Literacy Medium Plan: Reception Autumn 1st

Word level
Phonics, spelling & vocabulary / Sentence level
Grammar and punctuation / Text level
Comprehension and composition / Range/ Anthologies
Continuous Work / Continuous Work / Continuous Work
Use Code-Breakers daily
To hear and say initial and final sounds in words, and short vowel sounds within words; (YR FC p60)
To link sounds to letters, naming and sounding the letters of the alphabet; (YR FC p60)
To use their phonic knowledge to write simple regular words and make plausible attempts at more complex words; (YR FC p60)
To explore and experiment with sounds, words and texts. (YR FC p62)
To use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed. (YR FC p66)
To understand and be able to rhyme through: recognising, exploring and working with rhyming patterns, e.g. learning nursery rhymes; (YR W1a) / To write their own names and other things such as labels and captions and begin to form simple sentences, sometimes using punctuation; (YR FC p64)
To expect written text to make sense and to check for sense if it does not; (YR S1)
To use awareness of the grammar of a sentence to predict words during shared reading and when re-reading familiar stories; (YR S2)
To understand that words are ordered left to right and need to be read that way to make sense; (YR S3)
To know that print carries meaning and, in English, is read from left to right and top to bottom. (YR FC p62) / To make simple picture storybooks with sentences, modelling them on basic text conventions, e.g. cover, author’s name, title, layout; (Y1 T11)
To write their own names and other things such as labels and captions and begin to form simple sentences, sometimes using punctuation; (YR FC p64)
To re-read frequently a variety of familiar texts, e.g. big books, story books, taped stories with texts, poems, information books, wall stories, captions, own and other children’s writing; (YR T6)
To read a range of familiar and common words and simple sentences independently; (YR FC p62)
Through shared reading: to recognise printed and handwritten words in a variety of settings, e.g. stories, notes, registers, labels, signs, notices, letters, forms, lists, directions, advertisements, newspapers; (YR T1a)
Through shared reading: that words can be written down to be read again for a wide range of purposes; (YR T1b)
Through shared reading: to understand and use correctly terms about books and print: book, cover, beginning, end, page, line, word, letter, title; (YR T1c)
Through shared reading: to track the text in the right order, page by page, left to right, top to bottom; pointing while reading/telling a story, and making one-to-one correspondences between written and spoken words; (YR T1d) / Fiction and poetry: a wide variety of traditional, nursery and modern rhymes, chants, action verses, poetry and stories with predictable structures and patterned language. Non-fiction: simple non-fiction texts, including recounts.
The Works
Published by Macmillan
0330481045
Speaking and Listening
Interact with others, negotiating plans and activities and taking turns in conversation. FC p48
Use talk to organise, sequence and clarify thinking, ideas, feelings and events. FC p58
Sustain attentive listening, responding to what they have heard by relevant comments, questions or actions. FC p50
Use language to imagine and recreate roles and experiences. FC p58
Enjoy listening to and using spoken and written language, and readily turn to it in their play and learning. FC p50
Speak clearly and audibly with confidence and control and show awareness of the listener, for example by their use of conventions such as greetings, 'please' and 'thank you'. FC p54
Listen with enjoyment, and respond to stories, songs and other music, rhymes and poems and make up their own stories, songs, rhymes and poems. FC p50
Extend their vocabulary, exploring the meanings and sounds of new words. FC p52
Explore and experiment with sounds, words and texts. FC p62
Word level
Phonics, spelling & vocabulary / Sentence level
Grammar and punctuation / Text level
Comprehension and composition / Text/Poems
Blocked Work / Blocked Work / Blocked Work
Wk A: Non-fiction: Names and labels
Use Code-Breakers daily
To read and write own name and explore other words related to the spelling of own name; (YR W8)
To hear and say initial and final sounds in words, and short vowel sounds within words; (YR FC p60)
To use knowledge of grapheme/phoneme correspondences through: hearing and identifying initial sounds in words; (YR W2a)
To read on sight a range of familiar words, e.g. children’s names, captions, labels, and words from favourite books; (YR W5)
