Observation and Assessment of Learning for Literacy

Primary Literacy Resource

Northern Ireland Education & Library Boards

Observation and Assessment of

Learning for Literacy Foundation Stage

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Ensuring a Firm Foundation

The Foundation Stage provides teachers and children with the opportunity to develop and build on the skills necessary for communication in all its forms – Talking and Listening, Reading and Writing and to lay a firm foundation for future learning. Provided with the full range of literacy approaches and experiences most children will make the progress outlined in the Progression Statements in Language and Literacy in the Foundation Stage. However children learn at different rates and in different ways and these statements should be regarded as a guide to expected achievement. Often children simply require more time to consolidate learning and we need to be wary of labelling children as underachieving at this stage. It is therefore essential to continually observe, assess and record children’s progress and to use the information gained to plan and focus short-term learning. A small percentage of children in the Foundation Stage may give cause for concern. They may come to school with underdeveloped oracy, e.g. poor listening skills, limited vocabulary and difficulty expressing themselves. It is imperative that time is taken to extend their experiences and develop their understanding, giving them the vocabulary to talk about what they have seen and done. This MUST become part of their literacy learning. It is essential to their development as readers and writers. It is not time wasted. It is the foundation on which to build! ‘Language and Literacy in the Foundation Stage’ states that children should be working in guided reading groups by the first term in Year 2. Most children will achieve this. However there may be a group of children who are ‘almost there’. They have the pieces of the jigsaw but need further tightly focused support to connect their learning. Some children may be identified as low achieving with a variety of difficulties which may include literacy and will need more focused additional in-school support. Each step of the teaching, learning and assessment cycle depends on and builds on the other. The teacher identifies and plans the approaches to use to develop knowledge, skills and understanding, scaffolds and assesses the learning and teaching, thus enabling the children to make connections and progress. Teachers should plan and record many assessment opportunities which will build to give a detailed profile of the child, identifying current learning and the next steps. Our aim should be that all children enter KS1 as confident in their talking and listening, reading and writing. In response to teacher questions about observation and assessment in the foundation years the attached progression document provides a framework for all the information outlined in the relevant booklets in ‘Language and Literacy in the Foundation Stage’. It may be used to support literacy planning but does not necessarily cover the extent of the possible tasks and assessment opportunities.

Inter-ELB Primary Literacy Resource


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Observation and Assessment of Learning for Literacy

TALKING AND LISTENING Year 1-2

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By the end of Year 1 most children will: Experiences throughout the Year Exemplar Follow-up Tasks

Exemplar Spontaneous or Planned Assessment

Opportunities [demonstration and evaluation

of learning] be able to listen attentively to a

range of stimuli Children should have opportunities to:

listen to a range of interesting and varied resources, e.g. music, poetry, stories, using various media (radio/CD’s);

listen for a variety of purposes. [Language and Literacy in the Foundation Stage Framework page 3]

listen to stories, e.g. as preparation for drama

listen to music as a stimulus for imaginative response.

listen to and identify: - sounds in the environment; - a short series of sounds.

Children will make a personal response

through music/art/ movement/drama/story telling

be able to listen to and carry out instructions

Participate in activities which require them to: listen carefully, give and use relevant

information; listen, recall and carry out simple

instructions.

Play a range of listening games, e.g. barrier games Simon Says listen and do sequencing patterns using Bee-bot

accurately follow an instruction and give a simple instruction

be able to answer questions, e.g. - to give information and ask

questions - to find information or seek

an explanation.

participate in modelled and shared activities which focus on the different forms of questioning to gain, clarify or confirm information and explore ideas

[‘Right there’ and ‘Think about’ questions.]

Interview/question a puppet/character from a familiar story.

