English Curriculum Year 1 - Silksworth | Sunderland

Year 1

English Curriculum

Year 1

Year 1 Objectives: Spoken Language

Speak clearly and loudly enough to communicate meaningfully.

Ask questions about matters of immediate interest.

Express feelings and ideas when talking about matters of immediate interest.

Start to develop ideas by adding detail to their speech.

Start to understand how to take turns when speaking.

Start to listen to others and respond appropriately.

Join in with imaginative play taking on roles of different familiar characters.

Speak in complete sentences after modelling and as appropriate.

Retell a familiar story in sentences, using narrative language.

Recount an event or experience in sentences.

Begin to understand how to change language when speaking to different listeners. For example – peers and

adults.

Year 1 Objectives: Reading

WORD READING

Apply phonic knowledge and skills as the route to decode words

Match all 40+ graphemes to their phonemes (Phase 3)

Blend sounds in unfamiliar words based on known GPCs

Read common words using phonic knowledge where possible

Read words containing taught GPCs and s, es, ing, ed, er , est endings

Read words of more than one syllable that contain taught GPCs

Read words with contractions, e.g. I’m, I’ll, we’ll, and understand that the apostrophe represents the omitted letter(s)

Read phonically decodable texts

Read phonically decodable texts with confidence

Year 1 Objectives: Reading

COMPREHENSION

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

Use prior knowledge to understand texts.

Use context and vocabulary provided to understand texts.

Check that the text makes sense to them as they read and correct miscues.

Talk about the title and the events.

Begin to draw inferences from the text and/or the illustrations.

Make predictions based on the events in the text.

Talk about their responses in a group.

Listen to others’ ideas about a text.

Explain what they understand about a text.

COMPREHENSION

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

Respond to a range of texts – narrative, non-fiction and poems.

Say what they like or dislike about a text.

Link what they read or hear read to their own experiences.

Know some key stories , including traditional and fairy tales.

Retell key stories orally using narrative language.

Understand and talk about the main characteristics of the key stories known.

Experience poems and rhymes.

Learn some poems and rhymes by heart.

Year 1 Objectives Phonics/Spelling

Statutory Requirements The boundary between revision of work covered in Reception and the introduction of new work may vary according to the programme used, but basic revision should include:

• all letters of the alphabet and the sounds which they most commonly represent • consonant digraphs which have been taught and the sounds which they represent • vowel digraphs which have been taught and the sounds which they represent • the process of segmenting spoken words into sounds before choosing graphemes to

represent the sounds • words with adjacent consonants • guidance and rules which have been taught

Statutory Requirements Example Words

The sounds /f/, /l/, /s/, /z/ and /k/ spelt ff, ll, ss, zz and

ck off, well, miss, buzz,, back

The /ŋ/ sound spelt n before k bank, think, honk, sunk

Division of words into syllables

pocket, rabbit, carrot, thunder, sunset

tch catch, fetch, kitchen, notch, hutch

The /v/ sound at the end of words

have, live, give

Adding s and es to words (plural of nouns and the third

person singular of verbs)

cats, dogs, spends, rocks, thanks, catches

Adding the endings –ing, –ed and –er to verbs where no

change is needed to the root word hunting, hunted, hunter, buzzing, buzzed, buzzer,

jumping, jumped, jumper

Adding –er and –est to adjectives where no change is

needed to the root word

grander, grandest, fresher, freshest, quicker, quickest

ai , oi

rain, wait, train, paid, afraid, oil, join, coin, point, soil


ay. oy day, play, say, way, stay, boy, toy, enjoy, annoy

a-e made, came, same, take, safe

e-e these, theme, complete

i-e

five, ride, like, time, side

o-e home, those, woke, hope, hole

u-e June, rule, rude, use, tube, tune

ir girl, bird, shirt, first, third

ur turn, hurt, church, burst, Thursday

ar car, start, park, arm, garden

ee see, tree, green, meet, week

ea (/i:/) sea, dream, meat, each, read (present tense)

ea (/ɛ/)

head, bread, meant, instead, read (past tense)


er(/ɜ:/)

(stressed sound): her, term, verb, person

er (/ə/)

