Sage Othams, Term Three Reception Year One Overview-Literacy 2015

Literacy Term Three, 2015

Purpose/ Aims: to develop the oral language skills of all students. To increase their vocabulary and develop their understanding and skill in the different aspects of English
language, both oral and written.

Achievement Strands:
Receptions:
Receptive modes (listening, reading and viewing)
By the end of the Foundation year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand
that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience.
They read short, predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts about print and sound and letters. They identify the letters of
the English alphabet and use the sounds represented by most letters. They listen to and use appropriate language features to respond to others in a familiar environment. They listen for rhyme,
letter patterns and sounds in words.
Productive modes (speaking, writing and creating)
Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events.
In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, letter patterns and sounds
in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of sound and letter knowledge, beginning writing behaviours and
experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters.
Year 1:
Receptive modes (listening, reading and viewing)
By the end of Year 1, students understand the different purposes of texts. They make connections to personal experience when explaining characters and main events in short texts. They identify
the language features, images and vocabulary used to describe characters and events.
Students read aloud, with developing fluency and intonation, short texts with some unfamiliar vocabulary, simple and compound sentences and supportive images. When reading, they use
knowledge of sounds and letters, high frequency words, sentence boundary punctuation and directionality to make meaning. They recall key ideas and recognise literal and implied meaning in texts.
They listen to others when taking part in conversations, using appropriate language features. They listen for and reproduce letter patterns and letter clusters.
Productive modes (speaking, writing and creating)
Students understand how characters in texts are developed and give reasons for personal preferences. They create texts that show understanding of the connection between writing, speech and
images.
They create short texts for a small range of purposes. They interact in pair, group and class discussions, taking turns when responding. They make short presentations of a few connected sentences
on familiar and learned topics. When writing, students provide details about ideas or events. They accurately spell words with regular spelling patterns and use capital letters and full stops.
They correctly form all upper- and lower-case letters.

General Literacy Lesson Outline:

11:00-11:25 Jolly phonics/Jolly Grammar/ Spelling Mastery(Tuesday, Thursday Friday)
11:25-11:40 Warm up
11:40- 12:00 Accelerated Literacy
12:00-12:40 Guided Reading/Literacy Centres / Daily Writing

Sage Othams, Term Three Reception Year One Overview-Literacy 2015

Curriculum Outcomes Receptions

Literacy
Identify some familiar texts and the contexts in which they are used (ACELY1645)
Listen to and respond orally to texts and to the communication of others in informal and
structured classroom situations (ACELY1646)
Use interaction skills including listening while others speak, using appropriate voice levels,
articulation and body language, gestures and eye contact (ACELY1784)
Deliver short oral presentations to peers (ACELY1647)
Identify some differences between imaginative and informative texts (ACELY1648)
Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts
about print and emerging contextual, semantic, grammatical and phonic knowledge
(ACELY1649)
Use comprehension strategies to understand and discuss texts listened to, viewed or
Create short texts to explore, record and report ideas and events using familiar words and
beginning writing knowledge (ACELY1651)
Participate in shared editing of students own texts for meaning, spelling, capital letters and
full stops (ACELY1652)
Produce some lower case and upper case letters using learned letter formations (ACELY1653)
Construct texts using software including word processing programs (ACELY1654)

Literature

Recognise that texts are created by authors who tell stories and share experiences that may
be similar or different to students own experiences (ACELT1575)
Respond to texts, identifying favourite stories, authors and illustrators (ACELT1577)
Share feelings and thoughts about the events and characters in texts (ACELT1783)
Identify some features of texts including events and characters and retell events from a text
(ACELT1578)
Recognise some different types of literary texts and identify some characteristic features of
literary texts, for example beginnings and endings of traditional texts and rhyme in poetry
(ACELT1785)
Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range
of cultures (ACELT1579)
Retell familiar literary texts through performance, use of illustrations and images
(ACELT1580)

