English

Key Learning Indicators of Performance in Reading: Year 1

Word Reading Comprehension

Read aloud accurately books

that are consistent with their

developing phonic

knowledge. The child reads

Turquoise Band books with

90% accuracy

Apply phonic knowledge and

skills as the route to decode

words. The child uses her

phonics knowledge as a

strategy to decode when

reading independently

Respond speedily with the

correct sound to grapheme

for the 44 phonemes. During

a phonics assessment, The

child was able to read all 44

phonemes

Recognise and use the

different ways of

pronouncing the same

grapheme; e.g. ow in snow

and cow. – See Sample L

Read accurately by blending

sounds in unfamiliar words.

The child regularly uses her

phonics knowledge to blend

sounds

Read common exception

words, noting tricky parts –

See Sample G

Read words containing –s, -

es, -ing, -ed, -er, -est endings.

– See Sample J,P

Split two and three syllable

words into the separate

syllables to support blending

for reading. – See Sample K

Read words with contractions

e.g. I’m, I’ll, we’ll and

understand that the

apostrophe represents the

Developing pleasure in reading and motivation to read

Listen to and discuss a range of texts at a level beyond that at which they can read independently, including stories, non-fiction and poems. – See Sample Q

Relate texts to own experiences. – See Sample D

Recognise and join in with language patterns and repetition. The child joined in with the repeating pattern of ‘The Gingerbread Man’ during a shared read and then

used the language pattern as she retold the story in the small world area

Use patterns and repetition to support oral retelling, e.g. fairy stories, traditional tales and stories by well-known authors. – See Sample B

Orally retell familiar stories in a range of contexts e.g. small world, role play, storytelling. – See Sample U

Enjoy and recite rhymes and poems by heart. The child enjoys nursery rhymes and simple poems and was able to recall/recite a verse during the class assembly

Make personal reading choices and explain reasons for choices. – See Sample V

Understanding books which they can read themselves and those which are read to them

Introduce and discuss key vocabulary, linking meanings of new words to those already known. – See Sample F

Activate prior knowledge e.g. what do you know about minibeasts? – See Sample V

Check that texts make sense while reading and self-correct. – See Sample C – checking sentences make sense

Develop and demonstrate their understanding of characters and events through role play and drama, drawing on language from the text. – See Sample E

Give opinions and support with reasons e.g. I like the Little Red Hen because she… – See Sample A

Explain clearly their understanding of what is read to them. The child gives detailed recounts of books she has read independently and comments on key events in

shared texts

Demonstrate understanding of texts by answering questions related to who, what, where, when, why, how. – See Samples H, M

Identify and discuss the main events in stories. – See Sample N

Identify and discuss the main characters in stories. – See Samples I, T

Recall specific information in fiction and non-fiction texts. – See Samples O, R

Locate parts of text that give particular information, e.g. titles, contents page and labelled diagram. – See Sample M

Discuss the title and how it relates to the events in the whole story e.g. Peace at Last by Jill Murphy. – After sharing her library book, The child could explain why the

book had been named ‘Handa’s Surprise and recalled the relevant events from the story

Make basic inferences about what is being said and done. – See Sample X

Make predictions based on what has been read so far. – See Sample S

Participating in discussion

Listen to what others say. The child is able to listen during group discussions and offer relevant thoughts and ideas

Take turns. – See Sample W

English

Key Learning Indicators of Performance in Reading: Year 1

omitted letter.

Develop fluency, accuracy

and confidence by re-reading

books. (Home reading)

Read more challenging texts

using phonics and common

exception word recognition.

The child attempts to read

more challenging texts in the

reading area

English

Key Learning Indicators of Performance in Reading: Year 1

A

B

English

Key Learning Indicators of Performance in Reading: Year 1

C

English

Key Learning Indicators of Performance in Reading: Year 1

D

E

English

Key Learning Indicators of Performance in Reading: Year 1

F

English

Key Learning Indicators of Performance in Reading: Year 1

G

H

English

Key Learning Indicators of Performance in Reading: Year 1

I

J

English

Key Learning Indicators of Performance in Reading: Year 1

K

L

English

Key Learning Indicators of Performance in Reading: Year 1

M

N

English

Key Learning Indicators of Performance in Reading: Year 1

O

English

Key Learning Indicators of Performance in Reading: Year 1

P

Q

English

Key Learning Indicators of Performance in Reading: Year 1

R

S

English

Key Learning Indicators of Performance in Reading: Year 1

T

U

English

Key Learning Indicators of Performance in Reading: Year 1

I chose this book because it is

about butterflies and I have lots

of butterflies in my garden. I

know they like flowers. Now I

want to find out what they eat. V

English

Key Learning Indicators of Performance in Reading: Year 1

The litul pig was feeling scerd becase he thort the big bad wulf wud eet him.

W

X