Ask questions about a photograph/ picture.

make relevant responses and ask questions which will provide them with the information they want

be able to talk about personal experiences

be able to retell stories in sequence

give an opinion on a story or event

know a wide-range of rhymes, poems and songs

participate in activities which enable them to

use oral language to observe, predict, sequence, reason and verbalise their thoughts.

use pictures to create stories select and read/say rhymes or poems use story boxes to create or re-create

stories and events work with talking partners. Find simple

solutions to problems. choose and use resources that stimulate

discussion about personal experiences

take an active part in story telling/story reading

talk about and make connections between their own experiences and those of others or of characters in stories

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of learning] be able to express some

thoughts, ideas and feelings, e.g. through drama

engage in spontaneous and directed role play independently and with teacher/adult in role, developing creativity through imaginative play and extending their learning through dramatic play

listen to the views and ideas of others

make and use puppets/props/ ’small world’ toys for story related drama activities

act out scenarios [e.g. an imaginary journey]

use voice and mime to express character feelings in response to problems

Children will demonstrate thoughts, ideas

and feelings through actions and language

know how to take turns in role

be able to listen to others and respond, demonstrating some social conventions, e.g. eye contact, turn taking

participate in modelled and shared whole class or small group discussions in a variety of contexts which focus on the appropriate social courtesies, e.g. - greeting; - apologising; - thanking someone; - accepting/giving invitations.

In small groups: Role play situations related to children’s

experiences, e.g. - home/family - school - doctors - garage - baby clinic

with talking partners talk about a range of topics or problem solve to complete task

participate in pairs/groups using appropriate verbal and non-verbal means of communication

recognise some words that rhyme.

be able to generate rhyme, eg. rhyming strings ‘hat’, ‘fat’, ‘sat’

show some awareness of the structure of words by recognising syllables and sounds within words

participate in modelled and shared activities which: - reinforce the patterning in spoken

language and begin to make links between speech sounds and written letters;

- explore the structure of words and how to break words into manageable chunks.

[Language and Literacy in the Foundation Stage page 3]

A range of activities requiring children to: listen clap sort select

(Ref: Phonological Awareness and Talking and Listening booklets - Language and Literacy in the Foundation Stage)

respond accurately to games and activities

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of learning] listen with increasing

attentiveness and for longer periods of time

Children should have opportunities to: watch, listen and respond to media

texts/talking books/tapes/television programmes;

talk in pairs/groups on a range of contexts. listen to others sharing experiences or

reporting back. [Language and Literacy in the Foundation Stage Page 3]

Listen with attention in order to: create a joint story map/mind map contribute to displays explore themes and ideas in stories plan classroom activities, e.g. linked to a

topic or area of play

Children will Demonstrate active listening

through relevant questions and comments.

listen to and carry out more complex instructions

Engage in activities which require them to: listen and recall a series of instructions; ask questions for clarification; play oral memory games.

Follow a sequence of instructions to complete activities, e.g. sequence patterns play table top games.

Give instructions to complete activities, e.g. give directions (using Bee-bot) describe steps to complete a simple

construction

successfully complete independent tasks which require active listening and a definitive response

express themselves with increasing clarity and confidence, using a wider vocabulary and more complex sentence structure

talk about their work, play and things they have made

participate in a range of activities which require them to explain what needs to be done and give reasons for their choices, actions or needs

discover and describe variations in pictures. Compare and contrast.

sort and classify pictures, photos, 3D materials discussing and explaining their attributes

participate in a range of language activities to develop comprehension skills, e.g. through drama, role play, music, literature to make a personal response or solve problems

speak fluently in a range of situations using relevant vocabulary for the purpose

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of learning] understand and use social

convention in conversations and child initiated interactions

initiate and engage in conversations taking turns with adults or other children

share materials and ideas

sharing ideas with a partner paired/small group activities sorting activities [open or closed]. problem solving activities [e.g. jigsaws/

construction/puzzles]. .

