| Term/ Theme | Texts | Children In Nursery | Children in Reception | Activities |
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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 |
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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. |
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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. |
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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. |
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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. |
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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. |
