Example Planning Guidance for Foundation Stage CLL
Please note:
- This example of planning draws from the ‘Development Matters’ section of the Early Years Foundation Stage (EYFS) and from the objectives in the primary framework for literacy.
- Objectives in italics have been added by Lancashire literacy consultants and leading teachers, drawing on their experience of teaching children in the Foundation Stage.
- This is a suggestion only. Practitioners MUST consider the needs of their classes and adjust objectives appropriately.
- It is assumed that the objectives for ‘Linking Sounds and Letters’ will be delivered for the most part through the discrete daily phonics section, which will be matched to the developing needs of the children.
Autumn 1st Half
Objective / Framework Strand / Overview / Related profile scale points
Language for Communication
- Use talk to gain attention and sometimes use action rather than talk to demonstrate or explain to others.
- Respond to simple instructions.
- Build up vocabulary that reflects the breadth of their experiences.
2 Listening and responding
7 Understanding and interpreting texts
- Begin to use more complex sentences.
Language for Thinking
- Talk activities through, reflecting on and modifying what they are doing.
3 Group discussion and interaction / 3
- Use talk to connect ideas, explain what is happening and anticipate what might happen next.
- Use talk, actions and objects to recall and relive past experiences.
Linking Sounds and Letters
- Enjoy rhyming and rhythmic activities. Phase 1.
- Show awareness of rhyme and alliteration. Phase 1.
- Recognise rhythm in spoken words. Phase 1.
Autumn 1st Half (continued)
Objective / Framework Strand / Overview / Related profile scale points
Reading
- Begin to be aware of the way stories are structured.
8 Engaging with and responding to texts / 14, 15 / 7, 5
- Suggest how the story might end.
8 Engaging with and responding to texts / 14, 15 / 7, 5
- Establish left to right movement, top to bottom.
- Know information can be relayed in the form of print.
8 Engaging with and responding to texts / 14 / 2
- Hold books the correct way up and turn pages.
- Understand the concept of a word.
7 Understanding and interpreting texts / 2
- Recognise the front and back cover.
- Recognise own first name.
Writing
- Ascribe meanings to marks that they see in different places.
- Attempt to write own name.
10 Text structure and punctuation
11 Sentence structure and punctuation / 16 / 4
- Sometimes give meaning to marks as they draw and paint.
10 Text structure and punctuation
11 Sentence structure and punctuation / 13 / 6
- Begin to develop an effective pencil grip.
Handwriting
- Use one-handed tools and equipment.
- Draw lines and circles using gross motor movements.
- Manipulate objects with increasing control.
Autumn 2nd Half
Objective / Framework Strand / Overview / Related profile scale points
Language for Communication
- Listen to stories with increasing attention and recall.
- Describe main story settings, events and principal characters.
7 Understanding and interpreting texts / 7 / 5
- Question why things happen and give explanations.
- Begin to use more complex sentences.
- Use a widening range of words to express or elaborate on ideas.
2 Listening responding
7 Understanding and interpreting texts / 2 / 2, 3, 5
- Have confidence to speak to others about their own wants and interests.
- Initiate conversation, attend to and take account of what others say.
- Use vocabulary and forms of speech that are increasingly influenced by their experience of books.
7 Understanding and interpreting texts / 1 / 5
Language for Thinking
- Talk activities through, reflecting on and modifying what they are doing.
3 Group discussion and interaction / 3
- Use talk to connect ideas, explain what is happening and anticipate what might happen next.
3 Group discussion and interaction
8 Engaging with and responding to texts / 6
- Use talk, actions and objects to recall and relive past experiences.
- Begin to use talk to pretend imaginary situations.
3 Group discussion and interaction
8 Engaging with and responding to texts / 8 / 5
Linking Sounds and Letters
- Continue a rhyming string. Phase 1/2.
12 Presentation / 2
- Hear and say the initial sound in words and know which letters represent some of the sounds. Phase 1/2.
12 Presentation / 9 / 4,5
- Show awareness of rhyme and alliteration. Phase 1/2.
12 Presentation / 2
- Recognise rhythm in spoken words. Phase 1/2.
