Literacy Curriculum Scheme 2020-21

Autumn A – Reading in the Environment [Phonics | Writing]

Sensory Experience

Intentional

Skill Development

Functional Skills

Applied Skills

Experience a range of objects and sensory experiences relating to stories e.g. bag books
Stills and/or looks towards a sound source
Experience an increasing range of environmental sounds
Experiences, engagement and practice in early mark-making are essential in the development of writing. A wide range of activities is needed to support the development of physical literacy; including sensory experiences and both fine and gross motor skills. For example – dry and wet sensory trays, manipulating an array of materials in a variety of ways such as scrunching, poking, tearing, squeezing, sprinkling etc. with opportunities for tool use also. Gross motor activities such as rolling, climbing, balancing etc with a focus on core strength.

Demonstrate interest in a selection of reading material through exploration and may develop preferences for example going back to the same book, magazine or catalogue.
Use objects functionally
Match picture to picture
With support begin to respond to sound cues e.g. stop/go activities
Use tools to make and observe experimental marks with developing levels of control:
Finger paint
Egg Crayons (whole handhold)

Handle books appropriately, turn pages singly and indicate towards/name different parts of a book
Demonstrate understanding that print can have different purposes
Show recognition and discrimination of pictures, photos, symbols, logos (for making choices, recognising objects in books or the environment, following a photographic or symbol schedule/ visual timetable)
Match words to words
Recognise and copy initial sounds in familiar words e.g. children’s names
Use finer detailed tools to make and observe controlled marks, building on apparatus shown in the ‘Intentional’ column. Incorporate the following apparatus in mark-making opportunities across all terms:
Standard sized pencils and crayons
Biro pens
Thin tipped felt pens
Thin ‘artists’ paintbrushes.

Demonstrate an interest in print in the environment
Sight vocabulary of printed words used on a daily basis is beginning to develop
Match a known single printed word to a photograph or picture
Identify the majority of letters by the sound they make
Trace over solid lines of varying lengths and direction
Draw straight and curved lines to join two pictures together
Make marks on their picture to stand for their name

Purposefully select reading material as an activity to be undertaken
Know the difference between a letter, a word, a numeral
Add a printed word (noun/verb) to a short sentence in order to label a picture/photo
Sound out and ‘read’ words blending two or three known graphemes
Begin to ‘write’ for a purpose e.g. greeting cards, shopping lists, class register during roleplay
Produce random familiar letters across a page

Autumn B – Reading for Pleasure – Interest-Based [Phonics \| Writing]
Sensory Experience	Intentional	Skill Development	Functional Skills	Applied Skills
Experience a range of objects and sensory experiences relating to stories utilising all senses e.g. story sacks Listen to and show interest in play with sounds, songs, rhymes and stories Experience and may respond to an increasing range of instrumental sounds See Autumn A	Develop preferences and make deliberate choices Respond/react and willingly share a book with an adult Match sounds to relevant objects or pictures Use tools to make and observe experimental marks with developing levels of control: Chunky chalk Sponge foam brushes	Look at a self-chosen book for short periods Attach meaning with increased accuracy to a range of symbols/timetable words used throughout the school day Begin to develop a sight vocabulary Recognise and copy initial sounds in a range of everyday words e.g. days of the week, class timetable, favourite toy/ character See Autumn A	Bring a book to an adult to be read and demonstrate interest and enjoyment of the content Recognise some familiar words of personal interest in the environment, initial letter or whole word e.g. names of peers, shops, activities, topic words Sort objects /pictures into sets of contrasting initial sounds Trace over simple shapes Make scattered marks on a page, moving towards producing own ‘writing’ horizontally across a page, beginning to attach some meaning to this	Purposefully select reading material from a wide range Identify aspects liked and disliked as a response to the familiar text Use knowledge of a story to assist in decoding the text Read a short sentence, a minimum of two keywords and match to an appropriate picture Use knowledge of letter sounds to attempt building up a range of simple words to include nonsense words Accurately write the letters of their name scattered across a page to transmit a message Use phonetic knowledge to make plausible attempts at words

