Reading Milestones

The Network has mapped a proposal for key learning milestones in Reading throughout Year One.

Themes	M1		M2	M3
Word Recognition
·       WR: apply phonic knowledge and skills as the route to  decode words ·       respond to graphemes	Is secure in knowing Phase 2 and 3 in phonics. Beginning to apply this knowledge in reading and writing. They use phonic knowledge to decode some regular words and read them aloud accurately.		Is secure in knowledge of Phase 3/4 Is able to apply phonic knowledge to decode increasing numbers of regular words.	Is secure in Phase 4/5 Applies phonics knowledge confidently to decode words Responds speedily with the correct sound to graphemes (letters or groups of letters) for all for 40+ phonemes, including, where applicable, alternative sounds for graphemes.
·       blending	Is able to blend phonemes to decode cvc words.		Can confidently blend sounds to decode an increasing number of cvc , ccvc and cvcc words.	Reads accurately by blending sounds in unfamiliar words containing GPCs that have been taught.
·       common exception words	They read some common irregular words.		They are able to read an increasing number of irregular words with confidence.	Reads common exception words, noting unusual correspondences where these occur in the word. Reads words using common suffixes (-s, -es, -ing, -ed, etc.)
·       reading words with GPCs	Is able to read simple words using GPCs		Is able to approach new words and decode using GPCs with confidence.	Reads other words of more than one syllable that contain taught GPCs.
·       reading words with contractions	Is able to identify contractions within text		Can recognise and read simple contraction words, don’t, can’t, isn’t	Reads words with contractions and understands that the apostrophe represents the omitted letter(s).
·       reading aloud accurately	Children read and understand simple sentences		Reads aloud accurately from books that are consistent	Reads aloud books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words.
·       reading fluently	Is able to read books which are pitched at an appropriate level fluently .		Reads books and returns to favourites to reread.	Re-reads books that build up their fluency and confidence in word reading.
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	Is able to listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments,  questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity. They demonstrate understanding when talking with others about what they have read		Listens attentively and can discuss a range of poems, stories and non-fiction. They listen attentively to what others say and respond appropriately adding to the other person’s contributions.	listens to and discusses a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently Participates in discussions about what is read to them, taking turns and listening to what others say. They can explain clearly their understanding of what is read to them
being encouraged to link what they read or hear to their own experiences	Can engage with a story and link it to their own experiences.		Can make relevant links between their own experience and the stories they read and hear.	Can make inferences on the basis of what is being said and done They comment spontaneously on perceived links with own life experience or other experiences, e.g. films, books
becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics	Is becoming familiar with a growing range of stories, which they can retell with some details. They are able to identify main characters and sequence the main events in the correct order.		Is building up an increasingly wide range of stories they are familiar with. Is able to sequence the main events of the story, describe the characters and its setting.	Has a wide repertoire of familiar stories, which they retell confidently and with pertinent details. They are able to describe similarities and differences between fairy tales.
recognising and joining in with predictable phrases	Is able to join in and anticipate predictable phrases		Is able to guess what is going to happen in a story that has repeated patterns	I can use the patterns and structures when I’m retelling a story or creating my own
learning to appreciate rhymes and poems, and to recite some by heart	Recognise and join in with familiar rhymes Is able to hear/ identify rhymes within poems and stories Can identify rhymes within texts, rhymes and songs.		Become familiar with an increasing number of rhymes and simple poems Is able to hear and generate simple rhyming words	Knows and Is able to recite a range of traditional poems and rhymes with confidence.
discussing word meanings, linking new meanings to those already know	Is able to make sensible  predictions about the meanings of new words		Is able to make informed guesses about new vocabulary making links to other words they know.	Makes informed guesses about unknown words and can contribute other words that have the same or similar meanings.
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		They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events	They are able to ask sensible questions to clarify their understanding	They are able to draw on a range of experiences and  their increasing knowledge of vocabulary to make sense of more challenging book content
·       checking that the text makes sense to them as they read and correcting inaccurate reading		Is able to read simple texts and notices when their reading doesn’t make sense.	Notices when reading does not makes sense and can reread and correct using context to help them.	Is aware when reading does not make sense and can use a range of strategies including context to help them.
·       discussing the significance of the title and events ·       making inferences on the basis of what is being said and done ·       predicting what might happen on the basis of what has been read so far		Make appropriate predictions using a range of strategies, such as illustrations to help them	Can make predictions using an increasing range of information including previous events and in text inferences  etc.	Can make predictions using an increasing range of information including previous events, in text inferences  and own experiences  etc.
·       explain clearly their understanding of what is read to them		Can explain what they have been read, occasionally needing questioning for support.	Can increasingly explain what they have been read without adult support.	Is starting to accurate summarise what has been read to them.