Language
Understand that English is one of many languages spoken in Australia and that different
languages may be spoken by family, classmates and community (ACELA1426)
Explore how language is used differently at home and school depending on the relationships
between people (ACELA1428)
Understand that language can be used to explore ways of expressing needs, likes and
dislikes (ACELA1429)
Understand that texts can take many forms, can be very short (for example an exit sign) or
quite long (for example an information book or a film) and that stories and informative texts
have different purposes (ACELA1430)
Understand that some language in written texts is unlike everyday spoken language
(ACELA1431)
Understand that punctuation is a feature of written text different from letters; recognise
how capital letters are used for names, and that capital letters and full stops signal the
beginning and end of sentences (ACELA1432)
Understand concepts about print and screen, including how books, film and simple digital
texts work, and know some features of print, for example directionality (ACELA1433)
Recognise that sentences are key units for expressing ideas (ACELA1435)
Recognise that texts are made up of words and groups of words that make meaning
(ACELA1434)
Explore the different contribution of words and images to meaning in stories and
informative texts (ACELA1786)
Understand the use of vocabulary in familiar contexts related to everyday experiences,
personal interests and topics taught at school (ACELA1437)
Know that spoken sounds and words can be written down using letters of the alphabet and
how to write some high-frequency sight words and known words (ACELA1758)
Know how to use onset and rime to spell words (ACELA1438)
Recognise rhymes, syllables and sounds (phonemes) in spoken words (ACELA1439)
Recognise the letters of the alphabet and know there are lower and upper case letters
(ACELA1440)

Sage Othams, Term Three Reception Year One Overview-Literacy 2015

Curriculum Outcomes Year 1

Language
Understand that people use different systems of communication to cater to different needs and
purposes and that many people may use sign systems to communicate with others (ACELA1443)
Understand that language is used in combination with other means of communication, for example
facial expressions and gestures to interact with others (ACELA1444)
Understand that there are different ways of asking for information, making offers and giving
commands (ACELA1446)
Explore different ways of expressing emotions, including verbal, visual, body language and facial
expressions (ACELA1787)
Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
Understand patterns of repetition and contrast in simple texts (ACELA1448)
Recognise that different types of punctuation, including full stops, question marks and exclamation
marks, signal sentences that make statements, ask questions, express emotion or give commands
(ACELA1449)
Understand concepts about print and screen, including how different types of texts are organised
using page numbering, tables of content, headings and titles, navigation buttons, bars and links
(ACELA1450)
Identify the parts of a simple sentence that represent Whats happening?, What state is being
described?, Who or what is involved? and the surrounding circumstances (ACELA1451)
Explore differences in words that represent people, places and things (nouns, including pronouns),
happenings and states (verbs), qualities (adjectives) and details such as when, where and how
(adverbs) (ACELA1452)
Compare different kinds of images in narrative and informative texts and discuss how they
contribute to meaning (ACELA1453)
Understand the use of vocabulary in everyday contexts as well as a growing number of school
contexts, including appropriate use of formal and informal terms of address in different contexts
(ACELA1454)
Know that regular one-syllable words are made up of letters and common letter clusters that
correspond to the sounds heard, and how to use visual memory to write high-frequency words
(ACELA1778)
Recognise and know how to use morphemes in word families for example play in played and
playing (ACELA1455)
Manipulate sounds in spoken words including phoneme deletion and substitution (ACELA1457)
Recognise sound-letter matches including common vowel and consonant digraphs and consonant
blends (ACELA1458)
Understand the variability of sound-letter matches (ACELA1459)

