Reception Literacy Plan: Autumnourselves and Our Families2 Weeksliteracy Context: Lists

Reception Literacy Plan: AutumnOurselves and our families2 weeksLiteracy Context: Lists and labels

Key Outcomes: Week 1
Speaking:Talking about themselves and what they like
Reading: Reading a book about preferences with repetitive phrases
Writing:Writing their name and names of other family members / Key Outcomes: Week 2
Speaking:Talking about who is in their family and what they like
Reading:Reading words to do with family members and homes
Writing:Writing sentences about their own families based on those read
Book List
WK 1 - Essential:Do you like?(Hamilton Group Reader)NB This can be shown on an interactive whiteboard.
WK 1 - Essential:It's Okay to be Differentby Todd Parr
WK 2 - Essential: Peace at Last by Jill Murphy
WK 2 - Essential:The Great Big Book of Familiesby Mary Hoffman
WK 2 - Desirable: Avocado BabybyJohn Burningham / Other Books to read
Simpkinby Quentin Blake (out of print but may be in your school)
My Mum and Dad Make Me Laugh by Nick Sharratt
My Mum by Anthony Browne
My Dad by Anthony Browne
I Am Not Sleepy and I Will Not Go to Bed (Charlie and Lola) by Lauren Child
Any non-fiction books about the body and families
Poems
Can you walk on tiptoe? Hamilton resource
I really want to be a cat Hamilton resource
I had a little brother Hamilton resource
Other ideas: Heads Shoulders Knees and Toes/ I have a busy body(or any other poems, songs, rhymes about naming body parts etc.) / Additional Resources List
Dried beans or small cubes, charcoal, cartridge or sugar paper, 2b pencils, chalk, pastels, sticky labels, clay, mirrors, 2p coins, Lego™, straws
Resources for health centre role play (see resources week 1)
Ingredients for biscuits (see resources week 2), people biscuit cutters, access to an oven
Junk modelling and natural materials for house building (twigs, stones etc.)

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Reception Literacy Plan: AutumnOurselves and our families2 weeksLiteracy Context: Lists and labels

Literacy Focus / Think about ourselves and what we like/dislike; learn to describe ourselves in words and write our own names and those of people we love.
Outcomes / Whole Class Input: not one session – to be done over the week / Adult Guided Literacy Task / Continuous Provision
C&L 40-60

Listenattentively and respond to what they hear.
Answer ‘how’ and ‘why’ questions about experiences.
Develop their own narratives

L 40-60

Use phonic knowledge to decode simple familiar words (e.g. mummy, daddy).

Use phonic knowledge to write words in ways that match their spoken language.
Write own name and other labels

/ Talk to parents: Ask chn to bring in photos of themselves when a baby.

Talk to children about what makes them special. We are all different; each child has their own particular likes and dislikes, their favourites and their talents (special things they can do). Look at our baby pictures – discuss how we are all different – that’s what makes us special!
ShareDo you like? then discuss chn’s likes. Some things are generally liked – quite popular. Some things are specific to particular chn. Talk about the things that chn are scared of or dislike. Different people are scared of – or dislike – different things. It’s fine to be different. It’s part of what makes us special! Relate this to It’s Okay to be Different.
I’d like to make a class book in the style of Do you like? Explain that we will make one part about things we like… and like better! And the other part about things we dislike… and dislike even more! Each child has their own page and they will write their name beautifully on it!
Let’s make a poster about ourselves! We can write our names and also tell people about ourselves. Complete About Me posters (in resources).
Model writing chn’s names. How do we know what to write? We sound out our names and learn how to write the different sounds. Write several names on the board. Then write a name REALLY untidily! We can hardly read this! Why not? Say that if we write badly, no-one can read what we write! We will all practise writing our names so that we are really good at writing clearly.Which other names in our family could we write? Model writing ‘Mummy’, ‘Nana’, ‘Dad’ etc.

/ Chn write their name several times to get really good at it. They write their name to complete a page about what they like or dislike for the class book. Chn choose whether to do a ‘like’ or a ‘dislike’ for their page.
Hard:Complete2 sentences using repeating pattern from story.
Medium and Easy:Chn write their name really legibly at the top. Adult scribes what they like /like better!
See resources for templates. / Books
Copies of ‘Do you like?’ Hamilton Group Reader.
Role Play(see resources)
Set up a health centre. Register each other, write our names in a list.
Maths(see resources)
Measure our own heights and also draw round hands/cover with beans.
Small World
Make the playground in a school, have small figures as them and their friends.
Creative(see resources).
Create portraits* using charcoal.
Music
Sing heads, shoulders, knees & toes with the actions. Are we good at this?
Writing (see resources)
Practise writing own names on mini whiteboards and sticky labels. Also create own ‘About Me’ poster*.
Construction
Build a tower of big bricks the same height as you are!
Sensory Play
Each fingerprint is unique! Make finger prints* using ink; use in your display.
Malleable
Use clay to make chn’s hand-prints*
Knowledge & Understanding
Use mirrors to watch ourselves making faces; describe these (see resources).
Fine motor (see resources).
Make zigzag paper dolls of ourselves*.
Technology
Use photos and draw disguises using drawing program*.
Make a display of chn’s photos and *s
Key Questions
What makes me special? What makes my friend(s) special?
What do we like? What do we like even better? What do we dislike? What do we dislike even more?
What sound does my name begin with? How do I write this sound?
How do we write ‘Mummy’ or ‘Daddy’ or ‘Nanny’ or ‘Granddad’ or other family names?