To use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed. (YR FC p66) / To know that print carries meaning and, in English, is read from left to right and top to bottom. (YR FC p62)
To use a capital letter for the start of own name. (YR S4)
To understand that words are ordered left to right and need to be read that way to make sense; (YR S3)
To explore and experiment with sounds, words and texts. (YR FC p62) / To write their own names and other things such as labels and captions and begin to form simple sentences, sometimes using punctuation; (YR FC p64)
Through shared reading: to recognise printed and handwritten words in a variety of settings, e.g. stories, notes, registers, labels, signs, notices, letters, forms, lists, directions, advertisements, newspapers; (YR T1a)
To develop understanding of print through shared writing: to understand that writing can be used for a range of purposes, e.g. to send messages, record, inform, tell stories; (YR T11a)
Composition through guided and independent writing: to experiment with writing in a variety of play, exploratory and role-play situations; (YR T12a)
Composition through guided and independent writing: to write their own names; (YR T12b)
Composition through guided and independent writing: to write labels or captions for pictures and drawings; (YR T12c)
To use writing to communicate in a variety of ways, incorporating it into play and everyday classroom life, e.g. recounting their own experiences, lists, signs, directions, menus, labels, greeting cards, letters. (YR T15)
To attempt writing for different purposes, using features of different forms such as lists, stories and instructions; (YR FC p64)
To explore and experiment with sounds, words and texts. (YR FC p62)
Wk E: Fiction: The Flying Baby (Animated Tale)/ Non-fiction: babies
Ask children to bring in photographs of themselves as babies to make their own Flying Baby books.
Use Code-Breakers daily
To explore and experiment with sounds, words and texts. (YR FC p62)
To read on sight a range of familiar words, e.g. children’s names, captions, labels, and words from favourite books; (YR W5)
To read a range of familiar and common words and simple sentences independently; (YR FC p62) / To know that words are ordered left to right and understand that in writing lists, we may make a vertical order; (YR S3 (adapted)) / To understand how story book language works and to use some formal elements when re-telling stories, e.g. ‘Once there was ...’, ‘She lived in a little ...’, ‘he replied ...’. (YR T5)
To retell narratives in the correct sequence, drawing on language patterns of stories (YR FC p62)
To 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. (YR FC p62)
Composition through guided and independent writing: to experiment with writing in a variety of play, exploratory and role-play situations; (YR T12a)
To attempt writing for different purposes, using features of different forms such as lists, stories and instructions; (YR FC p64)
To explore and experiment with sounds, words and texts. (YR FC p62) / Poster Book
The Flying Baby
Animated Tale
The Flying Baby exe
The Flying Baby swf
A selection of baby catalogues
Word level
Phonics, spelling & vocabulary / Sentence level
Grammar and punctuation / Text level
Comprehension and composition / Text/Poems
Blocked Work / Blocked Work / Blocked Work
Wk J: Poetry: The Rainbow Book of Nursery Rhymes
Use Code-Breakers daily
To hear and say initial and final sounds in words, and short vowel sounds within words; (YR FC p60)
To understand and be able to rhyme through: recognising, exploring and working with rhyming patterns, e.g. learning nursery rhymes; (YR W1a)
To understand and be able to rhyme through:extending these patterns by analogy, generating new and invented words in speech and spelling; (YR W1b)
Use phonic knowledge to write new rhyming/ descriptive/ alliterative words (YR FC p60 adapted)
To use alphabetic and phonic knowledge through: understanding alphabetical order through alphabet books, rhymes, and songs; (YR W3c) / To explore and experiment with sounds, words and texts. (YR FC p62)
To link sounds to letters, naming and sounding the letters of the alphabet. (YR FC p60)
To understand that words are ordered left to right and need to be read that way to make sense; (YR S3)
To know that print carries meaning and, in English, is read from left to right and top to bottom. (YR FC p62) / To locate and read significant parts of the text, e.g. picture captions, names of key characters, rhymes and chants, e.g. “I’m a troll...”, “You can’t catch me I’m the Gingerbread Man...”, speech-bubbles, italicised, enlarged words; (YR T8)