Children will: sustain a conversation –

spontaneous and planned taking turns as speaker and

listener with peers and adults

be able to retell stories, events or personal experiences in sequence with reasonable detail

engage with a wide range of interesting and stimulating books to familiarise themselves with the structures and language features of texts

retell familiar stories or personal events, adding detail, e.g. using who, what, where, when, why

recall a story using pictures, props or prompts

retell a story in drama, through music or movement

As a group create or retell a story or participate in a

scene with teacher narration make ‘sound story’ for stories/poems make ‘sound tracks’ for themes/topics in

activity based learning

show evidence of logical, sequenced retells and includes details of who, what, where, when, why

offer reasons to support opinions given

have opportunities to listen, share, discuss and exchange views in order to extend ideas.

work with talking partner or groups to discuss situations or scenarios, real or imagined, e.g. presents for Red Riding Hood’s Grandma ; materials for 3 pigs to protect their homes

make and use classification charts. (Ref: Talking and Listening booklet Language and Literacy in the Foundation Stage)

participate in group discussion using the language of thinking , e.g. “I think ____ because I saw/ I did/it says, . . . etc.]

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READING Year 1-2

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Key Elements of Emergent Literacy Leading to Guided Work

These elements of literacy run in parallel and should always be well planned, focused, observed, assessed and recorded.

Phonological Awareness

Visual Awareness

Environmental Print

Listening to Stories

Modelled Reading &

Writing

Shared Reading &

Writing

Emerging Independent Reading &

Writing

Guided Reading &

Writing

Developing auditory

memory and skills

Developing visual memory of pattern and

shape

Developing an active, print

rich environment

where children see and make meaning from

words, phrases,

sentences in a wide range of

contexts

To motivate and stimulate

imagination and extend

vocabulary and ideas through

talking and listening

Focusing on all strategies

necessary for reading and

writing

Enabling the children to ‘take-a-risk’ and become comfortable

and confident in using their knowledge, skills and

understanding

Children will ‘have-a-go’. Teacher will

closely observe,

assess and record

Scaffolded learning

working on texts at

instructional level for

reading [see Language

and Literacy in the

Foundation Stage]

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Opportunities [demonstration and

evaluation of learning] understand that print has

meaning and that meaning does not change and that the printed word remains constant

Children should have 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

recognise the purpose of printed and handwritten words in a variety of settings (e.g. stories, notes, labels, signs, notices, letters, lists, directions, comics)

distinguish between print and pictures see words can be written down to be read

again see the same words written in a range of

contexts

Read - independent reading material (easy

reads) - wall stories - poems from poetry box

follow taped stories or use animated software, for example, Living Books or story websites

use story sacks. ‘Read around the room’- environmental

print.

Children will: assign a constant message to

familiar texts

can browse in order to choose a book.

use title, cover, blurb and illustrations to predict type of text and content

use books to find out about things that interest them

browse in book corner, select from book boxes/read stories to friends or toys

use a big book in pairs or small groups

choose to read for a variety of purposes

talk about the choices they have made

retell stories from memory or by using pictures or props, oral prompts, memory

talk about how story book language works and use when retelling stories (e.g. “Once upon a time……”, “She lived in a little ……”, he replied)

participate during play and role play in a variety of situations and scenarios both familiar and imaginative

Retell stories using: puppet play story boxes sequence pictures, e.g.

- a series - select pictures to complete a sequence - draw to complete a sequence

give main ideas in order

make predictions about what will happen next

make links between own experiences and the text

use pictures and text, e.g. stories, lists, information books, to make predictions

talk about personal experiences and background knowledge to help make sense of text

role play a scenario based on a known book

create a story, e.g. using a story box using a picture and/or simple text give

ideas and opinions on what might happen next

make their own books

Children say what might happen in a

story or situation with reference to own experiences.