(unstressed schwa sound): better, under, summer,

winter, sister

ir girl, bird, shirt, first, third

ur turn, hurt, church, burst, Thursday

oo (/u:/)

food, pool, moon, zoo, soon

oo (/ʊ/)

book, took, foot, wood, good

oa boat, coat, road, coach, goal

oe toe, goes

ou out, about, mouth, around, sound

ow (/əʊ/)

ow (/əʊ/)

ue

ew

now, how, brown, down, town

own, blow, snow, grow, show

blue, clue, true, rescue, Tuesday

new, few, grew, flew, drew, threw


ie (/aɪ/)

lie, tie, pie, cried, tried, dried

ie (/i:/)

chief, field, thief

igh high, night, light, bright, right

or for, short, born, horse, morning

ore more, score, before, wore, shore

aw saw, draw, yawn, crawl

au author, August, dinosaur, astronaut

air air, fair, pair, hair, chair

ear dear, hear, beard, near, year

ear (/ɛə/)

bear, pear, wear

are (/ɛə/)

bare, dare, care, share, scared

Words ending –y (/i:/ or /ɪ/) very, happy, funny, party, family


New consonant spellings ph and wh

dolphin, alphabet, phonics, elephant

when, where, which, wheel, while

Using k for the /k/ sound

Kent, sketch, kit, skin, frisky

Adding the prefix –un

unhappy, undo, unload, unfair,, unlock

Compound words

football, playground, farmyard, bedroom,

blackberry

Common exception words the, a, do, to, today, of, said, says,

are, were, was, is, his, has, I, you,

your, they, be, he, me, she, we, no,

go, so, by, my, here, there, where,

love, come, some, one, once, ask,

friend, school, put, push, pull, full,

house, our

and/or others according to the programme used

Year 1 Objectives: Writing

Apply simple spelling rules

Identify known phonemes in unfamiliar words.

Use syllables to divide words.

Use knowledge of alternative phonemes to narrow down possibilities for accurate spelling.

Write from memory simple sentences dictated by the teacher that include words taught so far.

TRANSCRIPTION

Know how to spell

Words containing each of the 40+ phonemes already taught

Common exception words

The days of the week

Name the letters of the alphabet

Name the letters of the alphabet in order

Use letter names to show alternative spellings of the same phoneme

Add prefixes and suffixes

Use the spelling rule for adding s or es for plural

Use the prefix un

Use the spelling rule for adding s or es for verbs in 3rd

person singular

Add ing, ed, er, est where no change is needed to the root words

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 practise these.

Year 1 Objectives: Writing

VOCABULARY, PUNCTUATION AND GRAMMAR

Leave spaces between words.

To understand the concept of a sentence.

Join words and sentences using and.

Begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark.

Use a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’.

Use the terminology:

Word, sentence, letter, capital letter, full stop, punctuation, singular, plural, question mark, exclamation mark.

COMPOSITION

Write sentences.

Say out loud what is to be written about.

Talk about ideas to use in writing.

Compose a sentence orally before writing it.

Sequence sentences to form short narratives.

Sequence sentences in chronological order to recount an event or an experience.

Re-read what they have written to check that it makes sense.

Discuss what they have written with the

teacher or other pupils.

Read aloud writing clearly enough to be

heard by their peers and the teacher.

Year 1

Word Structure Sentence Structure Text Structure Punctuation Terminology

Regular plural noun

suffixes –s or –es (e.g.

dog, dogs; wish, wishes)

Suffixes that can be

added to verbs (e.g.

helping, helped, helper)

How the prefix un–

changes the meaning of

verbs and adjectives

(negation, e.g.unkind, or

undoing, e.g. untie

the boat)

How words can

combine to make

sentences

How and can join words

and join sentences

Sequencing sentences

to form short narratives

Separation of words with

Spaces

Introduction to the use

of capital letters, full

stops, question marks

and exclamation marks

to demarcate sentences

Capital letters for names

and for the personal

pronoun I

word, sentence, letter,

capital letter, full stop,

punctuation, singular,

plural, question mark,

exclamation mark

Year 1 Objectives Grammar

Year 1

Words/Vocabulary Sentence Structure Text Structure Punctuation

Generate word banks of

adjectives.

Find alternative adjectives.

Make choices about the best

adjective for the context.

Develop into similes using as:

As fierce as a hungry lion

As rough as a cat’s tongue

Adding detail to sentences with

one well-chosen adjective to

give more information about a

noun:

The curious cat peered

through the wooden fence.