Spring A – Reading to Obtain Information [Phonics \| Writing]
Sensory Experience	Intentional	Skill Development	Functional Skills	Applied Skills
Explore tactile books, board books, sound button books, photo albums with adult support Imitate babble sounds and/or use sounds during play See Autumn A	Demonstrate understanding of anticipation by turning over a page and/or ‘lift the flap’ in books Make attempts to find a specific familiar book, magazine or catalogue Begin to show some interest in printed material Begin to repeat elements of repetitive phrases within known songs, rhymes and short stories Use tools to make and observe experimental marks with developing levels of control: Paint and sand scrapers Paint rollers	Recognise that pictures tell a story Identify the difference between pictures and print Sight vocabulary begins to include some Common Exception Words Anticipate key events and join in with repetitive phrases in rhymes and stories See Autumn A	Demonstrate enjoyment of a range of reading material to include non-fiction Turn pages in order to locate a familiar character or object in a book Look at pictures/simple text to find answers to basic questions Sight vocab Increases to include words relating to class topics and themes. Begin to recognise and repeat some consonant digraphs e.g. sh, ch, th Trace over complex outlines e.g. teddy, flower, train Draw over dotted shapes and patterns	Offer ideas of what a book might be about from the title, blurb and front cover Using preferred means of communication ask basic questions in order to gain more information about a text Read a range of Common Exception Words within short sentences Incorporate a known digraph as simple words are segmented and blended e.g. sh o p; f i sh Identify final sounds in familiar words e.g. say/show the last sound in ‘milk’ Sequence sentences to form a short narrative. Begin to spell short words accurately.

Spring B – Reading Through Rhymes [Phonics \| Writing]
Sensory Experience	Intentional	Skill Development	Functional Skills	Applied Skills
Experience rhythm and rhyme through familiar nursery songs Join in with physical actions in response to a regular beat e.g. clap, stamp, jump or other movement See Autumn A	Choose a song/rhyme by selecting an appropriate object/picture/symbol Using preferred means of communication label what can be seen on a page Repeat alternating sound patterns and short strings of alliteration Use tools experimentally and with developing levels of control: Easy-grip paintbrush Paint dabbers	Turn pages singly to locate a named picture Identify a known printed word when incorporated in a line of text Fill in missing words in familiar rhymes, songs and stories Show interest in and regularly imitate simple rhyme and alliteration during wordplay activities See Autumn A	Demonstrate enjoyment of a wider range of reading material to include rhymes and poems Able to follow text left to right Make attempts to tap out the syllables of familiar words e.g. names of peers Sing songs and say rhymes independently e.g. sing whilst playing Grasp writing tools with an improved tripod grasp and use with increasingly good control Continue pre-writing patterns that involve changing direction e.g. zigzag and step patterns	Read words, rhyming strings, phrases and short sentences without overt sounding and blending Predict what happens next in an unfamiliar storey or rhyme (picture clues to support this) Identify rhyming words in stories/poems and match a second picture to a given rhyming word Recognition of rhyme – the odd one out e.g. pear, pot, chair Incorporate spacing between written words Contribute ideas to shared writing tasks e.g. story endings

Summer A – Traditional Tales [Phonics \| Writing]
Sensory Experience	Intentional	Skill Development	Functional Skills	Applied Skills
Experience and respond to repeated phrases within stories Experiment with vocal sounds Imitate a range of sounds whilst interacting with others See Autumn A	Select appropriate props featured within a familiar story from a selection Regularly repeat predictable phrases or refrains Use tools to make and observe experimental marks with developing levels of control: Paint stampers with a large grip Chunky crayons requiring little pressure (eg Stabilo Woody)	Develop play around favourite stories using props Demonstrate increased attention and listening skills as familiar stories are shared Make attempts to alter own voice in response to familiar characters e.g. daddy bear See Autumn A Trace over upper and lower-case letters	Identify and recall main characters and locations within a story Begin to recognise vowel sound digraphs Identify middle sounds in familiar words e.g. say/show the vowel sound in ‘cat’ Correspond upper/lower case letters Demonstrate improved formation of graphemes to match a given phoneme	Share ideas based on known events within a story Use the structure of a story in order to retell in words, pictures, role play Use knowledge of phonics to read aloud without overtly sounding and blending Use capital letters for names, places, days of the week and the personal pronoun I Compose short sentences orally before attempting to write them