Key Texts of the Week: Do You Like and It’s Okay to be Different

/ Success Criteria
Monday:Share and enjoy Do you like? looking at illustrations. (Show on IWB.) Do chn share any of the likes/dislikes of the children in the story?
Tuesday:Share Do you like? Again, asking chn to predict the second page in each pair: ‘Yes but… Discuss ideas for new pages in the book. What do chn like? What do they like better?
Wednesday: Reread Do you like? encouraging chn to join in and read it with you. Ask chn what they dislike? What do they dislike even more?! Brainstorm ideas for dislikes as well as likes.
Thursday: Introduce It’s Okay to be Different. Read the first half of the book (up toIt’s okay to say no to bad things). As you read, pause to discuss each page in relation to specific chn’s experiences.
Friday: Look at the second half ofIt’s Okay to be Different, explaining that this book helps us to see that there are lots of different ways to be ourselves. Use the last page to prompt discussion. /

Describe myself by describing things I like and dislike, and people I live with or am close to.
Sound out my name and practise writing it legibly.
Understand that we are all different and that we do not all want to be the same!
Recognise other children’s particular likes and dislikes and learn to respect these.
Read the names of others in our families and begin to write these.

Poetry/Rhyme of the Week:Can you walk on tiptoe?and I really want to be a cat
Introduce both on Monday(each child chooses one to take home). Rehearse and chant during week, waiting to go to lunch, to focus on carpet, for fun! Develop performance and add actions.
Literacy Focus / SharePeace at Lastand The Great Big Book of Families
Outcomes / Whole Class Input: not one session – to be done over the week / Adult Guided Literacy Task / Continuous Provision
C&L 40-60

Listen and respond to ideas expressed in conversation.
Use talk to organise, sequence and clarify feelings and ideas.

L 40-60

Begin to read and understand simple sentences
Demonstrate understanding when talking with others about what they have read
Write own name and labels and captions
Write simple sentences that can be read by themselves and others.

SharePeace at Lastto open a discussion about families. Point out that families are like children – they are all different and all special.
Share The Great Big Book of Families. Each page gives us a different way of being different! Discuss Food. How do our families differ? Which families eat spicy food? Which prefer plain? Look at hobbies. What things do we like doing as a family? Discuss celebrations…
Explain that we shall create a wall display about our families. We will want to show that we are all different and all special! So each person will write a bit about their family. Then we will each paint a picture of our family – BUT we will turn our family into an animal, just like Jill Murphy did – she chose elephants. What animal will we each choose for our family painting? Will it be the same as yours?
Look back through The Great Big Book of Families. Each spread does a different topic. (See resources for these headings.) Say that each child can choose one to focus on. E.g. I might write about the way my family celebrates birthdays. Or I might write about the foods my family likes to cook and eat. Or about pets…?
Model writing a sentence about your own family. Choose a topic, e.g. pets. In my family we love animals. We have a dog and three cats. My dad loves his dog best! Read back each sentence as you write it, pointing out that we must leave spaces between words!
Create a great display of chn’s writing and paintings. What different animals have we each chosen to make our family?

/ Children write one or more sentences about their own family. They can choose what to focus on: food, home, hobbies,jobs, celebrations etc.
Hard: Write 3/4 sentences about their family. No template needed.
Medium:Work in groups.What topic will we write about for our family?
Easy:Verbally rehearseideas for writing about our family. Chn decide what they want to say; adult scribes. / Books
Read books about families, including Avocado Baby by Burningham & others about the Large Family by Jill Murphy.
Role Play
Set up a home corner. Discuss different forms this could take with the children.
Small World
Use dolls’ house figures in the dolls house to play at families: different types.
Creative & Fine Motor
Create a picture of your family in the same style as Jill Murphy’s Large family, where they are all animals. (See resources for sample picture and hints.)
Music
What music does your family like? Chn bring fav. CDs or suggestions to listen to.
Writing
Write captions for your family picture (see Creative & Fine Motor).
Maths (See resources)
Write your name. Put a 2p coin on each letter. How much is your name worth?
Construction(see resources)
Build your ideal home for your family out of a suitable material – Lego™, straws, big bricks or junk modelling.
Sensory Play/Malleable
Cut biscuits into people shapes using a cutter. (See resources for recipe.)Then give one to each person at home.
Knowledge & Understanding
In pairs, re-readThe G.B. Bk of Families.Technology
Explore websites about families, starting with Cbeebies.
Key Questions
What makes my family special? Is it small or large? Do we like any special foods? What things do we like doing best? Which are our best days?
Why is it good that Jill Murphy made her family elephants? What animal would I make my family? (Everyone in the family must be the same animal!)
What are the best things about my family? What are things I would like to change? What makes me annoyed?