Literature
Discuss how authors create characters using language and images (ACELT1581)
Discuss characters and events in a range of literary texts and share personal responses
to these texts, making connections with students' own experiences (ACELT1582)
Express preferences for specific texts and authors and listen to the opinions of others
(ACELT1583)
Discuss features of plot, character and setting in different types of literature and
explore some features of characters in different texts (ACELT1584)
Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing
sound patterns including alliteration and rhyme (ACELT1585)
Recreate texts imaginatively using drawing, writing, performance and digital forms of
communication (ACELT1586)
Literacy
Respond to texts drawn from a range of cultures and experiences (ACELY1655)
Engage in conversations and discussions, using active listening behaviours, showing
interest, and contributing ideas, information and questions (ACELY1656)
Use interaction skills including turn-taking, recognising the contributions of others,
speaking clearly and using appropriate volume and pace (ACELY1788)
Make short presentations using some introduced text structures and language, for
example opening statements (ACELY1657)
Describe some differences between imaginative informative and persuasive texts
(ACELY1658)
Read supportive texts using developing phrasing, fluency, contextual, semantic,
grammatical and phonic knowledge and emerging text processing strategies, for
example prediction, monitoring meaning and rereading (ACELY1659)
Use comprehension strategies to build literal and inferred meaning about key events,
ideas and information in texts that they listen to, view and read by drawing on growing
knowledge of context, text structures and language features (ACELY1660)
Create short imaginative and informative texts that show emerging use of appropriate
text structure, sentence-level grammar, word choice, spelling, punctuation and
appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)
Reread student's own texts and discuss possible changes to improve meaning, spelling
and punctuation (ACELY1662)
Write using unjoined lower case and upper case letters (ACELY1663)
Construct texts that incorporate supporting images using software including word
processing programs (ACELY1664)

Sage Othams, Term Three Reception Year One Overview-Literacy 2015

Skills:

Increase vocabulary
Ability to correctly hold a pencil and sit correctly at a table when writing.
Ability to correctly form letters, numbers and punctuation.
Ability to correctly set up page with margin, date and title.
Knowing how to mark a mistake on their page.
Knowing how to form basic words and record them on a page.
Ability to participate in group work and display traits such as respect, cooperation, negotiation, etc.
Ability to work with others or independently in a given situation.
Routines such as waiting, hand up in the air for the teacher to approach them when finished or needing assistance

Assessment:
Tests
Running Records
Observation
Discussion
Documentation, Writing Samples
Week 5 and 10 testing- sight words, phonological awareness, concepts of print and completion of running records using whole school testing formats.

Activities/themes:

Use of routines and school events to establish vocabulary and develop oral language skills.
Feelings and relationships
Kimochis (Wellbeing Classroom)
Daily reading and discussion of stories, particularly around feelings to link in with Child Protection Curriculum/Kimochis(Wellbeing Classroom).
Text study of Magic Hat, and later Information Report- Koalas.
Jolly Phonics, use of magnetic letters, letter beads, magazine clippings, letter die, letter ordering/matching games, matching lower case to upper case letters, etc.
Using white boards, blackboards and show me boards.
Shopping game, whats the missing letter, CVC clip/change activities, monkey rhyme, rhyme match, beginning sound/end sound/middle sound/blends clip cards, letter
ordering activities.
Memory, Bingo, SNAP Swat the correct letter/sight word/rhyming word, etc.
Sight words games like hopscotch, beanbag chart game, fishing game, egg flip game, memory, board games, bottle cap games.
Basic recount writing- on the weekend, in the holidays, yesterday I.
Pair and share activities to develop oral language skills
Integrating sight words and key vocabulary through all subject areas and experiences
Fine motor work using tracing sheets, threading boards, play dough/clay, nuts and bolts, tongs

