Literacy Breakdown 40-60 Months - Elgs
Literacy yearly breakdown 40-60 and ELG
Week 1 / Week 2 / Week 3 / Week 4 / Week 5 / Week 6
Autumn 1 / • Continues a rhyming string.
• Enjoys an increasing range of books.
• Gives meaning to marks they make as they draw, write and paint.
• Continues a rhyming string. / • Uses vocabulary and forms of speech that are increasingly
influenced by their experiences of books
• Begins to break the flow of speech into words. / • Knows that information can be retrieved from books and computers.
• Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence. / • Hears and says the initial sound in words together and knows which letters represent some of them.
• Hears and says the initial sound in words. / • Links sounds to letters, naming and sounding the letters of
the alphabet.
• Links sounds to letters, naming and sounding the letters of the alphabet. / • Begins to read words and simple sentences
• Can segment the sounds in simple words and blend them
• Writes own name and other things such as labels and captions.
• Can segment the sounds in simple words and blend them together
Autumn 2 / • Hears and says the initial sound in words.
• Enjoys an increasing range of books.
• Hears and says the initial sound in words.
• Links sounds to letters, naming and sounding the letters of the alphabet. / • Knows that information can be retrieved from books and computers.
• Can segment the sounds in simple words and blend them together. / • Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.
• Can segment the sounds in simple words and blend them together. / • Can segment the sounds in simple words and blend them together and knows which letters represent some of them.
• Uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence. / • Can segment the sounds in simple words and blend them together and knows which letters represent some of them.
• Writes own name and other things such as labels and captions. / • Begins to read words and simple sentences
• Attempts to write short sentences in meaningful contexts
Spring 1 / • Can segment the sounds in simple words and blend them together and knows which letters represent some of them.
• Can segment the sounds in simple words and blend them together. / • Begins to read words and simple sentences.
• Can segment the sounds in simple words and blend them together. / • Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.
• Writes own name and other things such as labels and captions. / • Knows that information can be retrieved from books and computers.
• Writes own name and other things such as labels and captions. / • Writes own name and other things such as labels and captions.
• Attempts to write short sentences in meaningful contexts. / • Writes own name and other things such as labels and captions.
• Attempts to write short sentences in meaningful contexts
Spring 2 / • Writes own name and other things such as labels and captions.
• Attempts to write short sentences in meaningful contexts.
• Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.
• Knows that information can be retrieved from books and computers. / Children use their phonic knowledge to write words in ways which match their spoken sounds
They use phonic knowledge to decode regular words and read them aloud accurately. / Some words are spelt correctly and others are phonetically plausible.
They demonstrate understanding when talking with others about what they have read. / They also write some irregular common words.
They also read some common irregular words. / They write simple sentences which can be read by themselves and others.
Children read and understand simple sentences / They write simple sentences which can be read by themselves and others.
Children read and understand simple sentences
Summer 1 / Children read and understand simple sentences.
They also read some common irregular words. / They use phonic knowledge to decode regular words and read them aloud accurately.
Children use their phonic knowledge to write words in ways which match their spoken sounds. / They demonstrate understanding when talking with others about what they have read. / They also write some irregular common words.
They write simple sentences which can be read by themselves and others. / They also write some irregular common words.
They write simple sentences which can be read by themselves and others. / They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.
Summer 2 / Children read and understand simple sentences.
They also read some common irregular words. / They use phonic knowledge to decode regular words and read them aloud accurately.
Children use their phonic knowledge to write words in ways which match their spoken sounds. / They demonstrate understanding when talking with others about what they have read. / They also write some irregular common words.
They write simple sentences which can be read by themselves and others. / They also write some irregular common words.
They write simple sentences which can be read by themselves and others. / They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.