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Reading

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 both 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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