Sage Othams, Term Three Reception Year One Overview-Literacy 2015

Jolly Phonics (11:00-11:20/25am Tues, Thurs, Fri)
Whole Class
Small Group/ Individual
Spelling Mastery
Receptions plus Ma and J will
Ma needs 1:1 work on digraphs.
All year ones excluding Ma, J will do Spelling Mastery with
be working through Jolly
Mi, Al, C L will with Taryn daily on single sounds in a small
the Room 18 year ones.
Grammar.
group during Jolly Phonics Time.
Guided Reading (12:00-12:20am)
Outcomes meet through Guided Reading
Guided Reading will take place 3 days a week in Term 3
Reception:
on Monday, Tuesday and Thursday. Each group will be
comprehension strategies to understand and discuss texts listened to, viewed or read independently (ACELY1650)
between 10 and 15 minutes. Year Ones will have specific Use
Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations (ACELY1646)
activities to work on that target spelling, sight words and Identify some differences between imaginative and informative texts (ACELY1648)
Read predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic
writing skills. Reception students will do activities that
knowledge (ACELY1649)
Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students own experiences (ACELT1575)
consolidate their syllable, rhyme, initial sound, final
Share feelings and thoughts about the events and characters in texts (ACELT1783)
sound knowledge. They will also work on Letter
Identify some features of texts including events and characters and retell events from a text (ACELT1578)
Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and
knowledge and letter order.
rhyme in poetry (ACELT1785)

During this time the SSO will support students to remain

on task. This plan may change dependent on needs
identified through reading and running records.
We are doing Concepts of Print as a class twice a week
through a big book straight after lunch and through our
Literacy warm-up.
Goals: For K and J to reach an 18 by the end of Term 3.
For J, J and K to reach a 15 by the end of term. For B to
reach a 12.
For S, T, K to be at 5 or higher. For T, E, T to be a 3 or
higher.
For all other receptions to be at a Level 2 or higher.

Monday
Year ones to do CVC word work.
Group 2 Read.

Year 1:
Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements,
ask questions, express emotion or give commands (ACELA1449)
Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content,
headings and titles, navigation buttons, bars and links (ACELA1450)
Identify the parts of a simple sentence that represent Whats happening?, What state is being described?, Who or what is involved? and the
surrounding circumstances (ACELA1451)
Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities
(adjectives) and details such as when, where and how (adverbs) (ACELA1452)
Discuss how authors create characters using language and images (ACELT1581)
Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own
experiences (ACELT1582)
Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584)
Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions
(ACELY1656)
Describe some differences between imaginative informative and persuasive texts (ACELY1658)
Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing
strategies, for example prediction, monitoring meaning and rereading (ACELY1659)
Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and
read by drawing on growing knowledge of context, text structures and language features (ACELY1660)

Tuesday
Year Ones to do description writing.
Group 1 and 3 Read.

Thursday
Year Ones to do targeted sight words work.
Group 4/5 read.

Sage Othams, Term Three Reception Year One Overview-Literacy 2015

Week 2
Week 3
Week 4
Week 5
Group 1
K
J
(Level 16)

Group 2
Je
Jea
B
Kei
(Level 9-11)

Group 3
Ma, S, Taw,
Ta
(2-4)

Group 4
Mi
CL
Ju
Ji
(<Level 1)
Group 5
CA
Key
Tr
E
(level 2)

Handwriting

Week 6

Week 7

Week 8

Week 9

Chunking
Focus particularly
on
retelling/summarising
.
Reflect/ evaluate

Chunking
Focus particularly
on
retelling/summarising
.
Reflect/evaluate

Chunking
Substituing a word
that would make
sense into the place
of a word you cant
figure out.
Retell/ summarise

Substituing a word
that would make
sense into the place
of a word you cant
figure out.
Retell/ summarise

Substituing a word
Inferring the
meaning of sth
unknown.
Retell/ summarise
COPS-, ! contents
page, headings

Substituing a word
Inferring the
meaning of sth
unknown.
Retell/ summarise
COPS-, ! contents
page, headings

Reread for sense

Skip a word, come
back- what makes
sense.
Inferring the meaning
of sth unknown.
Summarise-retell
Reflect/evaluate

Reread for sense

Skip a word, come
back- what makes
sense.
Inferring the meaning
of sth unknown.
Summarise-retell
Reflect/evaluate

Using rhyming
words to help us
work out/guess a
word.
Skip a word and
come back-what
would make sense.
COPS-, ?
Use picture
Use initial soundpredict/guess word.
.
COPS- speech
marks, capital
letters, first/last
letter of a word.