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evaluation of learning] an copy, follow, initiate and

maintain a steady beat of increasingly complex movement

engage in activities which develop steady beat, e.g.

children match steady beat to verbal instruction

‘Watch and Copy’ [Language and Literacy in the Foundation Stage Phonological Awareness pg 2/3].

encourage children to explore movements to accompany steady beat (See Language and Literacy in Foundation Stage)

demonstrate attention and listening skills.

show some awareness that words are made up of sounds and syllables

understand that sounds are represented by letters

show an awareness of the sounds at the beginning, middle and end of a word

engage in a programme of phonological awareness

develop an understanding of the sound structure of language :

auditory discrimination and memory rhyme awareness syllable awareness

develop the concept of a word , both oral and written

be able to segment, blend and manipulate phonemes orally

develop the concepts of first, in the middle, last, same, different

develop visual discrimination including the concept of letter shapes

explore letter shapes –lower and upper

case use terms ‘word’ and’ letter’ correctly make connections between sounds and

letters use knowledge of sound symbol

correspondence to help decode words talk about ways that unknown words can be

read. e.g. using picture cues, contextual cues, sound cues

Engage children in a range of activities to develop:

auditory discrimination and memory

visual discrimination and memory rhyme awareness syllable awareness

See Phonological awareness - Language and Literacy in Foundation Stage.

Ref: A Sound Start ( Linguistic Phonics) blend and segment words build ‘cvc’ words match ‘cvc ‘words/phrases to pictures sort letter shapes identify position of sounds in words

Demonstrate understanding of: auditory discrimination and

memory visual discrimination and

memory rhyme awareness syllable awareness sound symbol

correspondence Apply sound symbol correspondence when reading. Children will:

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evaluation of learning] develop concepts of print

track the text in the right order: - page by page - left to right - top to bottom and - making one-to-one correspondence

between written and spoken words use capital letters for:

- the start of their own names - those of characters in books - the start of sentences

develop the concept of a sentence – that it is a group of words that make sense;

distinguish between the end of a sentence and the end of a line.

identify features in texts highlight a specific feature, e.g. on

acetate sheet/interactive whiteboard participate in relevant aspects during

shared reading and writing sentence building, e.g. ‘washing line’

activity sorting activities, e.g. words beginning

with a capital letter and those without; words-letters

rearrange jumbled sentences

read from a familiar text, tracking text accurately.

Use context and syntax to make predictions about words.

Use prior knowledge and pictures to make sense of text.

encounter new words in modelled and shared reading

listen to a wide range of genre being read adult involvement in role play, drama and

discussion with children.

role play linked to stories and poems, using appropriate props

engage with a selection of unfamiliar texts suggest missing words in a simple oral

cloze

talk about stories, events and situations using appropriate vocabulary related to the experience

attempt to work out unfamiliar words

recognise some familiar words in context

develop visual memory and discrimination read texts at independent level (including

their own writing/ books) engage with a print rich environment

Read picture captions refrains. character names bold print, italic print, speech bubbles familiar texts ‘read round the room’ – environmental

print

Children will: be able to locate and read

some significant parts of the text [books, environmental print etc …].

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evaluation of learning] understand and use some

language associated with books

[through modelled and shared reading] talk about and use terms about books and print correctly, (book, cover, beginning, end, page, line, word, title, author, illustrator, speech bubble

handle books correctly

Read: ‘Easy reads’ books about same topic books by same author

participate in setting up book displays

demonstrate their knowledge when talking about books in a wide range of day to day situations.

understand the purpose of environmental print

engage within a print rich environment with a wide range of written material which give information or instructions.

‘read the walls’ follow pictorial/written instructions create labels/instructions for wall displays

and different areas, e.g. role play area, writing table, construction area

recognise and respond to print or symbols in the environment

be aware of the features in written language

[Through modelled and shared experiences] explore features in written language, e.g.

directionality, spaces between words, bold print, speech bubbles

explore punctuation in written language, e.g. exclamation marks, question marks, capital letters and full stops

talk about why a sentence ends with a full stop

talk about why we use a question mark

read familiar texts talk about features of text, with a partner,

e.g. exclamation marks, speech bubbles

demonstrate knowledge of text features when joining in or reading from familiar texts (e.g. speaking loudly for bold print)

follow pictorial instructions follow and give simple instructions in a range of everyday situations

Follow pictorial instructions to: play board games play simple singing, rhyming games make a model, mask, puppet, etc.

