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Expectations for the End of Year One Emma Fitzpatrick Key Leader for Key Stage One and the Early Years.

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Presentation on theme: "Expectations for the End of Year One Emma Fitzpatrick Key Leader for Key Stage One and the Early Years."— Presentation transcript:

1 Expectations for the End of Year One Emma Fitzpatrick Key Leader for Key Stage One and the Early Years

2 Expectations in Reading Including Phonics Expectations in Writing Expectations in Maths

3 Progress At Holly Park we believe that all children should make the best progress that they can, using their starting points as a baseline. We track progress in Key Stage One using the EYFS data as a starting point. We use the terms… emerging, developing and secure

4 ReceptionYear OneYear Two emerging developing metsecure exceedingsecure + Progress from the EYFS to End of Key Stage One

5 How we Assess Each time an adult works with the child they make an assessment of their ability. This is recorded in books, on post its or in the teacher’s own way. This informs the planning for next time.

6 Expectations in Reading (Phonics) To apply phonic knowledge and skills as the route to decode words. To respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes. To read accurately by blending sounds in unfamiliar words containing sounds that have been taught. To read tricky words, noting unusual spellings To read words containing taught sounds and -s, -es, -ing, -ed, -er and -est endings. To read other words of more than one syllable that contain taught sounds. To read words with contractions [for example, I'm, I'll, we'll], and understand that the apostrophe represents the missing letter(s). To read aloud accurately books by using their phonics To re-read these books to build up their fluency and confidence in word reading.

7 Expectations in Reading To listen to and discuss poems, stories and non-fiction at a level higher than they might read independently. To link what they read or hear read to their own experiences. To become very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics. To recognise and join in with predictable phrases. To learn to appreciate rhymes and poems, and to recite some by heart. To discuss word meanings, linking new meanings to those already known. To draw on what they already know or on background information and vocabulary provided by the teacher. To check that the text makes sense to them as they read and to correct inaccurate reading. To discuss the significance of the title and events. To make inferences on the basis of what is being said and done. To predict what might happen based on what has been read so far. To participate in discussion about what is read to them, taking turns and listening to what others say. To explain clearly their understanding of what is read to them.

8 Phonics Screening All children will take part in a national phonics screening check in June They will work 1:1 with a teacher and read 40 ‘words’. Some of these ‘words’ will be alien words. The words can all be sounded out using phonics – including digraphs and trigraphs. You will receive a letter informing you if your child has passed. Children who do not pass will be re—tested in Year Two

9 Examples of Words in Phonics Check

10 Visual Clues

11 Context Clues


13 Understanding the Text Children should be able to read about 90% of a text without struggling; this enables them to understand what they have read. What can you tell me about the characters? What was your favourite event? How was the character feeling? Which word tells you that? Reading with expression

14 Reading to Writing What do authors do? Why do they do it? Who did they write it for? Why did they write it like that? Who is the reader and what do they need to know?

15 Expectations in Writing To say out loud what they are going to write about. To compose a sentence orally before writing it. To sequence sentences to form short narratives. To re-read what they have written to check that it makes sense. To discuss what they have written with the teacher or other pupils. To read aloud their writing clearly enough to be heard by their peers and the teacher. To sit correctly at a table, holding a pencil comfortably and correctly. To begin to form lower-case letters in the correct direction, starting and finishing in the right place. To form capital letters. To form digits 0-9. To understand which letters belong to which handwriting 'families' (i.e. letters that are formed in similar ways) and to practise these.

16 Expectations in Writing To spell words containing each of the 40+ phonemes already taught. To spell common exception words. To spell the days of the week. To name the letters of the alphabet in order. To use letter names to distinguish between alternative spellings of the same sound. To add suffixes using the spelling rule for adding -s or -es as the plural marker for nouns and the third person singular marker for verbs. To add prefixes using the prefix un-. To add suffixes using -ing, -ed, -er and -est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest]. To apply simple year 1 spelling rules and guidance. To write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.

17 Expectations in Writing To leave spaces between words To join words and joining clauses using 'and'. To begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark. To use a capital letter for names of people, places, the days of the week, and the personal pronoun 'I'. To understand regular plural noun suffixes -s or -es [dog, dogs, wish, wishes], including the effects of these suffixes on the meaning of the noun. To understand suffixes that can be added to verbs where no change is needed in the spelling of the root words [helping, helped, helper]. To understand how the prefix un- changes the meaning of verbs and adjectives. To understand how words can combine to make sentences. To use year 1 grammatical terminology in English Appendix 2 in discussing their writing.

18 Does your writing make sense? Encourage your child to read it through… Actually read it through!!! We often read what we think we have written…not what we have actually put on the page.

19 Descriptive Exciting Language Using the interesting words that authors use Being a ‘Magpie’ When children are reading they should be noticing the interesting, exciting words that are used. We are making lists of these for the children to use in their writing.

20 Extra Details Children sometimes flit between ideas without finishing each part successfully. What else can you tell me about that?

21 Reading and Writing at Home Talk, talk and talk some more! Think about how much of your talk is functional each day. Be a reader, show how much you enjoy reading and how reading is a necessary part of your life. Be a writer, show how much you need to write WITH A PEN AND PAPER!

22 Expectations in Maths To count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number. To count, read and write numbers to 100 in numerals. To count in multiples of twos, fives and tens. To identify one more and one less than a given number. To identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least. To read and write numbers from 1 to 20 in numerals and words. To read, write and interpret mathematical statements involving addition (+), subtraction (-) and equals (=) signs. To represent and use number bonds and related subtraction facts within 20. To add and subtract one-digit and two-digit numbers to 20, including zero. To solve one-step problems that involve addition and subtraction, using concrete objects and pictorial representations, and missing number problems such as 7 = ? - 9.

23 Expectations in Maths To solve one-step problems involving multiplication and division, by calculating the answer using concrete objects, pictorial representations and arrays with the support of the teacher. To recognise, find and name a half as one of two equal parts of an object, shape or quantity. To recognise, find and name a quarter as one of four equal parts of an object, shape or quantity. To compare, describe and solve practical problems for lengths and heights [for example, long/short, longer/shorter, tall/short, double/half]. To compare, describe and solve practical problems for mass/weight [for example, heavy/light]. To compare, describe and solve practical problems for capacity and volume [for example, full/empty, more than, less than, half, half full, quarter]. To compare, describe and solve practical problems for time [for example, quicker, slower,]. To measure and begin to record lengths and heights. To measure and begin to record mass/weight. To measure and begin to record capacity and volume. To measure and begin to record time (hours, minutes, seconds). To recognise and know the value of different denominations of coins and notes. To sequence events in chronological order using language [for example, before and after]. To recognise and use language relating to dates, including days of the week, weeks, months and years. To tell the time to the hour and half past the hour and draw the hands on a clock face to show these times.

24 Expectations in Maths To describe position, direction and movement, including whole, half, quarter and three-quarter turns. To recognise and name common 2-D and 3-D shapes, including 2-D shapes [for example, rectangles (including squares), circles and triangles]. To recognise and name common 2-D and 3-D shapes, including 3-D shapes [for example, cuboids (including cubes), pyramids and spheres].

25 Time for questions

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