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BerkswichCE Primary School

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Reading in Year 1

Reading Programmes in Year One

​​​​​​In Year One, we follow the DfE 'Letters and Sounds' programme, enhanced with resources from Jolly Phonics and Big Cat Phonics. A very wide range of reading books are offered, which are book banded according to challenge; these provide variety of reading experiences, from decodable texts to those requiring a broader range of reading strategies, including sight reading.

 

The Reading Curriculum in Year One

 

~ Word Reading

 

  • Apply phonic knowledge and skills learnt as the route to decode words
  • Respond speedily, with the correct sound, to graphemes (letters or groups of letters) for all 40+ phonemes (sounds), including, where applicable, alternative sounds for graphemes.
  • Read accurately by blending sounds in unfamiliar words.
  • Read accurately by blending sounds in unfamiliar words containing GPCs (Grapheme Phoneme Correspondence) that have been taught.
  • Read common exception words.
  • 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 aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words.
  • Re-read these books to build up their fluency and confidence in word reading.

 

~ Comprehension

 

  • 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 read to their own experiences; 
    • becoming very familiar with key stories, fairy stories and traditional tales;
    • retelling key stories, fairy stories and traditional tales considering their particular characteristics;
    • recognising and joining in with predictable phrases;
    • learning to appreciate rhymes and poems;
    • recite some rhymes and poems 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; 
    • as they read 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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