Co-ordinating conjunctions to

join sentences :

and, so, but, or

Subordinating conjunctions to

join sentences:

because, when, until, so that, as,

while

Use of who:

He saw an old woman who was

carrying a basket of shiny, red

apples.

Power of three:

repetition of the verb.

Charlie pulled and pulled and

pulled.

Sentence starters:

-ly (Luckily, Slowly)

Sentence types:

question, statement,

exclamation

Three parts to a story:

beginning, middle and end.

Begin a story by introducing a

character or describing a

setting.

Recount:

orientation opening, events in

time order, concluding

comment.

Speech bubbles

Year 1 Objectives Grammar – Additional Challenge

Joining words and joining clauses using and.

Examples:

It was raining and cold.

It was raining and it was cold.

The sun was shining in the sky and the clouds were white and fluffy.

How the grammatical patterns in a sentence indicate its function.

Examples:

Statement: I will go to bed.

Question: Will you go to bed?

Exclamation: Oh no!

Command: Go to bed.

St Leonard ’s Sentence

Progression

Year 1

Planning with Quality

Texts

Year 1 Menus

Possible Written Outcomes or Incidental Writing

Opportunities

Postcard

Email

Thought/speech bubbles

Fact file on meerkats

Report on meerkats

Letter to relative once he has returned home

Newspaper report

Passport/Identity card

Label

List

Restaurant menu

Invitation to welcome home party

1. Responding to the Text

Watch clips from Meerkat Manor

Picture exploration: Predicting possibilities, capture page in 2 adjectives, 2 verbs, 2 adverbs, turn the volume up - what might you hear?

Story map/timeline of events or mapping journey

Book talk: likes, dislikes, puzzles and reminders

Writer talk: How does Emily Gravett show the reader how Sunny is feeling and his response to his adventures?

Writer talk: How is the text organised?

Writer talk: What types of sentences has Emily Gravett used? What is the effect?

Writer talk: Look at word choices

2. Capturing Ideas

Role play each visit

Freeze frame role plays at different points

Hot seat Sunny at different points in the story

Back to back telephone call to family member

Explore Sunny’s feelings at different points in the

story

Make emotion graph to plot rise and fall of feelings

Annotate graph with synonyms and use in

explanatory sentence

Generate when/where/how adverbials and

annotate story map/timeline with possibilities

Watch David Attenborough interviewing animal

expert and identify question types and formal

sentence structures for responses

Role play interviewer/meerkat expert

interview(could be filmed and evaluated)

3. Contextualised Grammar Teaching

Explore use of comparative and superlative in text

and how these are formed. Generate others from

vocabulary generated by previous activities

Develop expanded noun phrases

Text is written in the present tense - explore

changing to past tense. Investigation into past

tense formation

Use generated adverbials to experiment with

creating different effects in sentences

Sentence Games (use throughout unit)

Conjunctions game

Warming up the word - generating

synonyms for Sunny’s feelings

Improve a basic sentence using Emily

Gravett’s techniques

Chain writing with “meerkats” as starting

point. Develop according to grammar focus

of unit and/or consolidation and practise of

prior learning

Guided Reading Possibilities

Read and explore other books by Emily

Gravett and compare to Meerkat Mail

Identify and discuss features of text type for

final written outcome. Level of text can be

pitched at each groups’ level, ensuring

both access and challenge.

KS1 and Lower KS2

4. Modelled Writing Shared Writing Guided Writing Independent Writing

© Focus Education UK Ltd. 2014 19

Assessing Spoken Language: Meeting Year 1 Expectations

Year 1 Expectations: Spoken Language

• Speak clearly and confidently in front of others

• Retell a well-known story, remembering the main characters

• Prepare to use ‘new’ words when communicating

• Hold attention well when collaborating with others

• Does not stray away from main topic when engaged in collaborative talk

• Prepare to ask relevant questions to extend understanding and knowledge

• Initiate conversation in collaborative situation

• Listen carefully to what others are saying in group talk

• Respond appropriately to what others say in group talk

• Happy to join in with role play


Assessing Reading: Meeting Year 1 Expectations

Year 1 Expectations: Word

Reading

• Match all 40+ graphemes to their phonemes (Phase 3)