Using rhyming
words to help us
work out/guess a
word.
Skip a word and
come back-what
would make sense.
COPS--, ?
Use picture
Use initial soundpredict/guess word.
.
COPS- speech
marks, capital
letters, first/last
letter of a word.

Emphasis on
looking at the whole
word-sounding it out.
Skip a word and
come back-what
would make sense.
COPS--, ?.

Emphasis on
looking at the whole
word-sounding it out.
Skip a word and
come back-what
would make sense.
COPS-, !. Title
page
Use picture
Use initial soundpredict/guess word.
.
COPS- speech
marks, comma,
number of words.

Emphasis on
looking at the whole
word-sounding it out.
Skip a word and
come back-what
would make sense.
COPS-, ! Tile Page

COPS- speech
marks, comma,
number of words

Chunk sounds
Look for small
words you already
know.
Retell/summarise
Evaluate
COPS-, ! contents
page, headings
Use initial
sound/predict
(what would make
sense)
Sounding words
out.
Retell story.
COPS- speech
marks, comma,
number of words

Chunk sounds
Look for small
words you already
know.
Retell/summarise
Evaluate
COPS-, ! contents
page, headings
Sounding words
out.
Look for words
within words/ chunk
sounds.
Retell story
COPS- speech
marks, comma,
number of letters.

Use picture
COPS- front cover,
direction, left to
right return sweep,
full stops. Capital
letter, 1:1
Matching.
Use picture
Use initial soundpredict/guess word.
COPS- , capital
letters, first/last
letter of a word.

Use picture
COPS- front cover,
direction, left to
right return sweep,
full stops. Capital
letter, 1:1
Matching.
Use picture
Use initial soundpredict/guess word.
COPS- , capital
letters, first/last
letter of a word

Use picture
COPS- How many
words, how many
sentences. Full
stops. Capital
letter, 1:1
Matching.
Use picture
Use initial soundpredict/guess word.
COPS- , capital
letters, first/last
letter of a word

Use picture
Sounding out.
COPS- How many
words, how many
sentences. Full
stops. Capital letter,
1:1 Matching

Use picture
Sounding out
COPS- How many
words, how many
sentences. Full
stops. Capital letter,
Speech marks.

Use picture
Sounding out.
COPS- How many
words, how many
sentences. Full
stops. Capital letter,
Speech marks.

Chunk sounds
Look for small
words you already
know.
Retell/summarise
Evaluate
. COPS-, ! contents
page, headings
Use initial
sound/predict
(what would make
sense)
Sounding words
out.
Retell story
COPS- speech
marks, comma,
number of letters
sound out
use picture
predict/guess using
initial sound
Summarise-retell

Summarise-retell

Use picture
Use initial soundpredict/guess word.
COPS- speech
marks, comma,
number of words.

Use initial
sound/predict
(what would make
sense)
Sounding words
out.
COPS- , #of
letters.

Use initial
sound/predict
Sounding words
out.
Retell story.
COPS- , #of
letters.

Use initial
sound/predict
Sounding words
out.
Retell story
COPS- , #of
letters.

Sounding words
out.
Look for words
within words/ chunk
Retell story
COPS- , #of
letters..

Use picture
Use initial soundpredict/guess word.
.
COPS- speech
marks, capital
letters, number of
words.

