Literacy

Reading

Autumn 1 Activities:

To introduce our reading den and expectations.

To read stories to small groups of children as well as a daily class story.

Introduce the terms author and setting.

Explore the Elmer books by David McKee.

Introduce the terms character and setting.

Reading picture cards.

To introduce our daily phonics session looking at letter sounds and common words.

Recognising their first and last name-daily morning activity.

  • 30-50 months Reception Shows interest in illustrations and print in books and print in the environment.
  • 30-50 months Reception Looks at books independently.
  • 40-60+ months Reception Begins to read words and simple sentences.
  • 40-60+ months Reception Enjoys an increasing range of books.
  • E. L. Goal Reading Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
  • ELG skills Reception Read simple sentences.
  • ELG skills Reception Demonstrate understanding when talking with others about what they have read.
  • Exceeding ELG Reception Use phonic, semantic and syntactic knowledge to understand unfamiliar vocabulary.
  • Exceeding ELG Reception Describe the main events in the simple stories they have read.

Autumn 2

  • Sequencing Guy Fawkes story and Diwali story.
  • Continue letter sounds and phonics.
  • Name recognition.

Spring 1

  • Explore characters and settings.

Spring 2

Reading

  • 30-50 months Reception Describes main story settings, events and principal characters.
  • 30-50 months Reception Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.
  • 30-50 months Reception Knows information can be relayed in the form of print.
  • 40-60+ months Reception Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.
  • 40-60+ months Reception Begins to read words and simple sentences.
  • ELG skills Reception Demonstrate understanding when talking with others about what they have read.
  • ELG skills Reception Understand simple sentences.
  • Exceeding ELG Reception Use phonic, semantic and syntactic knowledge to understand unfamiliar vocabulary.

Summer 1

  • 30-50 months Reception Shows interest in illustrations and print in books and print in the environment.
  • 30-50 months Reception Enjoys rhyming and rhythmic activities.
  • 30-50 months Reception Knows information can be relayed in the form of print.
  • 40-60+ months Reception Enjoys an increasing range of books.
  • 40-60+ months Reception Continues a rhyming string.
  • 40-60+ months Reception Begins to read words and simple sentences.
  • E. L. Goal Reading Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
  • Exceeding ELG Reception Read phonically regular words of more than 1 syllable as well as many irregular but high frequency words.
  • Exceeding ELG Reception Use phonic, semantic and syntactic knowledge to understand unfamiliar vocabulary.
  • ELG skills Reception Demonstrate understanding when talking with others about what they have read.
  • ELG skills Reception Read simple sentences.
  • ELG skills Reception Understand simple sentences.

Summer 2

Children's Topic Choice

  • Commands, instructions, signs.

Writing

Autumn 1 Activities:

Practise writing their own name.

Practise using the correct pencil grip.

Strengthening finger and hand muscles through fine motor skills games, e.g. tweezers, threading, peg boards, play dough.

Exploring a range of mark making resources such as brushes, sticks, chalk, finger paints, water, crayons, pencils.

  • 30-50 months Reception Sometimes gives meaning to marks as they draw and paint.
  • 40-60+ months Reception Attempts to write short sentences in meaningful contexts.
  • E. L. Goal Writing Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
  • ELG skills Reception Write simple sentences which can be read.
  • Exceeding ELG Reception Spell phonically regular words of more than 1 syllable as well as many irregular but high frequency words.

Autumn 2

  • Name writing.
  • Story scribing.
  • lists and letters, e.g. to Santa.

Spring 1

  • Name writing
  • Communication-variety of ways-letters, email etc

Spring 2

  • 30-50 months Reception Sometimes gives meaning to marks as they draw and paint.
  • 40-60+ months Reception Writes own name and other things such as labels, captions.
  • Exceeding ELG Reception Use key features of narrative in their own writing.

Summer 1

  • 30-50 months Reception Sometimes gives meaning to marks as they draw and paint.
  • 40-60+ months Reception Attempts to write short sentences in meaningful contexts.
  • 40-60+ months Reception Writes own name and other things such as labels, captions.
  • E. L. Goal Writing Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
  • Exceeding ELG Reception Use key features of narrative in their own writing.
  • Exceeding ELG Reception Spell phonically regular words of more than 1 syllable as well as many irregular but high frequency words.
  • ELG skills Reception Write simple sentences which can be read.
  • ELG skills Reception Spell some words correctly.


Summer 2

Children's Topic Choice

  • Stories.
  • Spellings.