Summer B – My Favourite (Book/Author) [Phonics \| Writing]
Sensory Experience	Intentional	Skill Development	Functional Skills	Applied Skills
Begin to provide a consistent response to familiar rhymes, songs and stories Consistently imitate a wide range of oral/body percussion sounds See Autumn A	Demonstrate a distinct preference for specific books, magazines and/or other reading material Join in with predictable phrases or refrains Use tools to make and observe experimental marks with developing levels of control: Large ‘flip chart’ felt pens Chunky/decorating paint brushes	Know that information can be retrieved from books and computers Identify a word that rhymes with another e.g. car (star) pictures to support Explore words that begin with specific sounds See Autumn A	Communicate likes and dislikes in respect of chosen reading material Begin to recognise trigraphs e.g. ear, air, igh, ure within words Draw a picture to accompany writing produced by an adult Trace over own name with increasing accuracy Begin to copy write lower case and capital letters forming these correctly	Engage in extended conversations about stories, learning new vocabulary Re-read books to build up confidence in word reading, fluency, understanding and enjoyment Make phonetically plausible attempts to spell unfamiliar words Write a simple caption/label to accompany a picture or photograph Begin to use some punctuation e.g. capital letter, full stop, question mark. Re-read what they have written to check it makes sense

Literacy Curriculum Scheme 2020-21

National Curriculum requirements in reading at YR1:

Word reading

apply phonic knowledge and skills as the route to decode words
respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes
read accurately by blending sounds in unfamiliar words containing GPCs that have been taught
read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings
read other words of more than one syllable that contain taught GPCs
read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s)
read aloud accurately books that are consistent with their developing phonic knowledge and that do not require them to use other strategies to work out words
re-read these books to build up their fluency and confidence in word reading.

Comprehension

develop pleasure in reading, motivation to read, vocabulary and understanding by:
- listening to and discussing a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently
- being encouraged to link what they read or hear read to their own experiences
- becoming very familiar with key stories, fairy stories and traditional tales, retelling them and considering their particular characteristics
- recognising and joining in with predictable phrases
- learning to appreciate rhymes and poems, and to recite some by heart
- discussing word meanings, linking new meanings to those already known
understand both the books they can already read accurately and fluently and those they listen to by:
- drawing on what they already know or on background information and vocabulary provided by the teacher
- checking that the text makes sense to them as they read and correcting inaccurate reading
- discussing the significance of the title and events
- making inferences on the basis of what is being said and done
- predicting what might happen on the basis of what has been read so far
participate in discussion about what is read to them, taking turns and listening to what others say
explain clearly their understanding of what is read to them.

National Curriculum requirements in writing at YR1:

Writing – transcription

Spell:
- words containing each of the 40+ phonemes already taught
- common exception words
- the days of the week
Name the letters of the alphabet:
- naming the letters of the alphabet in order
- using letter names to distinguish between alternative spellings of the same sound
Add prefixes and suffixes:
- using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs
- using the prefix un–
- using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, quicker, quickest]
Apply simple spelling rules and guidance, as listed in Appendix 1 of the National Curriculum
Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.

Handwriting

sit correctly at a table, holding a pencil comfortably and correctly
begin to form lower-case letters in the correct direction, starting and finishing in the right place
form capital letters
form digits 0-9
understand which letters belong to which handwriting ‘families’ (i.e. letters that are formed in similar ways) and practise these.

Writing – composition

write sentences by:
- saying out loud what they are going to write about
- composing a sentence orally before writing it
- sequencing sentences to form short narratives
- re-reading what they have written to check that it makes sense
discuss what they have written with the teacher or other pupils
read aloud their writing clearly enough to be heard by their peers and the teacher.

Vocabulary, grammar, punctuation

Develop their understanding of the concepts set out in Appendix 2 of the National Curriculum by:
- leaving spaces between words
- joining words and joining clauses using and
- beginning to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark
- using a capital letter for names of people, places, the days of the week, and the personal pronoun ‘I’
- learning the grammar for year 1 in English Appendix 2
Use the grammatical terminology in English Appendix 2 in discussing their writing.

