National Curriculum 2014 Thurnham Reading progression Guidance

Reading Year 1
Word Reading / Comprehension / Notes
Pupils Should be taught to:
Pupils should be taught to:
Apply phonic knowledge and skills as the route to decode words.
Begin to decode CVC words in books and in games.
I can begin to segment CVC words into individual sounds.
I can use picture clues to help me read unfamiliar words.
I can read some of the Year R words.
Begin to use the sounds they know to help break down the unfamiliar 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.
Recap all initial sounds
Work through all the Phase 3 GPCs
Recognise these in word games and books.
Work through all the Phase 5 GPCs
Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught.
Blend on fingers each word.
Draw sound buttons under the words to help with the blending.
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.
Phase 4 CCVC CVCC CCVCC words
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.
Guided Reading and individual reading sessions.
re-read these books to build up their fluency and confidence in word reading. / Pupils Should be taught to:
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.
Read aloud to the class whenever possible – one book a week.
Build up a bank of well know authors.
Have the books written by these authors available as part of an interactive display.
Encourage children to listen to story tapes.
Listen to Ebooks on the IWB.
Include Poetry.
Children to discuss what they like about a story.
being encouraged to link what they read or hear read to their own experiences.
Talk about how the story makes them feel.
To say whether they like the story or not.
becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics.
To be able to recall some parts of a familiar text.
To build up a bank of familiar key stories that children have heard many times so they are able to retell the story from memory.
recognising and joining in with predictable phrases.
Children begin to join in with a retelling or a repeating pattern book. Point to the words as they read aloud.
learning to appreciate rhymes and poems, and to recite some by heart.
To be able to hear rhyming words.
To be to say the rhyming words.
To be able to notice when phrases are repeated.
discussing word meanings, linking new meanings to those already known.
Build up class vocabulary- WOW word of the week. The word is decided by the children. Recorded and displayed – previous words are stored in a box to be used.
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 .
Talk about what the story reminds you of.
checking that the text makes sense to them as they read and correcting inaccurate reading.
Children to discuss what imagery they have when they read.
Ask questions about the text.
Self-correcting strategies taught to the children.
discussing the significance of the title and events.
Ask questions about the book before you begin.
Do we know the author?
Read the ‘blurb’ on the back – what does it make us think of?
What type of book will it be?
making inferences on the basis of what is being said and done.
Discussions around how we know that events have happened within the story/text.
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. / Green all three
Red term 1 and 2
Blue term 3 and 4
Purple term 5 and 6