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Hallam Primary School

Aim High, Achieve Together.

Skills Progression





Year 1 

Year 2 

Year 3 

Year 4 

Year 5 

Year 6 

End of year expectation  








Word Reading  

Introduction to phonics.  

Phase 1, 2, 3, 4.  


Introduction to tricky ‘by-sight’ words and common words of personal significance.  


Complete Phase 5 and progress to Phase 6 spelling rules for most able.  


–s, –es, –ing, –ed, –er and –est endings  


read words with contractions 

Continue to apply phonic knowledge and skills as the route to decode words until reading is fluent. 


Read accurately by blending the sounds in words that contain the graphemes taught so far. 


Read accurately words of two or more syllables that contain the same graphemes as above. 


Read words containing common suffixes. 


apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology). 

apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology). 

At this stage, there should be no need for further direct teaching of word reading skills for almost all pupils. If pupils are struggling or failing in this, the reasons for this should be investigated. 

At this stage, there should be no need for further direct teaching of word reading skills for almost all pupils. If pupils are struggling or failing in this, the reasons for this should be investigated. 

Content Domains 







Draw on knowledge of vocabulary to understand texts. 

give / explain the meaning of words in context 




Identify / explain key aspects of fiction and non-fiction texts, such as characters, events, titles and information 


retrieve and record information / identify key details from fiction and non-fiction 


Identify and explain the sequence of events in texts 

summarise main ideas from more than one paragraph 



 Making inferences on the basis of what is being said and done 



make inferences from the text / explain and justify inferences with evidence from the text 


Predicting what might happen on the basis of what has been read so far 


predict what might happen from details stated and implied 

Connections and meaning  

Being encouraged to link what they read or hear read to their own experiences. 



Identify / explain how information / narrative content is related and contributes to meaning as a whole.  


Make comparisons within the text. 

Authorial Intent  





identify / explain how meaning is enhanced through choice of words and phrases 






Grammar vocabulary 



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


noun, noun phrase statement, question, exclamation, command compound, suffix adjective, adverb, verb tense (past, present) apostrophe, comma 

preposition, conjunction word family, prefix clause, subordinate clause direct speech consonant, consonant letter vowel, vowel letter inverted commas (or ‘speech marks’) 

determiner pronoun, possessive pronoun adverbial 

modal verb, relative pronoun relative clause parenthesis, bracket, dash cohesion, ambiguity 

subject, object active, passive synonym, antonym ellipsis, hyphen, colon, semi-colon, bullet points. 

Early Learning Goals and WT Year 1 Expectations

Early Learning Goals






Linking Sounds and Letters






Hear and say sounds in words in the order which they occur.


Link sounds to letters, naming and sounding the letters of the alphabet.


Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more

complex words.

Begins to read simple sentences.


Explore and experiment with sounds, words and texts.


Use language to imagine and recreate roles and experiences.


Retell narratives in the correct sequence, drawing on language patterns of stories.


Read a range of familiar and common words and simple sentences independently.


Know that print carries meaning and, in English, is read from left to right and top

to bottom.


Show an understanding of the elements of stories, such as main character, sequence of events and openings, and how information can be found in non-fiction texts to answer questions about where, who, why and how.

Differentiate between text and illustration.


Understands that print conveys meaning.

Holds a book correctly.

Recognise the front and back cover.


Has established left to right movement, top to bottom.


Understands that books/texts are created by writers.


Recite rhymes and sing songs.


Enjoys sharing books with an adult.


Talk about stories.

Tell a story from the pictures.


Describe pictures.


Is beginning to understand what a letter and a word are.


Name some letters.


Recognise some capitals and lower case letters.


Recognise own first name.

Turns the pages from front to back.


Sequence a simple story or event.


Use gesture and action to act out a story, event or rhyme.


Make predictions based on illustrations, story content and title.


Chooses to look at books.



Use a range of strategies, including accurate decoding of text, to read for meaning.



Blue &

Orange &























Distinguish between a word, a letter and a space.

Use picture clues to help in reading simple text

Make 1 to 1 correspondence between written and spoken words

Blend phonemes to read CVC words

Use phonic knowledge to attempt unknown words


Expect written text to make sense.

Accurately reads aloud age appropriate texts consistent with phonic knowledge, in which additional strategies are not required. 


Demonstrates recognition of taught graphemes by speedily and correctly sounding out all 40+ corresponding phonemes, including those with alternative sounds, where applicable.

Checks that the text makes sense whilst reading, applying phonic knowledge to correct inaccuracies.

Use a range of decoding strategies

Applies phonic knowledge and skills, including the blending of sounds in unfamiliar words, to decode age appropriate texts accurately.


Recognises and reads common exception words; words with –s, -es, -ing, -ed, -er and –est endings; and words of more than one syllable containing taught GPCs.

Read aloud with intonation and expression, taking account of the punctuation, e.g. speech marks and exclamation marks

Applies phonic knowledge and skills consistently to decode age appropriate texts quickly and accurately. 


Identify syllables in order to read polysyllabic words

When reading aloud, sounds out unfamiliar words accurately without undue hesitation, and reads with confidence and fluency.


Recognise a range of prefixes and suffixes to construct the meanings of words in context.


Read words with common suffixes; and most common exception words, based on what has been taught.


Read fluently with intonation, expression and regard for punctuation


Recognises and effortlessly decodes alternative sounds for graphemes; words of two or more syllables



Automatic decoding is established and a range of texts is read with consistent accuracy, fluency and confidence.

Recognise the functions of punctuation including apostrophe for omission and use appropriate intonation and expression.

Recognises and reads words with contractions.


Recognise the full range of consonant diagraphs e.g. kn, wr, ph


Read independently using a range of strategies.

Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) both to read aloud and to understand the meaning of new words they meet


Read a range of appropriate texts fluently and accurately

Re-read and read ahead to look for clues to determine meaning.

Checking that the text makes sense to them, discussing their understanding and explaining the meaning of words in context.


Use features to locate information. e.g. contents; indices; subheadings etc.