Literacy

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Term/ Theme  

Texts  

Children In Nursery  

Children in Reception  

Activities  

  

Autumn 1 – All About Me  

  

Reading Words 

Understanding texts 

 

Handwriting 

Sentence Writing 

Sharing with others 

Harry and his bucketful of dinosaurs. 

Funny Bones 

Peace At Last 

Autumn non-fiction texts. (Write Stuff) 

Ruby’s Worry (Write Stuff) 

 

 Understand the five key concepts about print: - print has meaning - print can have different purposes - we read English text from left to right and from top to bottom - the names of the different parts of a book - page sequencing • Develop their phonological awareness, so that they can: - spot and suggest rhymes - count or clap syllables in a word - recognise words with the same initial sound, such as money and mother  

 

Read individual letters by saying the sounds for them.  s a t I p n m d g  g o c k ck e u r h f b   

Blend sounds into words, so that they can read short words made up of known letter-sound correspondences. 

Read a few common exception words matched to the school’s phonic programme. The no go I into to.  

Form lower-case and capital letters correctly.  Spell words by identifying the sounds and then writing the sound with letter/s.  

Early Years Continuous provision including Alphabet songs and games. 

Magnetic, wooden  letters 

Initial sound sorting  

Rhythm and Rhymes Percussion Voice sounds Sound discrimination Alliteration Oral segmenting and blending.  

Mark making in sensory trays 

Reading for Pleasure  

Handwriting with an adult. 

Letter families 

Reception  

Write stuff 

Shared/Guided Reading  

 

 

 

Autumn 2 – Celebrations  

 

Chris Quigley  

Reading Words 

Understanding texts 

 

Handwriting 

Sentence Writing 

Sharing with others 

The Write Stuff texts. 

Poppies  

Diwali  

Laura’s Star  

Understand the five key concepts about print: - print has meaning - print can have different purposes - we read English text from left to right and from top to bottom - the names of the different parts of a book - page sequencing • Develop their phonological awareness, so that they can: - spot and suggest rhymes - count or clap syllables in a word - recognise words with the same initial sound, such as money and mother  

 

 Read individual letters by saying the sounds for them.  ck e u r h f b  ff ll ss  

Blend sounds into words, so that they can read short words made up of known letter-sound correspondences.  Introduce decoding two syllable words. 

Read a few common exception words matched to the school’s phonic programme. The no go I into to• he she we me be 

Read simple phrases and sentences made up of words with known letter–sound correspondences and, where necessary, a few exception words. • Re-read these books to build up their confidence in word reading, their fluency and their understanding and enjoyment. 

• Write short sentences with words with known letter-sound correspondences using a capital letter and full stop. • Re-read what they have written to check that it makes sense. 

Early Years Continuous provision including Alphabet songs and games. 

Magnetic, wooden  letters 

Initial sound sorting  

Rhythm and Rhymes Percussion Voice sounds Sound discrimination Alliteration Oral segmenting and blending.  

Mark making in sensory trays 

Reading for Pleasure  

Handwriting with an adult. 

Letter families 

Mark making in Christmas cards 

Reception  

Write stuff 

Shared/Guided Reading  

Writing words and captions phase 2 based upon topic and texts. 

 

Spring 1 –  

New Year 

Be healthy and Safe  

  

Chris Quigley  

Reading Words 

Understanding texts 

 

Handwriting 

Sentence Writing 

Sharing with others  

The Write Stuff 

Luna New Year  

Handa’s Surprise/ Oliver’s Vegetable –  

• Understand the five key concepts about print: - print has meaning - print can have different purposes - we read English text from left to right and from top to bottom - the names of the different parts of a book - page sequencing • Develop their phonological awareness, so that they can: - spot and suggest rhymes - count or clap syllables in a word - recognise words with the same initial sound, such as money and mother  

 

Read some letter groups that each represent one sound and say sounds for them. j v w x y z zz qu•  

Blend sounds into words, so that they can read short words made up of known letter-sound correspondences.  Introduce decoding two syllable words. 

Read a few common exception words matched to the school’s phonic programme. He she we me be was her they all are they you my 

Read simple phrases and sentences made up of words with known letter–sound correspondences and, where necessary, a few exception words. • Re-read these books to build up their confidence in word reading, their fluency and their understanding and enjoyment. 

• Write short sentences with words with known letter-sound correspondences using a capital letter and full stop. • Re-read what they have written to check that it makes sense. 

Early Years Continuous provision including Alphabet songs and games. 