12 Presentation
- Hear and say sounds in words in the order in which they occur. Phase 1/2.
12 Presentation / 9,10 / 6
- Use their phonic knowledge to read simple regular words.
12 Presentation / 12 / 7
- Attempt to read more complex words using phonics knowledge.
12 Presentation / 12 / 8
Autumn 2nd Half (continued)
Objective / Framework Strand / Overview / Related profile scale points
Reading
- Enjoy an increasing range of books.
8 Engaging with and responding to texts / 14, 15 / 7, 1
- Know that information can be retrieved from books and computers.
8 Engaging with and responding to texts / 14 / 8
- Begin to be aware of the way stories are structured.
8 Engaging with and responding to texts / 14, 15 / 7, 5
- Suggest how the story might end.
4 Drama
8 Engaging with and responding to texts / 14, 15 / 7, 5
- Understand the concept of a word.
- Recognise own first name.
- Recognise the front and back cover.
- Establish left to right movement, top to bottom.
- Understand that books / texts are created by writers.
8 Engaging with and responding to texts / 14, 15 / 7
Writing
- Begin to break the flow of speech into words.
11 Sentence structure and punctuation
- Use writing as a means of recording and communicating.
10 Text structure and organisation
11 Sentence structure and punctuation / 2
- Use a pencil and hold it effectively.
12 Presentation / 5
- Write own name with appropriate upper and lower case letters.
12 Presentation / 4
- Say what own writing says and means.
10 Text structure and organisation
11 Sentence structure and punctuation
- Try to write other things such as labels and captions.
Handwriting
- Begin to use anticlockwise movement and retrace vertical lines.
12 Presentation
- Begin to form recognisable letters.
12 Presentation / 5
Spring 1st Half
Objective / Framework Strand / Overview / Related profile scale points
Language for Communication
- Have confidence to speak to others.
- Initiate conversation, attend to and take account of what others say.
- Extend vocabulary, especially by grouping and naming.
- Begin to use vocabulary and forms of speech that are influenced by their experience of books.
- Begin to link statements and stick to a main theme or intention.
- Begin to develop a simple story, explanation or line of questioning.
- Use language for an increasing range of purposes.
- Use simple grammatical structures.
3 Group discussion and interaction
4 Drama
Language for Thinking
- Begin to use talk instead of action to rehearse, reorder and reflect on past experience, linking significant events from own experience and from stories.
3 Group discussion and interaction / 8 / 5,6
- Begin to make patterns in their experience through linking cause and effect, sequencing, ordering and grouping.
3 Group discussion and interaction / 7
- Use talk to pretend imaginary situations.
4 Drama
8 Engaging with and responding to texts / 8 / 5
Linking Sounds and Letters
- Continue a rhyming string. Phase 2/3.
- Hear and say the initial sound in words and know which letters represent some of the sounds. Phase 2/3.
- Hear and say sounds in words in the order in which they occur. Phase 2/3.
- Link sounds to letters, naming and sounding the letters of the alphabet. Phase 2/3.
- Use their phonic knowledge to read simple regular words.
- Attempts to read more complex words using phonic knowledge.
6 Word structure and spelling / 12 / 7
Spring 1st Half (continued)
Objective / Framework Strand / Overview / Related profile scale points
Reading
- Enjoy an increasing range of books.
8 Engaging with and responding to texts / 14, 15 / 7, 1
- Know that information can be retrieved from books and computers.
8 Engaging with and responding to texts / 14 / 8, 5
- Understand that books / texts are created by writers.
8 Engaging with and responding to texts / 14, 15 / 7
- Sequence a simple story or event.
3 Group discussion and interaction
7 Understanding and interpreting texts / 14, 15 / 7, 5
- Use gesture and action to act out a story, event or rhyme.
8 Engaging with and responding to texts / 15 / 7
- Make predictions based on illustrations, story content and title.
8 Engaging with and responding to texts / 14, 15 / 7, 1
Writing
- Begin to break the flow of speech into words.
9 Creating and shaping texts
11 Sentence structure and punctuation
- Use writing as a means of recording and communicating.
10 Text structure and communication
11 Sentence structure and punctuation / 13
- Can say what own writing says and means.