To re-read and recite stories and rhymes with predictable and repeated patterns and experiment with similar rhyming patterns; (YR T10)
To develop understanding of print through shared writing: to understand how letters are formed and used to spell words; (YR T11e)
To understand of print through shared writing: to apply knowledge of letter/sound correspondences in helping the teacher to scribe, and re-reading what the class has written; (YR T11f)
To explore and experiment with sounds, words and texts. (YR FC p62)
To attempt writing for different purposes, using features of different forms such as lists, stories and instructions; (YR FC p64)
To use language to imagine and recreate roles and experiences. (YR FC p58)
To retell narratives in the correct sequence, drawing on language patterns of stories (YR FC p62)
To re-read frequently a variety of familiar texts, e.g. big books, story books, taped stories with texts, poems, information books, wall stories, captions, own and other children’s writing; (YR T6)
To use experience of stories, poems and simple recounts as a basis for independent writing, e.g. re-telling, substitution, extension, and through shared composition with adults; (YR T14)
To think about and discuss what they intend to write, ahead of writing it; (YR T13)
To listen with enjoyment and respond to stories, songs and other music, rhymes and poems and make up their own stories, rhymes and poems; (YR FC p50)
To interact with others, negotiating plans and activities and taking turns in conversation. (YR FC p48) / Texts:
The Rainbow Book of Nursery Rhymes
by Sam Childs
(Random House, 0091769361)
Wk F: Fiction: The Elephant and the Bad Baby (Vipont & Briggs)
Use Code-Breakers daily
To make collections of personal interest or significant words and words linked to particular topics; (YR W11)
To write letters using the correct sequence of movements. (YR W14)
To use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed. (YR FC p66)
To read a range of familiar and common words and simple sentences independently; (YR FC p62) / To use awareness of the grammar of a sentence to decipher new or unfamiliar words, e.g. predict text from the grammar, read on, leave a gap and re-read; (Y1 S2)
To explore and experiment with sounds, words and texts. (YR FC p62) / To listen with enjoyment and respond to stories, songs and other music, rhymes and poems and make up their own stories, rhymes and poems; (YR FC p50)
To 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. (YR FC p62)
To attempt writing for different purposes, using features of different forms such as lists, stories and instructions; (YR FC p64)
To use knowledge of familiar texts to re-enact or re-tell to others, recounting the main points in correct sequence; (YR T7)
To locate and read significant parts of the text, e.g. picture captions, names of key characters, rhymes and chants, e.g. “I’m a troll...”, “You can’t catch me I’m the Gingerbread Man...”, speech-bubbles, italicised, enlarged words; (YR T8)
To re-read and recite stories and rhymes with predictable and repeated patterns and experiment with similar rhyming patterns; (YR T10)
Composition through guided and independent writing: to experiment with writing in a variety of play, exploratory and role-play situations; (YR T12a)
To use writing to communicate in a variety of ways, incorporating it into play and everyday classroom life, e.g. recounting their own experiences, lists, signs, directions, menus, labels, greeting cards, letters. (YR T15)
To retell narratives in the correct sequence, drawing on language patterns of stories (YR FC p62)
To sustain attentive listening, responding to what they have heard by relevant comments, questions or actions; (YR FC p50) / Texts:
The Elephant and the Big Bad Baby
by E Vipont/ R Briggs
(Puffin, 0140500480)
Rhyme
An Elephant
Word level
Phonics, spelling & vocabulary / Sentence level
Grammar and punctuation / Text level
Comprehension and composition / Text/Poems
Blocked Work / Blocked Work / Blocked Work
Wk B: Fiction: The Rainbow Fish (Marcus Pfister)
Use Code-Breakers daily
To hear and say initial and final sounds in words, and short vowel sounds within words; (YR FC p60)
To read on sight a range of familiar words, e.g. children’s names, captions, labels, and words from favourite books; (YR W5)
To use knowledge of grapheme/phoneme correspondences through: reading letter(s) that represent(s) the sound(s): a-z, ch, sh, th; (YR W2b)
To use knowledge of grapheme/phoneme correspondences through: hearing and identifying initial sounds in words; (YR W2a)