Magnetic, wooden  letters 

Initial sound sorting  

Rhythm and Rhymes Percussion Voice sounds Sound discrimination Alliteration Oral segmenting and blending.  

Mark making in sensory trays 

Reading for Pleasure  

Handwriting with an adult. 

Letter families 

Mark making in Easter cards 

Reception  

Write stuff 

Shared/Guided Reading  

Writing words and captions phase 2 based upon topic and texts. 

 

 

Spring 2 – Growth and Change  

Easter 

 

Reading Words 

Understanding texts 

 

Handwriting 

Sentence Writing 

Sharing with others 

The Write Stuff 

The very Hungry Caterpillar  

Jack and the Jellybean 

 Rosie’s Walk 

• Understand the five key concepts about print: - print has meaning - print can have different purposes - we read English text from left to right and from top to bottom - the names of the different parts of a book - page sequencing • Develop their phonological awareness, so that they can: - spot and suggest rhymes - count or clap syllables in a word - recognise words with the same initial sound, such as money and mother  

 

Read some letter groups that each represent one sound and say sounds for th  ch sh th ng ai ee igh oa oo  

Blend sounds into words, so that they can read short words made up of known letter-sound correspondences.  Introduce decoding two syllable words. 

Read a few common exception words matched to the school’s phonic programme. He she we me be was her they all are they you my 

• Write short sentences with words with known letter-sound correspondences using a capital letter and full stop. • Re-read what they have written to check that it makes sense. 

Alphabet songs and games. 

Magnetic, wooden  letters 

Initial sound sorting  

Rhythm and Rhymes Percussion Voice sounds Sound discrimination Alliteration Oral segmenting and blending.  

Mark making in sensory trays 

Reading for Pleasure  

Handwriting with an adult. 

Letter families 

Mark making in Easter cards 

Reception  

Write stuff 

Shared/Guided Reading  

Writing words and captions phase 3/4 based upon topic and texts. 

 

Summer 1 – The Wider World  

 

Chris Quigley  

Reading Words 

Understanding texts 

 

Handwriting 

Sentence Writing 

Sharing with others 

Bear Hunt  

How to catch a Star  

Katie’s Sunflowers 

• Use some of their print and letter knowledge in their early writing. For example: writing a pretend shopping list that starts at the top of the page; writing ‘m’ for mummy. • Write some or all of their name. • Write some letters accurately 

 

Read some letter groups that each represent one sound and say sounds fo 

ar , ur, oi, ow, ear air or 

wh, ph, ay, a-e, a e-e ie ea  

Read common exception words matched to the school’s phonic programme. Some, one, said, come, do, so, were, when, have, there, out, like, little, what. 

 

Comprehension Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary.  Anticipate (where appropriate) key events in stories. 

 Use and understand recently introduced vocabulary during discussions about stories, non-fiction, rhymes and poems and during role play. 

 Word Reading  

Say a sound for each letter in the alphabet and at least 10 digraphs.  

Read words consistent with their phonic knowledge by sound-blending.  

Read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words.  

Writing  

Write recognisable letters, most of which are correctly formed.  

Spell words by identifying sounds in them and representing the sounds with a letter or letters.  Write simple phrases and sentences that can be read by others. 

Alphabet songs and games. 

Magnetic, wooden  letters 

Initial sound sorting  

Rhythm and Rhymes Percussion Voice sounds Sound discrimination Alliteration Oral segmenting and blending.  

Mark making in sensory trays 

Reading for Pleasure  

Handwriting with an adult. 

Letter families 

Mark making in Easter cards 

Reception  

Write stuff 

Shared/Guided Reading  

Writing words and captions phase 4 based upon topic and texts. 

 

Summer 2 – Moving on  

 

Reading Words 

Understanding texts 

 

Handwriting 

Sentence Writing 

Sharing with others 

Rainbow Fish  

Snail and the Whale  

What will we build? 

Use some of their print and letter knowledge in their early writing. For example: writing a pretend shopping list that starts at the top of the page; writing ‘m’ for mummy. Write some or all of their name. Write some letters accurately. 

 

Alphabet songs and games. 

Magnetic, wooden  letters 

Initial sound sorting  

Rhythm and Rhymes Percussion Voice sounds Sound discrimination Alliteration Oral segmenting and blending.  

Mark making in sensory trays 

Reading for Pleasure  

Handwriting with an adult. 

Letter families 

Mark making in Easter cards 

Reception  

Write stuff 

Shared/Guided Reading  

Writing words captions and sentences phase 5 based upon topic and texts.