Comprehension
Free NZ teacher resources
Year 1 Reading Practice Statement trackers
A simple tracker for your class. Practice Statements down the left, ten student-name spaces across the top, and blank cells to use your way.
Choose a strand below. Write in the names, then add your own ticks, dates, codes or notes. For a class of 25, print three copies of the tracker.
Choose a tracker by strand
Each preview shows the first page of that PDF. Longer strands continue over several pages, with space for the same ten names on every page.
Prefer to work online? Choose Copy to Google Sheets to make your own editable copy in your Google account. The original is view-only. Add student names and notes to your own copy, and add more student columns if needed.
Practice Statements included
These trackers cover all 24 stored Year 1 Reading Practice Statements, organised into their curriculum strands and skill groups.
Comprehension
Comprehension strategies
- Responding to questions and asking for clarification during a teacher read-aloud
- Using rereading as a strategy when a sentence they have read does not make sense, to find where and why meaning broke down
- Using the events that have already happened in a text, along with their prior knowledge, to predict what might happen next
- Retelling the key details from a text in response to prompting questions
Sentence structure
- Reading and comprehending both extended simple and compound sentences
Text form, structure, style, and features
- Identifying basic features of poems and stories in response to specific questions
- Identifying the words in a read-aloud text that make the audience feel a certain way about a character or event
Vocabulary
- Asking questions about unfamiliar words and using the context to identify the meaning of those words, when text is being read to them
Critical Analysis
Interpretations and connections
- Responding to, sharing opinions about, and making connections to texts by drawing on their knowledge of topics and their experiences
Word Recognition and Reading Enrichment
Conventions of print
- Matching written words to spoken words while decoding (one-to-one matching), pointing to words if necessary
- Reading from left to right and using a return sweep for the next line of text
- Identifying capital letters, full stops, and exclamation marks to explain where sentences begin and end
- Identifying speech marks showing what is said by a character within a story
Decoding
- Decoding words with adjacent consonants, consonant digraphs, and some long-vowel patterns in connected text, using their phonics knowledge
- Decoding words with the suffixes –ed and –ing, using their phonics and morpheme knowledge
- Breaking words into syllables
- Decoding two-syllable words with a closed-syllable pattern (e.g. 'rapid' and 'picnic'), using their phonics knowledge
- Decoding and reading the most common high-frequency words in decodable texts at their year level
- Self-correcting their decoding attempts using grapheme–phoneme knowledge
Fluency
- Reading words with learnt grapheme–phoneme correspondences accurately and automatically
- Reading decodable sentences and Year 1 level text, with phrasing and growing automaticity
Phonemic awareness and phonics knowledge
- Discriminating between short- and long-vowel phonemes
- Orally blending up to six phonemes to make words
- Pronouncing the most frequent phoneme(s) for all consonant digraphs and some long-vowel graphemes
More class trackers
More Reading trackers: Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8
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