Year 1 English Curriculum Objectives

Reading - Word Reading

Apply phonic knowledge and skills as the route to decode 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

Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught

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 books aloud, accurately, that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words

Reread these books to build up their fluency and confidence in word reading

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

Develop pleasure in reading, motivation to read, vocabulary and understanding by being encouraged to link what they read or hear to their own experiences

Develop pleasure in reading, motivation to read, vocabulary and understanding by becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics

Develop pleasure in reading, motivation to read, vocabulary and understanding by recognising and joining in with predictable phrases

Develop pleasure in reading, motivation to read, vocabulary and understanding by learning to appreciate rhymes and poems, and to recite some by heart

Develop pleasure in reading, motivation to read, vocabulary and understanding by 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

Understand both the books they can already read accurately and fluently and those they listen to bychecking that the text makes sense to them as they read, and correcting inaccurate reading

Understand both the books they can already read accurately and fluently and those they listen to by discussing the significance of the title and events

Understand both the books they can already read accurately and fluently and those they listen to by making inferences on the basis of what is being said and done

Understand both the books they can already read accurately and fluently and those they listen to by 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

Writing - Transcription

Spelling

Spell words containing each of the 40+ phonemes already taught

Spell common exception words

Spell the days of the week

Name the letters of the alphabet in order

Use letter names to distinguish between alternative spellings of the same sound

Add prefixes and suffixes using the spelling rule for adding -s or -es as the plural marker for nouns and the third person singular marker for verbs

Use the prefix un-

Use -ing, -ed, -er and -est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest]

Apply simple spelling rules for the sounds /f/, /l/, /s/, /z/ and /k/ spelt ff, ll, ss, zz and ck

Apply the spelling rule for the /ŋ/ sound spelt n before k

Divide words into syllables

Spell words with -tch

Apply the spelling rule for the /v/ sound at the end of words

Apply the spelling rules for adding s and es to words (plural of nouns and the third person singular of verbs)

Apply the spelling rules for adding the endings -ing, -ed and -er to verbs where no change is needed to the root word

Apply the spelling rules for adding -er and -est to adjectives where no change is needed to the root word

Spell words with the sounds ai and oi

Spell words with the sounds ay and oy

Spell words with the sound a-e

Spell words with the sound e-e

Spell words with the sound i-e

Spell words with the sound o-e

Spell words with the sound u-e

Spell words with the sound ar

Spell words with the sound ee

Spell words with the sound ea (/i:/)

Spell words with the sound ea (/ɛ/)

Spell words with the sound er (/ɜ:/)

Spell words with the sound er (/ə/)

Spell words with the sound ir

Spell words with the sound ur

Spell words with the sound oo (/u:/)

Spell words with the sound oo (/ʊ/)

Spell words with the sound oa

Spell words with the sound oe

Spell words with the sound ou

Spell words with the sound ow (/aʊ/)

Spell words with the sound ow (/əʊ/)

Spell words with the sound ue

Spell words with the sound ew

Spell words with the sound ie (/aɪ/)

Spell words with the sound ie (/i:/)

Spell words with the sound igh

Spell words with the sound or

Spell words with the sound ore

Spell words with the sound aw

Spell words with the sound au

Spell words with the sound air

Spell words with the sound ear

Spell words with the sound ear (/ɛə/)

Spell words with the sound are (/ɛə/)

Spell words ending -y (/i:/ or /ɪ/)

Use new consonant spellings ph and wh

Use k for the /k/ sound

Add the prefix -un

Spell compound words

Spell common exception words

Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far

Handwriting

Sit correctly at a table, holding a pencil comfortably and correctly

Begin to form lower-case letters in the correct direction, starting and finishing in the right place

Form capital letters

Form digits 0-9

Understand which letters belong to which handwriting 'families' (i.e., letters that are formed in similar ways) and to practice these

Writing - Composition

Write sentences by saying out loud what they are going to write about

Write sentences by composing a sentence orally before writing it

Write sentences by sequencing sentences to form short narratives

Write sentences by re-reading what they have written to check that it makes sense

Discuss what they have written with the teacher or other pupils

Read their writing aloud, clearly enough to be heard by their peers and the teacher

Writing - Vocabulary, Grammar and Punctuation

Develop their understanding of the concepts set out in English appendix 2 by:

Use the grammatical terminology in English appendix 2 in discussing their writing English Appendix 2 guidance:

Terminology for pupils