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About Ruby Band


Ruby book band books provide increasing opportunities for children to develop their skills of inference and deduction with these lengthier books that are more complex in nature. Non-fiction books are highly photographic and cover fascinating topics from Evolution to Black Holes to The Four-Desert Challenge. Readers on this book band will be developing and expanding their reading skills and sight vocabulary of common words; reading texts with repeated phrase patterns, ideas and vocabulary within a varied sentence structure.


How to support your child reading Ruby Band books

Your child is now reading longer chapter books and should be making choices and expressing preferences about their reading choices. They will be completing sustained reading and be able to talk in great detail about what they have read. They should be able to use inference and deduction with increasing confidence to answer more complex questions about the text that they are reading. You can help them by:

  • Asking them to read some pages of the book aloud to you so that you can enjoy hearing them reading with expression and pace.
  • Asking them to find parts of the text which describe a character or place and talking about the words used in the description.
  • Asking them about words and phrases that capture the reader’s interest and imagination
  • Asking them to predict what might happen from details stated and implied
  • Asking them to identify main ideas drawn from one paragraph and talk about these
  • Asking for regular updates as to what is happening in the book, so that you know how the different chapters or sections link.
  • Talking about how much they enjoy a book, or a type of book. Encourage them to look for more books of the type they enjoy.


My Ruby Level Reading Targets

  • I can apply my growing knowledge of root words, prefixes and suffixes (etymology and morphology) both to read aloud and to understand the meaning of new words I meet
  • I can read exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word
  •  I can read books that are structured in different ways and read for a range of purposes
  •  I can discuss words and phrases that capture the reader’s interest and imagination
  • I can recognise some different forms of poetry
  • I can draw inferences such as inferring characters’ feelings, thoughts and motives from their actions, and justify inferences with evidence with increasing confidence
  •  I can identify the main ideas drawn from one paragraph and summarise these
  • I can identify how language, structure and presentation contribute to meaning
  • To use dictionaries to check the meaning of words that they have read
  • To discuss and compare texts from a wide variety of genres and writers.