Year 1 Expectations
Information for Parents/Carers
Reading Targets
A Year 1 Reader
| Word Reading |
| I can match all 40+ graphemes to their phonemes. |
| I can blend sounds in unfamiliar words. |
| I can divide words into syllables. |
| I can read compound words. |
| I can read words with contractions and understand that the apostrophe represents the missing letters. |
| I can read phonetically decodable words. |
| I can read words that end with ‘s, -ing, -ed, -est |
| I can read words which start with un-. |
| I can add –ing, -ed and –er to verbs. (Where no change is needed to the root word) |
| I can read words of more than one syllable that contain taught GPCs. |
| Comprehension |
| I can say what I like and do not like about a text. |
| I can link what I have heard or read to my own experiences. |
| I can retell key stories orally using narrative language. |
| I can talk about the main characters within a well known story. |
| I can learn some poems and rhymes by heart. |
| I can use what I already know to understand texts. |
| I can check that my reading makes sense and go back to correct myself when it doesn’t. |
| I can draw inferences from the text and/or the illustrations. (Beginning) |
| I can make predictions about the events in the text. |
| I can explain what I think a text is about. |
Information for Parents/Carers
Reading Targets
Year 1: Reading at Greater Depth
| I can use my phonic knowledge confidently in combination with a range of reading strategies to read appropriate texts fluently and confidently . |
| I read for an extended period because I really enjoy stories. |
| I am aware that I will learn a great deal from non-fiction books. |
| I readily and confidently ask questions to clarify understanding. |
| I can explain to others why I have enjoyed a book and can summarise the story if asked to do so. |
| My reading makes me think deeply about things which are associated with the stories I read. |
| I can make suggestions about events and characters in the books I read which go beyond what is written in the text. |
| I can express a preference for the type of book I enjoy and can explain why I like that type of book. |
| I can explain the difference between a fiction and a non fiction book and can talk about the way each is organised. |
| I can respond personally to poetry that I read. |
| I am beginning to use some of the features I see in the books I read in my own writing, eg, repeated texts. |
Information for Parents/Carers
Writing Targets - A Year 1 Writer
| Transcription |
| Spelling |
| I can identify known phonemes in unfamiliar words. |
| I can use syllables to divide words when spelling. |
| I use what I know about alternative phonemes to narrow down possibilities for accurate spelling. |
| I can use the spelling rule for adding ‘s’ or ‘es’ for verbs in the 3rd person singular. |
| I can name all the letters of the alphabet in order. |
| I can use letter names to show alternative spellings of the same phoneme. |
| Handwriting |
| I can sit correctly at a table, holding a pencil comfortably and correctly. |
| I can form lower case letters in the correct direction, starting and finishing in the right place. |
| I can form capital letters and digits 0-9. |
| Composition |
| I can compose a sentence orally before writing it. |
| I can sequence sentences in chronological order to recount an event or experience. |
| I can re-read what I have written to check that it makes sense. |
| I leave spaces between words. |
| I know how the prefix ‘un’ can be added to words to change meaning. |
| I can use the suffixes ‘s’, ‘es’, ‘ed’, and ‘ing’ within my writing. |
| Grammar and punctuation |
| Sentence structure |
| I can combine words to make a sentence. |
| I can join two sentences using ‘and’. |
| Text structure |
| I can sequence sentences to form a narrative. |
| Punctuation |
| I can separate words using finger spaces. |
| I can use capital letters to start a sentence. |
| I can use a full stop to end a sentence. |
| I can use a question mark. |
| I can use an exclamation mark. |
| I can use capital letters for names. |
| I can use ‘I’. |
Information for Parents/Carers
Writing Targets
Year 1: Writing at Greater Depth
| I can write short stories about something personal to me. |
| I can sequence a short story or series of events related to my learning in other lessons. |
| My writing makes sense to the reader without additional explanation. |
| I am confident in changing the way sentences start. |
| I can make sentences longer and use words other than ‘and’ and ‘then’ to join ideas together. |
| I can use new words for the first time in stories or explanations and I enjoy experimenting with new words. |
| I know which letters sit below the line and which are tall letters. |
| I am consistent in my use of lowercase and capital letters. |
| I sound out spelling when I am not sure and I can come up with phonetically close attempts at spelling unfamiliar words. |
| I can spell almost all of the words in the Year 1 and 2 list accurately. |
Information for Parents/Carers
Targets in Spoken Language
A Year 1 Speaker
| I speak clearly and confidently in front of people in my class. |
| I can re-tell a well known story and remember the main characters. |
| I can hold attention when playing and learning with others. |
| I can keep to the main topic when we are talking in a group. |
| I can ask questions in order to get more information. |
| I can start a conversation with an adult I know well or with my friends. |
| I listen carefully to the things other people have to say in a group. |
| I join in with conversations in a group. |
| I join in with role play. |
Information for Parents/Carers
Targets in Spoken Language
Exceeding Year 1 Expectations
| I can explain my answers, arguments and opinions when challenged. |
| I can give careful descriptions, explanations and narratives for different purposes. |
| I can express my personal feelings when involved in discussions. |
| I can take part keenly in discussions and debates. |
| I can retell a story I know, remembering details and adding my own point of view. |
| I can make changes to events (usually endings) in a familiar story when asked to do so. |
| I can consider the views of everyone in a discussion. |
| I can use appropriate language to ensure the listener knows when something happened. |
| I can understand the consequences of what is said to others. |
| I can summarise the outcome of a discussion. |
Information for Parents/Carers
Mathematics Targets - A Year 1 Mathematician
| Number |
| I can count reliably to 100. |
| I can count on and back in 1s, 2s, 5s and 10s from any given number up to 100. |
| I can write all numbers in words to 20. |
| I can say the number that is one more or one less than a number to 100. |
| I can recall all pairs of addition and subtraction number bonds to 20. |
| I can add and subtract 1-digit and 2-digit numbers to 20, including zero. |
| I know the signs + - =. |
| I can solve a missing number problem. |
| I can solve a one-step problem using addition and subtraction, using concrete objects and pictorial representations. |
| Measurement and geometry |
| I recognise all coins. |
| I recognise and can name the 2D shapes: circle, triangle, square and rectangle. |
| I recognise and can name the 3D shapes: cuboid, pyramid, sphere. |
| I can name the days of the week and months of the year. |
| I can tell the time to o’clock and half past the hour. |
Information for Parents/Carers
Mathematics Targets
Exceeding Year 1 Expectations
| I can count reliably well beyond 100. |
| I can count on and back in 3s from any given number to beyond 100. |
| I can say the number that is 10 more or 10 less than a number - up to 100. |
| I know the signs (+); (-); (=); (<); (>). |
| I can apply my knowledge of number to solve a one-step problem involving an addition, a subtraction and simple multiplication and division. |
| I can add and subtract 1-digit and 2-digit numbers to 50, including zero. |
| I can recognise all coins and notes and know their value. |
| I can use coins to pay for items bought up to £1. |
| I can use my knowledge of time to know when key periods of the day happen, for example, lunchtime, home time, etc. |
| I can recognise different 2D and 3D shapes in the environment. |
