Post on 12-Apr-2018
transcript
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
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Key Learning Indicators of Performance in Reading: Year 1
A
B
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Key Learning Indicators of Performance in Reading: Year 1
C
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Key Learning Indicators of Performance in Reading: Year 1
D
E
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Key Learning Indicators of Performance in Reading: Year 1
F
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Key Learning Indicators of Performance in Reading: Year 1
G
H
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Key Learning Indicators of Performance in Reading: Year 1
I
J
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Key Learning Indicators of Performance in Reading: Year 1
K
L
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Key Learning Indicators of Performance in Reading: Year 1
M
N
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Key Learning Indicators of Performance in Reading: Year 1
O
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Key Learning Indicators of Performance in Reading: Year 1
P
Q
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Key Learning Indicators of Performance in Reading: Year 1
R
S
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Key Learning Indicators of Performance in Reading: Year 1
T
U
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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