Children will: follow a simple sequence of

pictures to complete a task

recognise different types of text

look and talk about a variety of texts, differently e.g. stories, lists, information books

hear how they are read differently enjoy a range of computer-generated texts,

e.g. Clicker, interactive books on CD Rom

make and read e.g. own stories, lists, notices, labels for something they have made, drawn, painted.

talk about the differences between poem/rhymes, cartoons/ photographs

notice and identify different types of texts in the classroom

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evaluation of learning] talk about what has been read

and say what they have enjoyed or found out using an increased vocabulary

join in rhymes and stories. talk about stories, e.g. characters, favourite

part, beginning, middle, end explore and use the language from various

texts listen to the language the teacher uses

when discussing texts and begin to use to use an enriched vocabulary in their own responses

actively engage with texts in a variety of ways, e.g. story boxes, role play, dramatisation

participate in story innovations (changing characters, setting, Goldilocks visiting the classroom at break time)

sequence scenes, wall stories, story maps,

match pictures or props to characters illustrate, make models, dramatise

demonstrate their understanding of stories, events and characters

share preferences

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evaluation of learning] talk about own experiences

and feelings to help them understand the text, e.g. “Mummy bear will be cross because my mummy was cross when my chair was broken”

Children should have opportunities to: tap into prior knowledge/experience, e.g.

through rich story introduction, using pictures and props,

make links to personal/previous experience

highlight cause and effect

contribute to group or paired talk about stories

use pictures/props to enhance their understanding of the text, e.g. create a scene from the story or illustrate what is going to happen next

Children will: answer and give reasons to

‘thinking’ questions, .e.g. ‘How would you feel if …?’ ‘Why do you think …?’ ‘How did you feel when …?’

give reasons for opinion engage in modelled/shared experiences listening to the opinions of others;

look for clues in illustrations and text use the language of thinking “I think …

because …”.

sort objects/pictures, etc. in a variety of ways explaining and explaining choices

make close observations of pictures and photographs, give interpretations of what they notice

answer different types of questions (‘right there’, ‘think and search’ and ‘on my own’

select true/false statements

give own ideas and reasons

give reasons for their predictions

use a variety of strategies to predict stories or events, e.g. - draw on background knowledge - ask questions “Why do you think that

…?” “How do you know?” give reasons for predictions made, using

pictures and text

Answer ‘think and search’ and ‘on my own’. questions

Use different clues to support predictions, e.g. pictures, text, own experiences

Cause and effect activities, e.g. matching pictures, selecting the most likely option, drawing or acting out what is going to happen

contribute to discussion generated by ‘prediction questions’, e.g.

‘What do you think the problem is?’

‘What do you think happens next?’

find evidence by reading or identifying appropriate clues

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evaluation of learning] transfer understanding to new

situations by making connections, e.g. talk about how a character might react in a different situation such as Red Riding Hood in the shopping centre

extend understanding by exploring feelings and making connections

clarify meaning by commenting and answering questions

build up a picture of a character explore a simple theme/plot participate in story innovations

engage in story innovation – changing one aspect, e.g. character, setting, ending

create story map or simple timeline of own story

dramatise /role play created stories create a story box.

Children will: generate new stories or

outcomes based on stories read

engage in problem solving activities around a familiar theme or story, e.g. ‘Pretend you are a Troll. What would you like to do at Troll Town Fun Park?’

choose books for a specific purpose

choose books for specific topics use title, blurb cover and illustrations to

predict type of text and read to confirm begin to locate information in a variety of

ways, e.g. using a contents page engage in activities around a topic using

the planning board to state what they already know and identify what they want to find out

categorise books on different topics/themes talk about the choices they make find answers to simple questions

select appropriate material for a specific purpose (i.e. books/pictures) and give reasons for choices

read and use environmental print within the school

become familiar and engage with a wide range of uses for environmental print

write and read labels and notices for every day activities/routines [vary these frequently]

use flyers, posters, etc. in play situations

respond appropriately to familiar and unfamiliar environmental texts.

