Year 1 - Reading Expectations
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 |
read accurately by blending sounds in unfamiliar words containing GPCs that have been taught |
read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word |
read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings |
read words of more than one syllable that contain taught GPCs |
read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s |
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 |
re-read these books to build up their fluency and confidence in word reading |
Comprehension |
listen to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read. |
link what they read or hear read to their own experiences |
become very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics |
recognise and join in with predictable phrases |
learn to appreciate rhymes and poems, and to recite some by heart |
discuss word meanings, linking new meanings to those already known |
draw on what they already know or on background information and vocabulary provided by the teacher |
check that the text makes sense to them as they read and correct inaccurate reading |
discuss the significance of the title and events |
make inferences based on what is being said and done |
predicting what might happen on the basis of what has been read so far |
participate in discussion about what is read to them, taking turns and listening to what others say |
explain clearly their understanding of what is read to them |