Key Text of the Week: Peace at Last / The Great Big Book of Families

/ Success Criteria
Monday: Share the story Peace at Last. What sort of family are the Larges? Are there more children than in yours? Or fewer? More adults? Or fewer? What’s different? They’re elephants.
Tuesday: Read The Great Big Book of Families up to Holidays. Pause to discuss each page. Then turn back to Spreads 2 & 3 and point out that families can be two or twenty people!
Wednesday: Read rest ofThe Great Big Book of Families and discuss each page. What foods do our families eat? What pets do we have? How do we get around? It’s okay to be different!
Thursday: Look through The Great Big Book of Families.Pause at the last page. Point out that we learned last week that each child is special and now we see that each family is special too.
Friday: Re-read Peace at Lastencouraging chn to join in. Why do chn think that Jill Murphy chose to make the family elephants? What other animal could she have chosen? /

Express themselves clearly when talking about their families.
Understand that all families are different and special.
Share and discuss a book about families with peers and adults.
Say aloud and then write sentences describing their family, who they are and what they like doing.
Re-read what they’ve written; check that it says what they mean it to say.
Create their part of a class display.

Poetry/Rhymes of the Week:I had a little brother
Introduce on Monday(send a copy home). Rehearse and chant during week, and enjoy at home!
Topic Links
PSED
Personal, Social and Emotional Development / CLL
Communication & Language / Literacy / M
Mathematics
Childrendescribe themselves and their families. They discuss their preferences and talents. Chn think about themselves, making observational drawings and measuring features, such as their own height.
Confident to speak to others about own needs, wants, interests and opinions.Can describe self in positive terms and talk about abilities
Children have conversations in roleplay and small world play, often taking on roles of different people, e.g. parent. They talk about themselves and their families and what makes them special.
Initiates conversations, attends to and takes account of what others say. Explains own knowledge and understanding, and asks appropriate questions of others. / Children share fiction books, discussing the characters and events. Children share non-fiction books discussing the information and how it relates to them and their families.
Maintains attention, concentrates and sits quietly during appropriate activity. Listens and responds to ideas expressed by others in conversation or discussion.
Children roleplay home, school and being in a health centre, using and exploring the associated language.
Uses language to imagine and recreate roles and experiences in play situations.
Children discuss being in a family and what it is like. They use talk to work and play collaboratively.
Uses talk to organise, sequence and clarify thinking, ideas, feelings and events. / Children use simple ways to measure their height and hands, making comparisons. They build a tower the same height as they are.
Orders two or three items by length or height. Uses familiar objects and common shapes to createand recreate patterns and build models
Children write their name andcount coins to work out how much it is worth. They record this number.
Begins to use everyday language related to money. Records, using marks that they can interpret and explain.Counts objects to 10, and begins to count beyond 10.
UW
Understanding the World / EAD
Expressive Arts & Design / PD
Physical Development
Children roleplay family life and discuss music they enjoy listening to. They think about what things they enjoy doing with their family, including meals and hobbies.
Enjoys joining in with family customs and routines.
Childrenobserve and compare their features, making observational drawings and measuring themselves. They share pictures of themselves as babies and consider how they have changed. They look at differences between likes and dislikes of the class. They consider that despite many variations, there are some similarities which they share.
Looks closely at similarities, differences, patterns and change.
Children explore websites about families. They take a photograph and change it using a drawing program.
Completes a simple program on a computer. Interacts with age-appropriate computer software. / Children create portraits of themselves and their families using different media and techniques. They make biscuits using cutters, and make finger and handprints.
Manipulates materials to achieve a planned effect.
Constructs with a purpose in mind, using a variety of resources.Uses simple tools and techniques
competently and appropriately
Children learn and sing a song with actions. They share music from home.
Begins to build a repertoire of songs anddances. Explores the different sounds ofinstruments
Children create an ideal home from different media (could be junk modelling for greatest challenge).
Understands that different media can be combined to create new effects. Selects appropriate resources and adapts
work where necessary. Selects tools and techniques needed to shape, assemble and join materials they areusing. / Children develop writing and fine motor skills, with lots of opportunities for writing their names and the names of other people in their families.
Begins to form recognisable letters. Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed
Children make fingerprints, handprints, place beads and coins with precision, draw portraits, and make biscuits using cutters. They use scissors to make paper dolls.
Handles tools, objects, construction and malleable materials safely and with increasing control.
Selects appropriate resources and adapts work where necessary.
Children build an ideal home from a choice of materials and build a brick tower as tall as they are.
Constructs with a purpose in mind, using a variety of resources.