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Year 1 End of Year Reading Targets


Reading - word reading

  • Apply phonic knowledge and skills as the route to decode words.
  • 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 other 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 books aloud, accurately, that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words.
  • Reread these books to build up their fluency and confidence in word reading.


Reading - comprehension (understanding of what they have read)

Pupils should be taught to:

  • Develop pleasure in reading, motivation to read, vocabulary and understanding by:
    • listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently.
    • being encouraged to link what they read or hear to their own experiences.
    • becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics.
    • recognising and joining in with predictable phrases.
    • learning to appreciate rhymes and poems, and to recite some by heart.
    • discussing word meanings, linking new meanings to those already known.
  • Understand the books they can already read accurately and fluently and those they listen to by:
    • drawing on what they already know or on background information and vocabulary provided by the teacher.
    • checking that the text makes sense to them as they read, and correcting inaccurate reading.
    • discussing the significance of the title and events.
    • making inferences on the basis of 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.

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