To use knowledge of grapheme/phoneme correspondences through: identifying and writing initial and dominant phonemes in spoken words; (YR W2d)
To use alphabetic and phonic knowledge through: sounding and naming each letter of the alphabet in lower and upper case; (YR W3a)
To link sound and spelling patterns by: identifying alliteration in known and new and invented words; (YR W4c)
To read a range of familiar and common words and simple sentences independently; (YR FC p62) / To use a capital letter for the start of own name. (YR S4)
To read a range of familiar common words and simple sentences independently; (YR FC p62)
To understand that words are ordered left to right and need to be read that way to make sense; (YR S3)
To know that print carries meaning and, in English, is read from left to right and top to bottom. (YR FC p62) / Through shared reading: to understand and use correctly terms about books and print: book, cover, beginning, end, page, line, word, letter, title; (YR T1c)
To 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. (YR FC p62)
To notice the difference between spoken and written forms through re-telling known stories; to compare ‘told’ versions with what the book ‘says’; (YR T4)
To use knowledge of familiar texts to re-enact or re-tell to others, recounting the main points in correct sequence; (YR T7)
To locate and read significant parts of the text, e.g. picture captions, names of key characters, rhymes and chants, e.g. “I’m a troll...”, “You can’t catch me I’m the Gingerbread Man...”, speech-bubbles, italicised, enlarged words; (YR T8) / Texts:
The Rainbow Fish
by Marcus Pfister
(North & South books, 3314213883)
Texts:
The Rainbow Fish
by Marcus Pfister
(North & South books, 3314213883)
Wk C: Non-fiction: Rainbow Fish and associated sea creatures
Use Code-Breakers daily
To extend their vocabulary, exploring the meanings and sounds of new words; (YR FC p52)
To make collections of personal interest or significant words and words linked to particular topics; (YR W11)
To learn new words from their reading and shared experiences; (YR W10) / To know that print carries meaning and, in English, is read from left to right and top to bottom. (YR FC p62)
To expect written text to make sense and to check for sense if it does not; (YR S1)
To understand that words are ordered left to right and need to be read that way to make sense; (YR S3) / To 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. (YR FC p62)
Composition through guided and independent writing: to write labels or captions for pictures and drawings; (YR T12c)
To locate and read significant parts of the text, e.g. picture captions, names of key characters, rhymes and chants, e.g. “I’m a troll...”, “You can’t catch me I’m the Gingerbread Man...”, speech-bubbles, italicised, enlarged words; (YR T8)
To develop understanding of print through shared writing: to understand that writing can be used for a range of purposes, e.g. to send messages, record, inform, tell stories; (YR T11a)
To attempt writing for different purposes, using features of different forms such as lists, stories and instructions; (YR FC p64) / Texts:
The Rainbow Fish
by Marcus Pfister
(North & South books, 3314213883)
A selection of non-fiction texts about fish and/or other sea creatures.
Texts:
The Rainbow Fish
by Marcus Pfister
(North & South books, 3314213883)
Word level
Phonics, spelling & vocabulary / Sentence level
Grammar and punctuation / Text level
Comprehension and composition / Text/Poems
Blocked Work / Blocked Work / Blocked Work
Wk D: Fiction: Bears in the night (Stan and Jan Berenstein)
Use Code-Breakers daily
To read on sight a range of familiar words, e.g. children’s names, captions, labels, and words from favourite books; (YR W5)
To extend their vocabulary, exploring the meanings and sounds of new words; (YR FC p52)
To learn new words from their reading and shared experiences; (YR W10) / To understand that words are ordered left to right and need to be read that way to make sense; (YR S3)
To explore and experiment with sounds, words and texts. (YR FC p62)
To know that print carries meaning and, in English, is read from left to right and top to bottom. (YR FC p62)
To be aware of grammatical entities; come to understand and use words using position, prepositions: (YR S2 (adapted)) / To use knowledge of familiar texts to re-enact or re-tell to others, recounting the main points in correct sequence; (YR T7)
To use experience of stories, poems and simple recounts as a basis for independent writing, e.g. re-telling, substitution, extension, and through shared composition with adults; (YR T14)