• Blend sounds in unfamiliar words

• Divide words into syllables, eg, pocket, rabbit, carrot, thunder, sunset

• Read compound words, eg, football, playground, farmyard, bedroom

• Read words with contractions, e.g. I’m, I’ll, we’ll, and understand that the apostrophe represents the omitted letter(s)

• Read phonically decodable texts with confidence

• Read words containing ‘s, es, ing, ed, er , est’ endings

• Read words which has the prefix –un added

• Add the endings –ing, –ed and –er to verbs where no change is needed to

the root word

• Read words of more than one syllable that

contain taught GPCs (grapheme, phoneme

correspondence)

Year 1 Expectations: Comprehension

• Say what they like or dislike about a text

• Link what they read or hear read to their own experiences

• Retell key stories orally using narrative language

• Understand and talk about the main characteristics within a known key story

• Learn some poems and rhymes by heart

• Use prior knowledge, context and vocabulary provided to understand texts

• Check that the text makes sense to them as they read and correct miscues

• Begin to draw inferences from the text and/or the illustrations

• Make predictions based on the events in the text

• Explain what they understand about a text


Assessing Writing: Meeting Year 1 Expectations

Year 1 Expectations: Transcription

• 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 and the digits 0-9

• Understand which letters belong to which

handwriting ‘families’ (i.e. letters that are

formed in similar ways) and to practise these

• Identify known phonemes in unfamiliar words

• Use syllables to divide words when spelling

• Use knowledge of alternative phonemes to

narrow down possibilities for accurate

spelling

• Use the spelling rule for adding s or es for

verbs in 3rd person singular

• Name the letters of the alphabet in order

• Use letter names to show alternative

spellings of the same phoneme

Year 1 Expectations: Composition

• Compose a sentence orally before writing it

• Sequence sentences to form short narratives

• Sequence sentences in chronological order to

recount an event or an experience

• Re-read what they have written to check that

it makes sense

• Leave spaces between words

• Begin to punctuate sentences using a capital

letter and a full stop, question mark or

exclamation mark

• Use a capital letter for names of people,

places, the days of the week, and the

personal pronoun ‘I’

• Use ‘and’ to join sentences together

• Know how the prefix ‘un’ can be added to

words to change meaning

• Use the suffixes: s, es, ed, er and ing within

their writing


Assessing Spoken Language: Exceeding Year 1 Expectations

Year 1 Exceeding Expectations: Spoken

Language

• Justify answers, arguments and opinions when challenged

• Give well-structured descriptions, explanations and narratives for different purposes

• Express personal feelings when involved in discussions

• Participate keenly is discussions and debates

• Retell known story, remembering detail and adding own

point of view

• Change an event or character in a familiar story when asked to do so

• Consider the views of everyone in a collaborative talk situation

• Use appropriate language to ensure listener knows when something happened

• Understand consequences of what is said to others

• Summarise the outcome of collaborative talk


Assessing Reading: Exceeding Year 1 Expectations

Year 1 Exceeding Expectations: Reading

• Read accurately and confidently words of 2 or more syllables

• Talk about favourite authors or genre of books

• Can predict what happens next in familiar stories

• Happy to read aloud in front of others

• Tell someone about likes and dislikes related to story they have read or a story they have had read to them

• Read a number of signs and labels in the environment drawing from phonic knowledge when doing so

• Aware of mistakes made because reading does not make sense

• Re-read a passage if unhappy with own comprehension

• Growing awareness of how non fiction texts are organised

• Use illustrations as an important feature in aiding reading


Assessing Writing: Exceeding Year 1 Expectations

Year 1 Exceeding Expectations: Writing

• Sequence a short story or series of events related to learning in science, history and geography

• Start a narrative by introducing a character

• Organise writing so that the purpose is clear

• Use adverbs to start sentences. For example – Slowly…, Carefully…,

Fortunately…

• Use pronouns to avoid repetition

• Make sentences longer and use words other than ‘and’ and ‘then’ to join ideas together

• Use new vocabulary for the first time and be excited about experimenting with new vocabulary

• Know which letters sit below the line and which are tall letters

• Consistent in use of small case and capital letters

• Sound out spelling when not sure and come up with phonetically

plausible attempts at spelling unfamiliar words

• Spell almost all words in the Year 1 and 2 list accurately.

English Curriculum Year 1 - Silksworth | Sunderland

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