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evaluation of learning] retell and sequence stories, in

reasonable detail, using appropriate language, e.g. “After a while …”, “Soon after …”.

retell stories during shared sessions identify and discuss key features of story

language

retell stories giving the main points in sequence

practise reading and using the story language from books, media texts, round the walls

re-enact stories in various ways. use story boxes, puppets, role plays

Children will: retell a story in chronological

order using descriptive language

when retelling

use extended vocabulary when discussing text, retelling stories or in their emergent writing

exposure to a rich vocabulary during modelled and shared reading

explore and discuss the language used in a range of texts

become familiar with the language used in a range of genre

explore words with similar meanings

talk about the characters, setting, and events in a story

identify speech in stories engage in role play/hot seating find words for an interesting words chart e.g.

“These words are made for talking”

use some alternative interesting words in their talking or writing about personal events or stories e.g.

big - enormous said - whispered shouted

begin to identify different genres, e.g. instructions, fairy tales, recount, reports

begin to recognise specific features of some genres, e.g. characters and setting in a story; the sequence of instructions

explore the features of different genre have opportunities to compare stories in

order to recognise similarities/differences in a range of story types [fairy tale, animal stories]

identify key features of some forms of genre [e.g. letter, list, instructions]

read and engage with books and poetry around a topic, theme, events, and authors

draw or role-play characters create models/illustrations of settings choose an appropriate form during play, or

linked to a topic, e.g. caption, label, list, greeting card

talk about the purpose of texts choose to write in a genre/form

appropriate and purpose

read and follow simple instructions

engage in activities which require following instructions [oral/written] across the curriculum

follow oral/written instructions in PE. read instructions to play simple

word/number games. read/write instructions to make something

follow simple instruction to complete the task

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evaluation of learning] begin to read with expression

in response to print variations and punctuation, e.g. sounding surprised, sounding angry, stopping at a full stop

(through modelled and shared reading and writing) become familiar with how to use print

features and/or punctuation when reading or dramatising.

read aloud from a range of familiar texts with fluency using punctuation to enhance the reading [question marks, exclamation marks, bold/italic print]

record reading identify simple punctuation in texts add simple punctuation to texts where it is

missing

Children will: demonstrate understanding

that punctuation affects how a passage is read

use sound symbol correspondence to read

use more than one cue to cross check

use a range of reading cues with increasing independence and begin to self correct

read on sight, some words in a range of meaningful contexts

recognise the difference between a line and a sentence

talk about range of reading cues respond to scaffolded prompts talk about strategies that help in problem-

solving words talk about the difference between a line

and a sentence

Guided and independent reading [see Language and Literacy in the Foundation Stage pages 12-15].

read an unfamiliar text at independent level using phonological, contextual, grammatical and graphic knowledge to work out, predict and check meanings of unfamiliar words

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WRITING Year 1-2

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Spontaneous or Planned Assessment Opportunities

[demonstration and evaluation of learning]

understand that printed text is recorded speech

participate in group talk followed by modelled and shared writing recounting and describing events and personal or imagined experiences

watch the teacher orally rehearse sentences before writing

re-read text together read/join in with familiar songs, rhymes,

poems on display

say what they are going to write, re-read their mark making/emergent writing

re-read shared writing read song, poem and rhyme cards

Children will: re-visit and read their own

texts without significantly altering the meaning

read shared/familiar texts

see themselves as writers, displaying confidence and valuing their own writing in a range of play activities

participate in daily writing opportunities in all learning areas and through play and topic work

listen to a variety of text types and forms being read to them and talk about the purpose and audience

talk about the way writing is presented

choose to write in meaningful contexts e.g. menus for the café, labels for displays, recording own news/stories

choose their own resources, e.g. from the writing table/box

read what has been written to a partner or small group

initiate their own writing activities

write for a range of purposes, e.g. card/label/list.