12 Presentation
- Can use a pencil and hold it effectively.
Handwriting
- Begin to use anticlockwise movement and retrace vertical lines.
- Begin to form recognisable letters.
- Show some control over size,, shape and orientation, in writing.
12 Presentation / 5
Spring 2nd Half
Objective / Framework Strand / Overview / Related profile scale points
Language for Communication
- Have confidence to speak to others.
- Initiate conversation, attend to and take account of what others say.
- Extend vocabulary, especially by grouping and naming.
- Begin to use vocabulary and forms of speech that are influenced by their experience of books.
2 Listening
7 Understanding and interpreting texts / 3 / 7
- Begin to link statements and stick to a main theme or intention.
2 Listening
7 Understanding and interpreting texts / 7 / 3, 6, 7
- Begin to develop a simple story, explanation or line of questioning.
3 Group discussion and interaction / 7, 1
- Use language for an increasing range of purposes.
- Use simple grammatical structures.
Language for Thinking
- Use talk instead of action to rehearse, reorder and reflect on past experience, linking significant events from own experience and from stories.
- Make patterns in their experience through linking cause and effect, sequencing, ordering and grouping.
3 Group discussion / 7
- Use talk to pretend imaginary situations.
4 Drama / 8 / 5
Linking Sounds and Letters
- Hear and say sounds in words in the order in which they occur. Phase 3.
- Link sounds to letters, naming and sounding the letters of the alphabet. Phase 3.
- Use their phonic knowledge to read simple regular words.
- Attempts to read more complex words using phonic knowledge.
6 Word structure and spelling / 12 / 7
Spring 2nd Half (continued)
Objective / Framework Strand / Overview / Related profile scale points
Reading
- Enjoy an increasing range of books.
8 Engaging with and responding to texts / 14, 15 / 1
- Know that information can be retrieved from books and computers.
8 Engaging with and responding to texts / 14 / 8
- Understand that books / texts are created by writers.
8 Engaging with and responding to texts / 14, 15
- Sequence a simple story or event.
8 Engaging with and responding to texts / 14, 15 / 7, 5
- Use gesture and action to act out a story, event or rhyme.
8 Engaging with and responding to texts / 15 / 7
- Make predictions based on illustrations, story content and title.
Writing
- Break the flow of speech into words.
9 Creating and shaping texts
11 Sentence structure and punctuation
- Use writing as a means of recording and communicating.
10 Text structure and communication
11 Sentence structure and punctuation / 13 / 6
- Can say what own writing says and means.
12 Presentation
Handwriting
- Begin to use anticlockwise movement and retrace vertical lines.
12 Presentation
- Begin to form recognisable letters.
12 Presentation / 5
- Show some control over size,, shape and orientation, in writing
12 Presentation / 5
Summer 1st Half
Objective / Framework Strand / Overview / Related profile scale points
Language for Communication
- Readily draw on vocabulary and forms of speech influenced by their experience of books.
7 Understanding and interpreting texts / 1
- Consistently link statements and stick to a main theme or intention.
3 Group discussion / 7 / 7, 8
- Consistently develop a simple story, explanation or line of questioning.
3 Group discussion / 7 / 7, 8
- Use simple grammatical structures.
- Interact with others, negotiating plans and activities and taking turns in conversation.
- Enjoy listening to and using spoken language, and readily turn to it in their play and learning.
- Sustain attentive listening, responding to what they have heard with relevant comments, questions or actions.
- Listen with enjoyment, and respond to stories, songs and other music, rhymes and poems.
8 Engaging with and responding to texts / 4 / 4
- Make up own stories, songs, rhymes and poems.
- Extend their vocabulary, exploring the meanings and sounds of new words.
2 Listening and responding
7 Understanding and interpreting texts / 3 / 7, 8
Language for Thinking
- Use talk to rehearse, reorder and reflect on past experience, linking events from own experience and from stories, paying attention to how events lead into one another.
3 Group discussion / 8 / 5,7
- Make patterns in their experience through linking cause and effect, sequencing, ordering and grouping.
3 Group discussion / 7
- Use language to imagine and recreate roles and experiences.
