Reception Class – Long Term Literacy Planning

Term 1 / Term 2 / Term 3
Starting points / Am I the same as my friends? / What is in the box? Toys / What can an astronaut see out of his window? / Once upon a time…
Fairy tales / Is a tiger a farm animal / Where can I go with this ticket?
Book Coverage / *This is the Bear
*This is the Bear and the Picnic Lunch / *Harry and the Dinosaurs series of books
*Non-Fiction Book about toys
*Kippers toy Box / *How to Catch a star
*Non- Fiction books relating to space / *Goldilocks and the Three Bears
* The Gingerbread Man
*Jack and the Beanstalk / * The Little Pigs
*The Little Red Hen *The Enormous Turnip
*Non-fiction books about farm animals / *Bruno’s Box
*Handas Surprise
*Handas Hen
Non-Fiction books about Africa
Genre / *Learning and joining in with rhymes – verbal
*alliteration – verbal – linked to their name
*Invitations – name writing
*Labelling – adding meaning to marks
*Caption for self-portraits – mark making and adding meaning to marks / *Labels - introducing nouns/adjectives
meaning to their marks.
*Sequencing pictures to re-tell a story
*Non -Factual - mark making linked to Toys in the past. Adding meaning to their marks.
*List linked to Christmas
*Christmas card writing – to , from, name writing / *Sequencing pictures in order to orally re-tell a story
* writing captions with pictures using prepositions
*Factual writing about space using prepositions
*Lists – materials needed to make a star catcher *Instructions – using prepositions – linked to making a star catcher / *Sequencing pictures from familiar stories to aide orally re-telling stories
*Captions with a repetitive phrase
*captions/sentence linked with verbs
* character descriptions linked with adjectives / *Factual captions about farm animals
*Writing a recount about the trip to the farm
*Recipes / *Simple story writing using similes
*Captions with a noun and adjective
*factual writing about Africa – making their own non-fiction book
Text structure / *Introduce: planning tool – story map
*Whole class re-telling of a story / *Introduce: planning tool – story map
*Whole class re-telling of a story / *Introduce: planning tool – story map
*Whole class re-telling of a story
*Understanding of beginning, middle, end / *Introduce: planning tool – story map
*Whole class re-telling of a story
*Re-tell simple 5 part story:
Once upon a time, first, then, next, but, so, finally … they lived happily ever after / *Introduce: planning tool – story map
*Whole class re-telling of a story
*Re-tell simple 5 part story:
Once upon a time, first, then, next, but, so, finally … they lived happily ever after / *Factual writing closely linked to a story
*Simple Factual sentences:
Names
Labels
Captions
Lists
Diagrams
Message
Sentence Construction / Introduce simple sentences:
Speaking in full sentences, ensuring that the sentence makes sense
Adding marks to paper and adding meaning to their marks (anti-clockwise circles, vertical lines and some recognizable letters). / Introduce simple sentences:
Speaking in full sentences, ensuring that the sentence makes sense
Adding marks to paper and adding meaning to their marks (chn beginning to hear and write the initial and final sounds in words). / Begin to say a sentence and attempt to write their sentence.
Attempt to check their sentence makes sense.
Attempt to use and in their sentence. / Begin to say a sentence and attempt to write their sentence. Attempt to check their sentence makes sense.
*Attempt to write a caption with repetition for rhythm. eg he walked and he walked.
Eg, a lean cat, a mean cat. / Say a sentence, writ and read it back to check it makes sense.
To use some simple connectives in their sentence:
who, until, but,
‘ly’ openers
Luckily/ unfortunately
eg Who will help me bake the bread? / Writing compound sentences using connectives (coordinating junctions)
and/but
Word Structure/Language / Nouns – noun games linked to rhyme and alliteration
Introduce determiners:
The, a, my, / (re-visit nouns)
Adjectives: old, little, big. Small, quiet (also colour’s)
Introduce determiners:
his , her , your , my / Prepositions
Up, down, in, into, out, to, into
Introduce determiners:
Some, their / Verbs
Introduce determiners:
this, all / Adverbs – luckily, unfortunately, fortunately
Recap determiners / (Re-visit Prepositions)Similes – using ‘like’
Recap determiners
Punctuation / Introduce:
Finger spaces / Oral punctuation (with actions) during oral storytelling, eg. ‘The little red hen planted the corn “Full stop” / Consolidate oral punctuation (with actions) during oral storytelling, eg. ‘The little red hen planted the corn “Full stop” / Consolidate oral punctuation
Finger spaces
Full stops / Finger spaces
Full stops
Terminology / Introduce:
*letter
*word / Consolidate the new vocabulary:
*Letter
*Word
Introduce newvocabulary:
*Finger space / Consolidate vocabulary:
*Letter
*word
*Finger space
Introduce new Intro newvocabulary:
*Capital letter / Consolidate vocabulary:
*Letter
*word
*Finger space
Introduce new
*Capital letter
Intro new vocabulary:
*Full stop / Consolidate vocabulary:
*Letter
*word
*Finger space
Introduce new
*Capital letter
*Full stop
Intro New
vocabulary:
*Sentence / Consolidate vocabulary:
*Letter
*word
*Finger space
* Sentence
*Full stops
*Capital Letter
New Intro Vocabulary
*Simile