We are learning to…
Attention & Listening
-Listen to a wide range of stories, songs, poems, music and writing of other children, using various media for e.g cds, interactive whiteboard. (Farmer Duck and The Tiny Seed)
-listen and respond to familiar phrases in stories e.g How goes the work… Quack!
-listen to a variety of sounds in order to identify familiar sounds in the
Environment (Farm sounds)
-listen to the views and ideas of others.
Explore the structure of words by
- tapping syllables, identifying and manipulating phonemes and focussing on sounds at the beginning, middle and end of words
- focussing on initial sounds, specifically, e, v, x and l.
-identify words in phrases;
-Experiment with and enjoy rhyme
Conventions of speech
-Observe modelled behaviours
-Initiate and join in conversations, taking turns with adults/ another child/ children e.g during play.
-Take part in oral language activities, e.g circle time.
- adopt a role relevant to context, for example, the farmer.
Language and thinking
-Talk about experiences, pictures, stories, rhymes, poems and information with adults/peers, for a range of purposes.
-Talk about their work, play and things they have made.
-Listen with enjoyment and respond to stories, rhymes, poems and songs.
-Retell a story, for example, by using pictures, props or prompts;
-ask and answer questions for a range of purposes, (for example, to find information, ask permission, find out ‘why?’) with adults modelling questions for children where appropriate;
Express their ideas, thoughts, feelings and opinions
-Listen and respond to adults and peers.
-be immersed in the language of books;
-join in with familiar phrases in a story;
Join in focused experiences to introduce or generate vocabulary.
Children will have the opportunities to:
-Enjoy a range of stories, poems and non- fiction texts, read to them by adults/ other children.
-share a wide range of books with parents/carers
-develop visual memory and discrimination. (See High Frequency words listed below.)
Week 1 – at, be
Week 2 – but, for
Week 3 – had, have
Week 4 – her, him.
-Talk about what has been read and say what they have enjoyed or found out.
-Talk about personal experiences related to text.
-talk about story structures, for example, actions, reactions, build-up, conclusion
-read a variety of texts in diff rent ways, for example, stories, lists, information books;
-use title, cover, blurb and illustrations to predict type of text and content;
-use pictures and text to make predictions, for example, stories, lists, information books;
-talk about personal experiences related to text
explore features in written language, for example, the beginning, middle and end of words, spaces between words, direct speech, exclamation marks, question marks, capital letters and full-stops;
talk about ways that unknown words can be read, for example, using picture cues, contextual cues, sound cues; encounter new words through
-See the teacher as a “writer”, e.g writing messages, recording observations, scribing shared text.
-Observe the teacher modelling specific writing strategies, including directionally, ---correspondence between spoken and written word, spacing, sound- symbol ---relationships, letter formation and simple punctuation.
Shared, guided and Independent writing
-Talk about the ideas represented in their drawings.
- ‘read or interpret’ their emergent/experimental writing;
-see themselves as ‘writers’ as they experiment with ‘writing’ in a range of informal contexts, for example,
-writing messages or during play;
-talk about what they want to write;
talk about different forms of writing in context, for example, recipes, stories or lists; begin to explore how to write words;
Weekly Spelling and dictation check up
Week 1 G1 rug, fit, kit, go G2 rug, fit, go G3 satpin/ pin
Week 2 G1 rot, hot, hat, too G2 hot, hat, too G3 satpin/ sit
Week 3 G1 mop, map, mat, come G2 map, mat, come G3 satpin/sat
Week 4 G1 cat, cut, but, look G2 cat, cut, look G3 satpin/tap
Count forwards from 1, within 10.
Count forwards from different starting points, within 10.
Count backwards from 5 to 1.
Count backwards from 10-1
Count forwards/backwards (hiccup counting) within 10
Extend range of counts to include 0
Number (Weeks 1-5)
Recognise spoken numerals within 10
Read numerals within 10
Write numerals within 10
Know the number “after” within 10.
Know the number “before” within 10
Know the number ‘between’ within 10
Identify missing numbers in a sequence, within 10
Order a set of consecutive numbers within 10 (increasing and decreasing)
Continue simple repeating patterns using concrete materials or pictures
Touch count sets of objects within 10, understanding that the size of the set is given by the last number in the count.
Make a variety of sets for a given number 0- 10
Match numerals to sets 0-10
Order sets of up to 10 objects
Understand conservation of number within 10
Compare the size of two sets by matching and counting, within 10, saying which has more/less/same.
Partition sets into subsets, within 10
Combine sets to find a total, within 10
Recognise 1p and £1 coins.
Use 1p coins in shopping activities – buy 1 item at a time, no change.
Use £1 coins in shopping activities – buy 1 item at a time, no change.
Measures(Week 2, 4)
Talk about and sequence up to 3 familiar events.
Understand the concept of area as the idea of covering a surface.
Use mapping diagrams to show relationships between members of two sets.
Shape & Space
Continue simple patterns
Follow instructions for movement along a line
World Around Us
Know that there is a wide variety of plants and animals in the locality.
Understand that living things need food and water to keep them alive.
Know how animals and plants are influenced by changes in weather.
Understand that living things can be sorted into plants and animals.
That they share their world with other living things.
Know that there is a wide variety of plants and animals in the locality