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