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Reception |
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| Word Level 1 to understand
and be able to rhyme through: · recognising, exploring and working with
rhyming patterns, e.g. learning nursery rhymes; · extending these patterns
by analogy, generating new and invented words in speech and spelling;
Download activity (My World File) |
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Word Level 2 knowledge of grapheme/phoneme correspondences through: · hearing and identifying initial sounds in words; · reading letter(s) that represent(s) the sound(s): a-z, ch, sh, th; · writing each letter in response to each sound: a-z, ch, sh, th; · identifying and writing initial and dominant phonemes in spoken words; · identifying and writing initial and final phonemes in consonant-vowel-consonant (CVC) words, e.g. fit, mat, pan; Download activity (File)
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| Word
Level 3 alphabetic and
phonic knowledge through: · sounding and naming each letter of the alphabet
in lower and
upper case; · writing letters in response to letter names; · understanding
alphabetical order through alphabet books, rhymes, and songs; |
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Word
Level 4 to link sound
and spelling patterns by: · using knowledge of rhyme to identify families
of rhyming CVC words, e.g. hop, top, mop; fat, mat, pat, etc.; · discriminating
'onsets' from 'rimes' in speech and spelling, e.g. 'tip', 'sip', 'skip',
'flip', 'chip'; · identifying alliteration in known and new and invented
words; |
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| Word Level 5 to
read on sight a range of familiar words, e.g. children's names, captions,
labels, and words from favourite books; |
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| Word Level 6 to
read on sight the 45 high frequency words to be taught by the end of
YR from Appendix List 1; |
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| Word Level 7 to read on
sight the words from texts of appropriate difficulty; |
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| Word Level 8 to
read and write own name and explore other words related to the spelling
of own name; |
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| Sentence Level 1 to expect written text to make sense and to check for sense if it does not; | |
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| Sentence Level 4 to use
a capital letter for the start of own name |
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| Text Level 1 through shared
reading: · to recognise printed and handwritten words in a variety of
settings, e.g. stories, notes, registers, labels, signs, notices, letters,
forms, lists, directions, advertisements, newspapers; · · |
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| Text Level 1 through shared
reading: to understand and use correctly terms about books and print:
book, cover, beginning, end, page, line, word, letter, title |
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| Text Level 1 through shared reading: to track
the text in the right order, page by page, left to right, top to bottom;
pointing while reading/telling a story, and making one-to-one correspondences
between written and spoken words; |
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| Text Level 6 to re-read frequently a variety of familiar texts, e.g. big books, story books, taped stories with texts, poems, information books, wall stories, captions, own and other children's writing; | |
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| Text Level 11 through shared writing: · to understand that writing can be used for a range of purposes, e.g. to send messages, record, inform, tell stories; · to understand that writing remains constant, i.e. will always 'say' the same thing; · to distinguish between writing and drawing in books and in own work; · to understand how writing is formed directionally, a word at a time; · to understand how letters are formed and used to spell words; · to apply knowledge of letter/sound correspondences in helping the teacher to scribe, and re-reading what the class has written; | |
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| Download all lesson plans
for Reception (Word Document 876 KB) |
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| Download all activities for
Reception (WinZip) If you do not already have WinZip you can download an evaluation version. |
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