Year Group | Standardised Objectives |
Year N | - Understand the five key concepts about print: -print has meaning - print can have different purposes we read English text from left to right and from top to bottom - the names of the different parts of a book page sequencing
- Develop their phonological awareness, so that they can: - spot and suggest rhymes - count or clap syllables in a word - recognise words with the same initial sound, such as money and mother
- Engage in extended conversations about stories, learning new vocabulary.
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Year R | ELG - Say a sound for each letter in the alphabet and at least 10 digraphs
- Read words consistent with their phonic knowledge by sound-blending
- Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words
ELG - Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary
- Anticipate, where appropriate, key events in stories
- Use/understand recently introduced vocab during discussions about stories, nonfiction, rhymes/poems and during role- play
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Year 1 | - Apply phonic knowledge to decode
- Respond with correct sound to graphemes for all 40+ phonemes
- Blend sounds in unfamiliar words containing GPCs already taught
- Read common exception words
- Read words containing taught GPCs and –s, -es, -ing, -ed, -er and -est endings
- Read other words of more than one syllable
- Read words with contractions and understand role of apostrophe
- Read aloud accurately books that are consistent with taught phonic knowledge and re-read to build fluency (Y1 and Y2)
- Listen to a wide range of challenging stories, poems and non-fiction
- Discuss these and make links to own experiences drawing on what they know
- Become familiar with and retell key stories, fairy stories and traditional tales
- Join in with predictable phrases
- Recite some poems/rhymes by heart
- Discuss meanings of new words/vocab provided
- Self-check to make sure text makes sense and correct inaccurate reading
- Discuss significance of titles/events
- Make predictions based on what has been read so far
- Make inferences on the basis of what is being said and done
- Take turns to explain clearly their understanding of what is read to them
- Retrieve and record information from non-fiction
- Take turns in high-quality discussions about what they have heard/read
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Year 2 | - Continue to apply phonic knowledge to decode most words quickly and accurately when they have been frequently encountered
- Read accurately by blending the sounds in words that contain the graphemes for all 40+ phonemes
- Read accurately words of two or more syllables that contain graphemes taught so far
- Sound out unfamiliar words accurately, automatically and without undue hesitation
- Read words containing common suffixes
- Read further common exception words
- Discuss sequence of events in books
- Discuss and express views about a wide range of texts at a level beyond that at which they can read independently
- Become increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
- Discuss and clarify meaning of new words/phrases
- Discuss favourite words and phrases
- Continue to learn/present poems by heart
- Self-check to make sure text makes sense and corrects
- Predict what might happen on the basis of what has been read so far
- Make inferences on the basis of what is being said and done
- Ask and answer questions
- Retrieve and record information from non-fiction books that are presented in different ways
- Participate in discussions about texts, explaining their understanding
- Draw on what they already knows or on background information and vocabulary provided by the teacher
- Take turns in high-quality discussions about what they have heard/read
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Year 3 | - Apply growing knowledge of root words, prefixes
- and suffixes (etymology and morphology) to read aloud and understand new words
- Read further exception words
- Note unusual correspondence between spelling and sound and where these occur in the word
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- Listen to a range of challenging stories, poems, plays, nonfiction and reference books, myths, legends and fairy stories
- Retell some stories orally
- Read books that are structured in different ways
- Use the first 2 or 3 letters of a word to check its spelling in a dictionary
- Identify themes and conventions
- Perform poems/playscripts for audience (starting to use appropriate intonation, tone, volume and action)
- Recognise different forms of poetry
- Begin to discuss words and phrases that capture the reader's interest
- Identify how language, structure and presentation contribute to meaning
- Check that the text makes sense to them and ask questions to improve understanding of text
- Predict what might happen from details stated and implied
- Infer characters’ feelings, thoughts and motives and justify using evidence
- Identify main ideas across paragraphs and summarise these
- Retrieve and record information from non-fiction
These objectives are similar for Y4 because the knowledge and skills pupils need in order to comprehend are very similar. The complexity of written and oral responses increases the level of challenge |
Year 4 | - Apply growing knowledge of root words, prefixes and suffixes (etymology and morphology) to read aloud and understand new words
- Read further exception words
- Note unusual correspondence between spelling and sound and where these occur in the word
- Listen to a wide range of challenging stories, poems, plays, nonfiction and reference books, myths, legends and fairy stories
- Confidently retell some stories orally
- Read books that are structured in different ways for a range of purposes
- Use dictionaries to check meanings
- Identify themes and conventions and summarise these accurately and concisely
- Perform poems/playscripts for audience (using appropriate intonation, tone, volume and action)
- Recognise and name different forms of poetry
- Discuss words and phrases that capture the reader’s interest
- Identify how language, structure and presentation contribute to meaning
- Ask relevant questions to improve understanding of text
- Infer characters’ feelings, thoughts and motives and justify using evidence
- Identify main ideas across paragraphs and summarise these
- Independently retrieve and record information from non-fiction
- Makes reasoned predictions of what might happen clearly derived from details both stated and implied.
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Year 5 | - Apply growing knowledge of root words, prefixes and suffixes (etymology and morphology) to read aloud and understand new words
- Read/discuss an increasingly wide range of challenging stories, poems, plays, non-fiction and reference books, myths, legends and fairy stories
- Read books that are structured in different ways for a range of purposes
- Increase familiarity with wide range of traditional stories, modern fiction, fiction from literary heritage and books from other cultures
- Recommend books to peers, giving reasons for their choices
- Identify and discuss themes and conventions. Comments identify similarities and differences between texts
- Make comparisons within and across books, commenting on similarities and differences between texts
- Learn a wider range of poetry by heart
- Perform poems/playscripts for audience (using appropriate intonation, tone, volume to convey meaning)
- Checking that the book makes sense to them, discuss and explore meanings of words in context
- Ask questions to improve understanding of text
- Infer characters’ feelings, thoughts and motives and justify using evidence
- Predict what might happen from details stated and implied
- Summarise main ideas identifying key details
- Identify how language, structure and presentation contribute to meaning
- Evaluate authors’ use of figurative language
- Distinguish between fact and opinion
- Retrieve, record and present information from nonfiction books
- Discuss books, building on others ideas and begin to challenge others' opinions
- Explain their understanding through discussions, formal presentations and debates
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