Science milestones

The Network has mapped a proposal for key learning milestones in Thinking Scientifically throughout Year One.

Themes	M1	M2	M3	M4
Asking questions	I can observe phenomena and begin to talk about them with age-appropriate vocabulary	I can ask age-appropriate questions, showing curiosity (where, when, who?)	I have a sense of wonder about the world I ask age-appropriate questions (why is my coat wet? How did that happen?)
Observing using equipment	I can explore phenomena  using my senses (feel, touch, see, listen to and smell)	I can use simple apparatus given by an adult to explore phenomena (eg magnifying glass)	I can use a range of tools to observe phenomena (measuring, comparing and looking)	I can select my own equipment from simple collections provided by an adult
Performing simple tests		I can find things out about phenomena after observing it	I can carry out simple tests given by an adult	I can begin to think of ideas for a test
Identifying and classifying		I can begin to notice similarities and differences between objects using age appropriate language	I can group things by a single criteria (hard/not hard) given by an adult	I can begin to suggest my own criteria for classifying data
Using observations to suggest answers		I begin to answer questions from my own experiences (this is what happened)	I can explain answers to questions using my own experiences (I think this happened…… because)	I can begin to make predictions based on my own experiences
Gathering and recording data	I can begin to respond to phenomena by talking and drawing	I can record phenomena with some accuracy (eg observational drawing)	I can begin to sort data in a group but may not always be accurate	I can sort and record data on my own with accuracy

Our initial plan

Welcome to our Year One Network

Aims of the Network:

·       To raise the attainment of children in year one classrooms

·       To evaluate the outcomes of practice in year one classrooms, related to pupil learning

·       To review notions of best practice

Network Leaders:

Bob Drew (Head Teacher @ Gearies Primary, National Leader of Education)

Richard Morse (teacher at Highlands Primary)

Rose White (our critical friend – Senior lecturer from the University of East London)

Joining the Network

Teachers in year one classes are invited to join this network.  To do so, please contact Stella Kalaidzi (Teaching Alliance Administrator) stella@ghpta.co.uk, or 85501803, giving name, school, e-mail address.

Network focus:

Over the course of the next school year, the members of the network will work collaboratively to look at the variety of practice in our classrooms.  We will look at what is understood to be best practice, visit different schools and view settings and practice.  We will be tracking the teaching and learning in the member schools, compare the impacts of our work and evaluate the relationship between methods and pupil attainment; what outcomes match the practices employed in our schools?  The aim is to enable schools to make informed choices about the best teaching to promote, in order to achieve the highest pupil outcomes.

We will be focusing on two key areas of teaching and learning: Reading and Science, as well as reviewing what schools do to promote attitudes and skills.

Meeting dates:

·       Monday 5^th October 2015, 9:00 to 3:00 @ Gearies Primary

·       Monday 3^oth November 2015, 9:00 to 12:00 @ Highlands Primary

·       Wednesday 3^rd February 2016, 9:00 to 12:00 @ Downshall Primary

·       Wednesday 16^th March 2016, 9:00 to 12:00 @ Fullwood Primary

·       Tuesday 17^th May 2016, 9:00 to 12:00 @ Aldersbrook Primary

·       Tuesday 28^th June 2016, 9:00 to 12:00 @ Redbridge Primary

Network costs:

There is no charge for membership of this network.