Reading

To apply phonic knowledge and skills as the route to decode words.

To blend sounds in unfamiliar words using the GPCs that they have been taught.

To respond speedily, giving the correct sound to graphemes for all of the 40+ phonemes.

To read words containing taught GPCs.

To read words containing -s, - es, -ing, -ed and -est endings.

To read words with contractions, e.g. I’m, I’ll and we’ll.

To read Y1 common exception words, noting unusual correspondences between spelling and sound and where these occur in words.

To accurately read texts that are consistent with their developing phonic knowledge, that do not require them to use other strategies to work out words.

To re-read texts to build up fluency and confidence in word reading.

To check that a text makes sense to them as they read and to self - correct.

To listen to and discuss a wide range of fiction, non-fiction and poetry at a level beyond that at which they can read independently.

To link what they have read or have read to them to their own experiences.

To retell familiar stories in increasing detail.

To join in with discussions about a text, taking turns and listening to what others say.

To discuss the significance of titles and events.

To discuss word meaning and link new meanings to those already known.

To begin to make simple inferences.

To predict what might happen on the basis of what has been read so far.

To recite simple poems by heart.

Speaking and Listening

To listen to others in a range of situations and usually respond appropriately.

To understand instructions with more than one point in many situations.

To begin to ask questions that are linked to the topic being discussed.

To answer questions on a wider range of topics (sometimes may only be one word answers).

To speak clearly in a way that is easy to understand.

To speak in front of larger audiences, e.g. in a class assembly, during a show ‘n’ tell session.

To know when it is their turn to speak in a small group presentation or play performance.

To take part in a simple role play of a known story.

To use appropriate vocabulary to describe their immediate world and feelings.

To think of alternatives for simple vocabulary choices.

To organise their thoughts into sentences before expressing them.

To be able to describe their immediate world and environment.

To retell simple stories and recounts aloud.

To recognise when it is their turn to speak in a discussion.

To recognise that different people will have different responses and that that these are as valuable as their own opinions and ideas.

Writing

To know all letters of the alphabet and the sounds which they most commonly represent.

To recognise consonant digraphs which have been taught and the sounds which they represent.

To recognise vowel digraphs which have been taught and the sounds which they represent.

To recognise words with adjacent consonants.

To accurately spell most words containing the 40+ previously taught phonemes and GPCs.

To spell some words in a phonically plausible way, even if sometimes incorrect.

To apply Y1 spelling rules and guidance*, which includes:

the sounds /f/, /l/, /s/, /z/ and /k/ spelt ‘ff’, ‘ll’, ‘ss’, ‘zz’ and ‘ck’ and exceptions;

the/ŋ/ sound spelt ‘n’ before ‘k’ (e.g. bank, think);

dividing words into syllables (e.g. rabbit, carrot);

the /tʃ/ sound is usually spelt as ‘tch’ and exceptions;

the /v/ sound at the end of words where the letter ‘e’ usually needs to be added (e.g. have, live);

adding -s and -es to words (plural of nouns and the third person singular of verbs);

adding the endings –ing, –ed and – er to verbs where no change is needed to the root wood (e.g. buzzer, jumping);

adding –er and –est to adjectives where no change is needed to the root word (e.g. fresher, grandest);

spelling words with the vowel digraphs and trigraphs:

 ‘ai’ and ‘oi’(e.g. rain, wait, train, point, soil);

‘oy’ and ‘ay’ (e.g. day, toy, enjoy, annoy);

a–e, e–e, i–e, o–e and u–e (e.g. made, theme, ride, woke, tune);

‘ar’ (e.g. car, park);

‘ee’ (e.g. green, week); - ‘ea’ (e.g. sea, dream);

‘ea’ (e.g. meant, bread);

‘er’ stressed sound (e.g. her, person); ‘er’ unstressed schwa sound (e.g. better, under); ‘ir’ (e.g. girl, first, third); - ‘ur’ (e.g. turn, church);

‘oo’ (e.g. food, soon); - ‘oo’ (e.g. book, good);

‘oa’ (e.g. road, coach); - ‘oe’ (e.g. toe, goes);

‘ou’ (e.g. loud, sound); - ‘ow’ (e.g. brown, down);

‘ow’ (e.g. own, show);

‘ue’ (e.g. true, rescue, Tuesday); - ‘ew’ (e.g. new, threw)

‘ie’ (e.g. lie, dried);

‘ie’(e.g. chief, field);

‘igh’(e.g. bright, right);

‘or’(e.g. short, morning); - ‘ore’ (e.g. before, shore);

‘aw’ (e.g. yawn, crawl); - ‘au’ (e.g. author, haunt);

‘air’ (e.g. hair, chair);

‘ear’ (e.g. beard, near, year);

‘ear’ (e.g. bear, pear, wear); ‘are’ (e.g. bare, dare, scared)

spelling words ending with –y (e.g. funny, party, family)

spelling new consonants ‘ph’and ‘wh’ (e.g. dolphin, alphabet, wheel, while);

using ‘k’ for the /k/ sound (e.g. sketch, kit, skin).

To spell all Y1 common exception words correctly.

To spell days of the week correctly

To use - s and -es to form regular plurals correctly.

To use the prefix ‘un -’ accurately.

To successfully add the suffixes –ing, – ed, –er and –est to root words where no change is needed in the spelling of the root words (e.g. helped, quickest).

To spell simple compound words (e.g. dustbin, football).

To read words that they have spelt.

To take part in the process of segmenting spoken words into phonemes before choosing graphemes to represent those phonemes

To write lower case and capital letters in the correct direction, starting and finishing in the right place with a good level of consistency.

To sit correctly at a table, holding a pencil comfortably and correctly.

To form digits 0-9.

To understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and to practise these.

To say out loud what they are going to write about.

To compose a sentence orally before writing it.

To sequence sentences to form short narratives.

To discuss what they have written with the teacher or other pupils.

To re-read their writing to check that it makes sense and to independently begin to make changes.

To read their writing aloud clearly enough to be heard by their peers and the teacher.

To use adjectives to describe

To use a number of simple features of different text types and to make relevant choices about subject matter and appropriate vocabulary choices.

To start to engage readers by using adjectives to describe.

To use simple sentence structures.

To use the joining word (conjunction) ‘and’ to link ideas and sentences.

To begin to form simple compound sentences.

To use capital letters for names, places, the days of the week and the personal pronoun ‘I’.

To use finger spaces.

To use full stops to end sentences.

To begin to use question marks and exclamation marks.

To recognise and use the terms letter, capital letter, word, singular, plural, sentence, punctuation, full stop, question mark and exclamation mark.