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

Years 5 and 6 reading: reading widely and recommending books

In Years 5 and 6 the National Curriculum asks schools to keep children reading, and enjoying it, across a much wider range of books than they would choose by themselves. That means fiction, poetry, plays, non-fiction and reference books, myths and legends, modern stories, older classics and books from other cultures. Children are also expected to recommend books to their classmates and give reasons for their choices. A child who reads widely meets more vocabulary and more ideas, which helps with every subject.

Reading widely and recommending books, explained

By the upper years of primary school most children can read well, so the focus moves from being able to read to wanting to. The curriculum talks about “maintaining positive attitudes to reading”, and it spells out how: by reading and discussing an increasingly wide range of writing. This includes stories, poems, plays, information books and reference books or textbooks. A child who only ever reads one series, or only facts about animals, will have a narrower experience of language than the curriculum intends.

Children are also asked to read books that are structured in different ways and for different purposes. A diary, a novel told by two narrators, a play script, a fact book with boxes and captions and a textbook with headings each need to be read differently. Reading for pleasure is different from reading to find something out, and children learn to read in a way that suits their purpose. Reading to study, such as finding the cause of a historical event, is a skill in its own right.

The curriculum names the kinds of book schools should make children familiar with: myths, legends and traditional stories, modern fiction, fiction from our literary heritage (which means older, well-established stories that have lasted), and books from other cultures and traditions. The programme of study also says that teachers should read whole books aloud to the class, including books that children might not choose for themselves, so that they come across authors and styles they would otherwise miss.

The fourth strand is recommending. Children are asked to tell their classmates about books they have read and to give reasons. A recommendation such as “it was really good” isn’t enough. Children are encouraged to say what kind of reader would enjoy it, what the book does well and perhaps what they disliked. Schools do this in many ways, such as book talks, review displays, reading journals and class book clubs. Giving reasons is a skill that supports persuasive writing and discussion across the curriculum.

Words your child will hear

Genre: A type of book, such as mystery, fantasy, historical fiction or science fiction.
Fiction: Stories that are made up, though they may be set in real places or times.
Non-fiction: Books about real things, such as information books, biographies and reference books.
Myth: A traditional story from long ago, often about gods or heroes, that explains something about the world.
Legend: A traditional story about a hero or event that may be partly based on real history.
Literary heritage: Well-loved books from the past that people still read today.
Recommend: To suggest a book to someone and explain why they might enjoy it.

What the National Curriculum says

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

Maintain positive attitudes to reading and an understanding of what they read by continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks
Maintain positive attitudes to reading by reading books that are structured in different ways and reading for a range of purposes
Maintain positive attitudes to reading by increasing their familiarity with a wide range of books, including myths, legends and traditional stories, modern fiction, fiction from our literary heritage, and books from other cultures and traditions
Maintain positive attitudes to reading by recommending books that they have read to their peers, giving reasons for their choices

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

A worked example: writing a book recommendation

Your child has just finished a modern adventure novel about two children who find a hidden door in a lighthouse. How can they recommend it to a classmate, giving reasons?

Start with what kind of book it is and who it is for. “This is a modern adventure story, best for readers who like mysteries with a bit of danger.”
Give one or two specific things the author does well, with a detail from the book. “The author builds tension by describing the sound of footsteps on the stairs before we find out who is there.”
Say how it made you feel or what it made you think about. “I kept reading because I wanted to know whether the two friends could trust each other.”
Be honest about anything that wasn’t as strong. “The ending was a bit rushed, but the middle was brilliant.”
Finish with a clear sentence saying who should read it, and compare it to another book if you can. “If you liked the last book we read in class, you’ll enjoy this one, too.”

A model recommendation: “This modern adventure is perfect for readers who like mysteries. The author builds tension with small details, such as footsteps on the stairs, and I kept reading to find out if the friends could trust each other. The ending felt rushed, but the middle was brilliant. I’d recommend it to anyone who likes a story that keeps you guessing.”

Common mistakes and how to help

Thinking that reading widely means reading harder books

Parents and children sometimes feel the goal is to move quickly to longer or more challenging books. But the curriculum is about variety and enjoyment, not simply about difficulty.

What helps: Value the lighter reads and the favourite series, and add variety alongside them: a poem, an information book, a play script or a myth. Different kinds of reading each build something different.

Believing non-fiction doesn’t count as proper reading

Children often think reading means stories. Yet the curriculum includes non-fiction, reference books and textbooks, and many children engage most with factual books about topics they love.

What helps: Treat a book about football, space, cooking or history as real reading. Talk about it in the same way as a novel and ask what the author wants you to learn.

Giving a recommendation without reasons: “it’s good” or “it’s boring”

Children give their opinion easily but find it harder to say why. It takes practice to connect a feeling to something in the text.

What helps: Ask “what made you think that?” and “can you find a page that shows it?” Build up a short list of reasons together: the characters, the pace, the setting, the language, the ending.

Only reading books of one type, or the same series again and again

Familiar books feel safe and enjoyable, and children can be unsure about trying something new. Some children also feel that a poem or a play isn’t a “real book”.

What helps: Keep the favourites and gently widen the pile. Read a short story or a few poems aloud together, or suggest a book from a different culture on the same theme as a familiar story.

How to help at home

Read aloud to your older child. Even confident readers enjoy being read to. Choosing a whole book that is a little beyond what they would pick up alone, and reading a chapter or two, mirrors what the curriculum suggests teachers do in class.
Visit the library together. Ask your child to choose one book they would normally pick and one from a shelf they usually ignore: poetry, myths, a play or an information book. Libraries are free and librarians are happy to suggest books.
Ask for the reasons. After a book, ask “who would you recommend this to, and what would you say?” Listen for reasons that point to the text. A spoken recommendation at the dinner table is excellent practice.
Keep a reading wall or list. Stick up a list of books read at home with a line or two about each, and perhaps a rating out of five with a reason. Children enjoy seeing the list grow, and it shows the range they have covered.
Share your own reading. Let your child see you reading, whether it is a novel, a magazine or a manual, and talk about it. Children copy what the adults around them do, and a reading household gives books status.

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