understand that writing is formed directionally one word at a time

throughout the day participate in modelled and shared with focus on, e.g. demarcating sentences, leaving spaces, taking new lines

identify sentences in text orally structure a sentence match cut-up text to pictures re-order cut up sentences write their own sentences/ books

demonstrate awareness of directionality in emergent writing

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begin to form some letters correctly using a comfortable pencil grip

develop gross/fine motor skills and visual discrimination. [See Handwriting in the Foundation Stage]

participate in a range of purposeful writing contexts

develop physical skills to support co-ordination and spatial awareness

Activities will enable children to develop: gross motor skills involving whole arm and

shoulder actions developing anti-clockwise and vertical movements e.g. water painting walls with large paint brushes, hoop rolling

hand eye coordination and fine motor skills, e.g. cutting with scissors, making patterns in wet sand

visual discrimination, e.g. matching pictures, shapes and letters

• experiment with mark making and emergent writing

• *refine letter formation in context with guidance from an adult e.g. when attempting to write own name

*N.B. Adult needs to assess child’s point of readiness before intervening.

Children will: demonstrate progress through

the developmental stages

begin to problem solve how to write words

teacher models segmenting words and using known sound symbol correspondnce to write or encode words

talk about familiar/similar words talk about how to access words using

environmental print

attempt to write words using marks/letter like shapes

segment words using picture and object prompts

blend sounds to re-read written words use knowledge of sound symbol

correspondence to write find and read words in the environment and

in texts

incorporate spaces between

words or word-like clusters segment words when

attempting to write will attempt to use sound

symbol correspondence when writing independently

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make decisions about what and how they will write

participate in modelled and shared sessions which demonstrate how writers make choices about what to write and how to write and take into consideration purpose and audience

engage in reading, writing and discussing a range of texts.

think about and select appropriate vocabulary in response to prompts

become involved in creating a print rich classroom environment which reflects their needs and interests

write for a given purpose, choosing form, e.g. record class events as a wall story

choose purpose for personal writing story innovation

Children will: talk about the purpose of their

writing write in a way that

communicates the intended message.

write in a range of genre with teacher guidance following shared preparation.

become familiar with and contribute to a problem solving approach as part of the writing process. (Ref: Language and Literacy in the Foundation Stage)

engage with a range of imaginative, functional and information texts which support the writing focus and use these in appropriate contexts

participate in modelled /shared writing sessions in all areas of the curriculum which focuses on how different texts are planned and constructed [text organisation and language features].

be aware of learning intentions and success criteria.

participate in setting up and organising a class library

jointly construct, display and use some forms of functional print, e.g. calendar, dinner list, visual timetable

write simple reports following a visit/film/text investigation, organising the information under headings

write and illustrate directions/ instructions. create story maps

sort books into categories keep books organised in the class library research to find information about their own

questions

produce writing which fulfils the agreed success criteria

talk about the intended audience and purpose

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use rhymes, poems and patterned stories as models for structuring their own writing

engage with a range of books which demonstrate clear structures; problem solve in order to identify patterns and characteristics

plan their writing, e.g. using pictures, prompts or simple frameworks

have opportunities to read their own and others’ writing.

listen to and follow recorded stories. read texts with clear patterns or structures

independently write text innovations, changing one or

more element of a known story or rhyme, e.g.. Humpty Dumpty sat on a chair.

work collaboratively to create a story discussing and selecting from ideas cards/pictures. This may be recorded in written and/or oral form.

