Reading Curriculum – Year 1

Word Reading

  • Match all 40+ graphemes to their phonemes (Phase 3)
  • Blend sounds in unfamiliar words
  • Divide words into syllables, e.g. pocket, rabbit, carrot, thunder, sunset
  • Read compound words, e.g. football, playground, farmyard, bedroom
  • Read words with contractions, e.g. I’m, I’ll, we’ll, and understand that the
    apostrophe represents the omitted letter(s)
  • Read phonically decodable texts with confidence
  • Read words containing ‘s, es, ing, ed, er , est’ endings
  • Read words which have the prefix –un added
  • + the endings –ing, –ed and –er to verbs where no change is needed to the root word
  • Read words of more than one syllable that contain taught GPCs

Reading Comprehension

  • Say what they like or dislike about a text
  • Link what they read or hear to their own experiences
  • Retell key stories orally using narrative language
  • Understand & talk about the main characteristics within a known key story
  • Learn some poems and rhymes by heart
  • Use prior knowledge, context and vocabulary provided to understand texts
  • Check that the text makes sense to them as they read & correct miscues
  • Begin to draw inferences from the text and/or the illustrations
  • Make predictions based on the events in the text
  • Explain what they understand about a text

Assessing Reading – Year 1 Mastery

Reading-Exceeding Statements

  • Read accurately and confidently words of 2 or more syllables
  • Talk about favourite authors or genre of books
  • Can predict what happens next in familiar stories
  • Happy to read aloud in front of others
  • Tell someone about likes and dislikes related to story they have read or a story they have had read to them
  • Read a number of signs and labels in the environment drawing from phonic knowledge when doing so
  • Aware of mistakes made because reading does not make sense
  • Re-read a passage if unhappy with own comprehension
  • Growing awareness of how non-fiction texts are organised
  • Use illustrations as an important feature in aiding reading

Writing-Exceeding Statements

  • Write short stories about something personal to them
  • Sequence a short story or series of events related to learning in science, history & geography
  • Writing makes sense to the reader without additional explanation
  • Confident in changing the way sentences start
  • Make sentences longer and use words other than ‘and’ and ‘then’ to join ideas together
  • Use new vocabulary for the first time in story or explanations and is excited about experimenting with new vocabulary
  • Know which letters sit below the line and which are tall letters
  • Consistent in use of lower case and capital letters
  • Sound out spelling when not sure and come up with phonetically plausible attempts at spelling unfamiliar words
  • Spell almost all words in the Year 1 and 2 list accurately.