Reading at the end of Year 1

Students are engaging with a wide variety of texts for a number of purposes, although the texts that they read, largely by themselves, are still mostly those that have been selected for guided reading. 

Students are reading, responding to, and thinking critically about a variety of fiction and non-fiction texts at Reading Recovery (RR) level 18 and above. 

They read longer texts with increasing independence and with appropriate intonation, expression, and phrasing. They flexibly use the sources of information in text, in combination with their prior knowledge, to make meaning and consider new ideas. (Their prior knowledge includes ideas and information from their culture, from their language, and from other texts they have read.) 

With teacher guidance, students draw on a wider range of comprehension strategies to help them think more deeply about what they read. 

When students at this level read, respond to, and think critically about texts, they: 

  • understand that texts have purposes and are written for audiences 
  • take appropriate action when they lose meaning, both at the sentence level and across larger sections of the text, without affecting the pace of their reading 
  • use comprehension strategies to 
    • locate and interpret ideas and information that are directly stated or explicit in the text or illustrations 
    • respond to ideas, plots, and characters 
    • think critically about aspects such as the theme or ideas 
  • make appropriate choices of texts for independent reading. 

They draw on knowledge and skills that include: 

  • automatically recognising high-frequency words in their instructional texts 
  • decoding unfamiliar words by: 
    • using their knowledge of grapheme–phoneme relationships to identify both consonant sounds (for example, s, t, p, sh, th, ch, ng) and vowel sounds (for example, e, a, o, ai, ow, igh, ou, ee) 
    • recognising common chunks of words and making analogies to words that look similar 
    • using their developing knowledge of morphology (such as knowledge of prefixes and suffixes) 
  • finding the meanings of unknown words by using strategies such as: 
    • rereading text to gather more information 
    • looking for definitions in the text 
    • using prior and subsequent information in the sentences 
    • inferring from the illustrations 
  • understanding the meaning of punctuation features such as parentheses and of print features such as bold print and italics.