Children will: use a pattern in their writing read from and comment on

their own and others writing comparing it with the known text.

use a wider range of vocabulary in their writing

participate in modelled and shared reading where new vocabulary is introduced, clarified and discussed

participate in modelled and shared writing sessions where there is discussion about word selection

engage in independent writing activities where new vocabulary is incorporated

collaborative writing, e.g. string and shape poems, descriptive captions

classify and sort a range of objects according to given and/or their own criteria – describing the attributes of each group

make collections of words e.g. range of words for ‘said’, ‘went’

in a group describe a character from picture cards orally or in writing for others to guess

add detail when retelling stories orally and in writing

use picture and/or picture/word cards to create compound words . Illustrate.

create sentences using cubes, cards, split sentence books

use an increasing amount of relevant detail in any of these activities

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begin to show evidence of sequence in recount and instructions

participate in and discuss activities across the curriculum which emphasise the importance of sequence

participate in ‘show and tell’ sessions to

demonstrate how they did or made something

participate in problem solving in order to identify sequence in texts

participate in modelled and shared writing where sequencing is emphasised

re-order sentences or groups of sentences from cut up fiction/non-fiction texts

write instructions or recount, using a planning framework, if necessary

draw and label steps in a procedure/ instructions or events in a story

role play – interviewer/story teller/ maker using framework to ask questions about the sequence of a story or procedure

Children will: demonstrate sequence when

writing recounts and instructions

begin to demarcate sentences begin to use capital letters for

the pronoun ‘I’ for names and the start of a sentence

engage in problem solving in order to understand that punctuation helps clarify meaning and helps the reader know how the writing is meant to sound when reading aloud

participate in modelled and shared reading and writing in whole class or small group sessions to focus on the use of punctuation in context

read texts which demonstrate return sweep and talk about the position of punctuation

build sentences incorporating basic punctuation

write for a variety of purposes including labels, single sentences and longer texts e.g. recounts, reports

identify and highlight words in texts that have capital letters and talk about the use i.e. names, ‘I’ and starts of sentences

match upper and lower case letters read aloud plays or stories in a group or

individually [this may be recorded] using the punctuation to make reading interesting.

write a few simple sentences including some demarcation and appropriate use of capital letters.

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show increased independence when writing words

participate in modelled and shared activities which enable them to investigate and engage in word building for the most common sound-letter correspondence recognising also some variation in the code

participate in a range of reading and writing experiences at independent level

word building activities using plastic/magnetic letters, paper squares, whiteboards which enable them to: - recognise the one to one sound –

symbol relationships; - work left to right across a word; - hear and see blocks of sounds in

words; - segment and blend blocks of

sounds; - recognise that sounds can be

represented by more than one letter; • sorting and matching activities to enable

them to: - recognise that the same phoneme can

be spelt in more that one way; - recognise that the same spelling may

represent more than one sound;

read and access words from the classroom environment e.g. captions, instructions, print relating to topics.

Children will: write words which can be

read by others write some ’CVC’ and familiar

words correctly

show increased control over formation of lower and upper case letters, size and spacing

[See Handwriting in the Foundation Stage.] see letters formed correctly in modelled and

shared writing see demonstration of specific letter

formation and ‘have-a-go’ e.g. on whiteboards

be given guidance on letter formation in small groups or as individuals, at the child’s point of readiness

further activities to develop hand eye coordination and fine motor skills, visual discrimination and letter formation. (See Year 1)

engage with a series of short activities which enable them to ‘have-a-go’ in context e.g. tongue-twisters or short poems for collections, songs for assembly

show increasing control over formation of lower and upper case letters, size and spacing in their independent writing

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Self – Reflection

Ask! Do I give sufficient time and focus to all the elements of literacy or do I rush too quickly to get the children reading/writing ‘words’? Do I plan my literacy observations? Do I use the information to provide relevant experiences to meet the needs of the children?

Do I plan opportunities for children to engage in appropriately differentiated tasks?

Do children have opportunities to work in different groupings, e.g. pairs, small groups, whole class? Do I ensure that children are actively engaged in modelled and shared reading and writing?

Do I plan home learning tasks that motivate the children and inform the parents?

Documents

Observation and Assessment of Learning for Literacy