4 Drama
8 Engaging with and responding to texts / 8 / 5
- Use talk to organise, sequence and clarify thinking, ideas, feelings and events.
3 Group discussion / 7
Linking Sounds and Letters
- Hear and say sounds in words in the order in which they occur. Phase 3.
- Link sounds to letters, naming and sounding the letters of the alphabet. Phase 3.
- Use their phonic knowledge to read simple regular words.
6 Word structure and spelling / 11 / 4
- Attempts to read more complex words using phonic knowledge.
6 Word structure and spelling / 12 / 7
Summer 1st Half (continued)
Objective / Framework Strand / Overview / Related profile scale points
Reading
- Enjoy an increasing range of books.
- Know that information can be retrieved from books and computers.
- Explore and experiment with sounds, words and texts.
- Retell narratives in the correct sequence, drawing on language patterns of stories.
- Read a range of familiar and common words and simple sentences independently.
- Know that print carries meaning and, in English, is read from left to right and top to bottom.
- 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.
8 Engaging with and responding to texts / 14, 15 / 7, 5
Writing
- Break the flow of speech into words.
11 Sentence structure and punctuation
- Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words.
6 Word structure and spelling / 7, 8
- Attempt writing for different purposes, using features of different forms such as lists, stories and instructions.
10 Text structure and communication / 13 / 6
- Write their own names and other things such as labels and captions, and begin to form simple sentences, sometimes using punctuation.
Handwriting
- Use anticlockwise movement and retrace vertical lines.
12 Presentation
- Form recognisable letters.
12 Presentation / 5
- Use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed.
12 Presentation / 16 / 5
Summer 2nd Half
Objective / Framework Strand / Overview / Related profile scale points
Language for Communication
- Consistently develop a simple story, explanation or line of questioning.
3 Group discussion / 7 / 7, 8
- Interact with others, negotiating plans and activities and taking turns in conversation.
- Enjoy listening to and using spoken and written language, and readily turn to it in their play and learning.
- Sustain attentive listening, responding to what they have heard with relevant comments, questions or actions.
- Listen with enjoyment, and respond to stories, songs and other music, rhymes and poems and
8 Engaging with and responding to texts / 4 / 4
- Make up their own stories, songs, rhymes and poems.
9 Creating and shaping texts
10Text structure and communication / 4 / 5, 7
- Extend their vocabulary, exploring the meanings and sounds of new words.
2 Listening and responding
7 Understanding and interpreting texts / 3 / 7, 8
- Speak clearly and audibly with confidence and control and show awareness of the listener.
Language for Thinking
- Use talk instead of action to reflect on events from own experience and from stories, paying attention to how events lead into one another.
3 Group discussion / 8 / 5,7
- Use language to imagine and recreate roles and experiences.
4 Drama
8 Engaging with and responding to texts / 8 / 5
- Use talk to organise, sequence and clarify thinking, ideas, feelings and events.
3 Group discussion / 7
Linking Sounds and Letters
- Hear and say sounds in words in the order in which they occur. Phase 3/4.
- Link sounds to letters, naming and sounding the letters of the alphabet. Phase 3/4.
- Use their phonic knowledge to read simple regular words.
6 Word structure and spelling / 11 / 4,5,6
- Attempt to read more complex words using phonic knowledge.
6 Word structure and spelling / 12 / 7
Summer 2nd Half (continued)
Objective / Framework Strand / Overview / Related profile scale points
Reading
- Explore and experiment with sounds, words and texts.
- Retell narratives in the correct sequence, drawing on language patterns of stories.
- Read a range of familiar and common words and simple sentences independently.
- Know that print carries meaning and, in English, is read from left to right and top to bottom.
- 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.
8 Engaging with and responding to texts / 14, 15 / 7, 5
Writing
- Use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words.
6 Word structure and spelling / 7, 8
- Attempt writing for different purposes, using features of different forms such as lists, stories and instructions.
10 Text structure and communication / 13 / 6
- Write their own names and other things such as labels and captions, and begin to form simple sentences, sometimes using punctuation.
Handwriting
- Use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed.
12 Presentation / 16 / 5
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