By the end of Key Stage One in ‘Word Reading’ pupils should be able to:

Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent
Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes
Read accurately words of two or more syllables that contain the same graphemes as above
Read words containing common suffixes
Read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word
Read most words quickly and accurately, without overt sounding and blending, when they have been frequently encountered
Read aloud books closely matched to their improving phonic knowledge, sounding out unfamiliar words accurately, automatically and without undue hesitation
Re-read these books to build up their fluency and confidence in word reading

By the end of Key Stage One in ‘Comprehension’ pupils should be able to:

Develop pleasure in reading, motivation to read, vocabulary and understanding by:
- Listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently
- Discussing the sequence of events in books and how items of information are related
- Becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales
- Being introduced to non-fiction books that are structured in different ways
- Recognising simple recurring literary language in stories and poetry
- Discussing and clarifying the meanings of words, linking new meanings to known vocabulary
- Discussing their favourite words and phrases
- Continuing to build up a repertoire of poems learnt by heart, appreciating these and reciting some, with appropriate intonation to make the meaning clear
Understand both the books that they can already read accurately and fluently and those that they listen to by:
- Drawing on what they already know or on background information and vocabulary provided by the teacher
- Checking that the text makes sense to them as they read and correcting inaccurate reading
- Making inferences on the basis of what is being said and done
- Answering and asking questions
- Predicting what might happen on the basis of what has been read so far
Participate in discussion about books, poems and other works that are read to them and those that they can read for themselves, taking turns and listening to what others say
explain and discuss their understanding of books, poems and other material, both those that they listen to and those that they read for themselves.

By the end of Key Stage One in ‘Writing – transcription (spelling)’ pupils should be able to:

Spell by:
- Segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly
- Learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones
- Learning to spell common exception words
- Learning to spell more words with contracted forms
- Learning the possessive apostrophe (singular) [for example, the girl’s book]
- Distinguishing between homophones and near homophones
Add suffixes to spell longer words, including –ment, – ness, –ful, –less, –ly
Apply spelling rules and guidance, as listed in Appendix 1 of the National Curriculum
Write from memory simple sentences dictated by the teacher that include words using the GPCs, common exception words and punctuation taught so far.

By the end of Key Stage One in ‘Writing – transcription (handwriting)’ pupils should be able to:

Handwriting:
- Form lower-case letters of the correct size relative to one another
- Start using some of the diagonal and horizontal strokes needed to join letters and understand which letters, when adjacent to one another, are best left unjoined
- Write capital letters and digits of the correct size, orientation and relationship to one another and to lower case letters
- Use spacing between words that reflects the size of the letters

By the end of Key Stage One in ‘Writing – composition’ pupils should be able to:

Develop positive attitudes towards and stamina for writing by:
- Writing narratives about personal experiences and those of others (real and fictional)
- Writing about real events
- Writing poetry
- Writing for different purposes
Consider what they are going to write before beginning by:
- Planning or saying out loud what they are going to write about
- Writing down ideas and/or key words, including new vocabulary
- Encapsulating what they want to say, sentence by sentence
Make simple additions, revisions and corrections to their own writing by:
- Evaluating their writing with the teacher and other pupils
- Re-reading to check that their writing makes sense and that verbs to indicate time are used correctly and consistently, including verbs in the continuous form
- Proof-reading to check for errors in spelling, grammar and punctuation [for example, ends of sentences punctuated correctly]
Read aloud what they have written with appropriate intonation to make the meaning clear.

By the end of Key Stage One in ‘Writing Composition – (vocabulary, grammar, punctuation)’ pupils should be able to:

Develop their understanding of the concepts set out in Appendix 2 of the National Curriculum by:
- Learning how to use both familiar and new punctuation correctly (see English Appendix 2), including full stops, capital letters, exclamation marks, question marks, commas for lists and apostrophes for contracted forms and the possessive (singular)
Learn how to use:
- Sentences with different forms: statement, question, exclamation, command
- Expanded noun phrases to describe and specify [for example, the blue butterfly]
- The present and past tenses correctly and consistently including the progressive form
- Subordination (using when, if, that, or because) and coordination (using or, and, or but)
- The grammar for year 2 in English Appendix 2
- Some features of written Standard English
Use and understand the grammatical terminology in English Appendix 2 in discussing their writing.