Jo is the one being punished.”
Stay on the question and be willing to adjust. If someone points out that Sam speaks up later in the book, the child can say: “That makes me think he was scared rather than selfish. I still think he should have spoken sooner.”

A strong contribution gives a position, a piece of evidence, an explanation of what the evidence suggests, a polite response to a different view and, where it fits, a willingness to refine the opinion. Another child may reach the opposite conclusion with equally good reasons.

Common mistakes and how to help

Believing there is one right opinion about a book and the teacher already knows it

Much of school reading has right answers, such as retrieving a fact, so children assume that every question works that way.

What helps: Explain that some questions are open, but a view still has to be supported by the text. Ask “What makes you say that?” and accept any opinion that can be backed up.

Thinking that disagreeing is the same as being rude

In the playground, “you’re wrong” often is an insult, so children either stay quiet or become sharp.

What helps: Practise gentle starters such as “I see it differently because…”. Make it clear that you are disagreeing with an idea, not a person, and let your child hear you change your mind at home.

Treating “because I liked it” as a justification

Liking is a real reaction, but it gives other people nothing to weigh up or discuss.

What helps: Keep asking what in the book made them feel that way, then ask what the author’s words suggest. A page number or a short quote is a good habit.

Writing a full speech and reading it out in a presentation or debate

A script feels safe, but children then stop listening to others and cannot respond to what has been said.

What helps: Show how to reduce a speech to five key words on a card. Practise answering one unexpected question, so your child learns to respond rather than recite.

How to help at home

Talk about the book at bedtime. Ask open questions about the book your child is reading: who do you trust most, and why? What would you have done? Follow up each answer with “What in the book makes you think that?”
Keep reading aloud. Take turns reading a chapter of the same book, or a short story, and then talk about it. Choose something slightly harder than your child would pick alone, and disagree about a character on purpose.
Hold a family debate. Take a question from a book, such as whether a character was fair, and give each person one minute for or against, with someone to chair. Swap sides afterwards, which shows children how to understand a view they do not share.
Play “prove it”. Whenever your child says something about a character or theme, ask them to find the line that backs it up. Finding and explaining evidence is the heart of this topic.
Give a two-minute book talk. Ask your child to present a book to the family using five key words on a card. Encourage them to include one reason someone else might read it differently.

Builds on

Years 3 and 4: Reading widely, myths and legends
Years 3 and 4: Performing poems and plays
Years 3 and 4: Inference, questioning and prediction
Years 3 and 4: Main ideas and non-fiction

Leads on to

Key Stage 3: Reading widely: Shakespeare and beyond
Key Stage 3: Understanding challenging texts
Key Stage 3: Reading critically: language and structure
Key Stage 3: Drama, comparison and authors