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St Andrew's C.E. Primary School

Enriching Lives

Year 1

Reading - word reading

Pupils will be taught to:

  • 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

Pupils will 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