Use initial
sound/predict
(what would make
sense)
Sounding words
out.

sound out
use picture
predict/guess using
initial sound

Sage Othams, Term Three Reception Year One Overview-Literacy 2015

Will occur twice a week straight after lunch on Wednesday and Fridays. Expectations on children
will vary depending on their ability. All Year ones are expected to complete two lines of each
letter, showing finger spacing, consistent sizing and complete lines. All children are now working
on sizing, consistency and spacing. Tae needs extra reminders/guides to stay on the lines. We
will focus on starting at the margin, moving left to right, staying on the lines and left to right
return sweep. Year ones will also focus on consistent sizing, tails under lines, letters sitting on
the lines and using finger spaces.
Handwriting will follow the Jolly Phonics letter order at this point in order to reinforce sounds for
the Receptions and prevent confusion over letters.

Outcomes met through handwriting.

Reception:
Recognise the letters of the alphabet and know there are lower and upper case letters (ACELA1440)
Produce some lower case and upper case letters using learned letter formations (ACELY1653)
Year 1:
Write using unjoined lower case and upper case letters (ACELY1663)
Manipulate sounds in spoken words including phoneme deletion and substitution (ACELA1457)

Recognise sound-letter matches including common vowel and consonant digraphs and consonant
blends (ACELA1458)

Accelerated Literacy (11:40-12:00am)

Weeks 1-4
Narrative text focus, using The Magic Hat.
See attached AL plan.

Weeks 5-10
Information Report using the text Koalas.
Will be using the text notes provided and will plan accordingly.

Outcomes met through AL

Reception::
Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students own experiences (ACELT1575)
Respond to texts, identifying favourite stories, authors and illustrators (ACELT1577)
Share feelings and thoughts about the events and characters in texts (ACELT1783)
Identify some features of texts including events and characters and retell events from a text (ACELT1578)
Recognise some different types of literary texts and identify some characteristic features of literary texts, for example beginnings and endings of traditional texts and rhyme in poetry (ACELT1785)
Replicate the rhythms and sound patterns in stories, rhymes, songs and poems from a range of cultures (ACELT1579)
Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)
Year 1
Understand that the purposes texts serve shape their structure in predictable ways (ACELA1447)
Understand patterns of repetition and contrast in simple texts (ACELA1448)
Recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands (ACELA1449)
Understand concepts about print and screen, including how different types of texts are organised using page numbering, tables of content, headings and titles, navigation buttons, bars and links (ACELA1450)
Identify the parts of a simple sentence that represent Whats happening?, What state is being described?, Who or what is involved? and the surrounding circumstances (ACELA1451)
Explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) (ACELA1452)
Compare different kinds of images in narrative and informative texts and discuss how they contribute to meaning (ACELA1453)
Discuss how authors create characters using language and images (ACELT1581)
Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences (ACELT1582)
Express preferences for specific texts and authors and listen to the opinions of others (ACELT1583)
Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts (ACELT1584)
Listen to, recite and perform poems, chants, rhymes and songs, imitating and inventing sound patterns including alliteration and rhyme (ACELT1585)
Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586)
Describe some differences between imaginative informative and persuasive texts (ACELY1658)
Read supportive texts using developing phrasing, fluency, contextual, semantic, grammatical and phonic knowledge and emerging text processing strategies, for example prediction, monitoring meaning and rereading (ACELY1659)

Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features (ACELY1660)
Phonological Awareness

Sage Othams, Term Three Reception Year One Overview-Literacy 2015

Whole class: Continue to
work on rhyme production,
final sounds blending and
segmenting through
routines, warmups and big
book reading.

Extension:,
CA, Tr, Key to
work on
Sound
deletion for
extension.

Small group work: Al, Ju, E and Mi will need small group work on matching rhyming words and producing rhyming words.
1:1 M needs individual work on syllables, phonics, initial sound work.

Daily Writing
The children will have opportunities for writing on Monday and Thursday. On Monday we will continue
to write recounts using our Rainbow prompts. On Tuesdays (Year ones) and Thursdays we will work on
description writing. Later in the term when we start Information reports Thursdays will change to
information report writing. The Year ones will be encouraged to use their sounds and sight words
knowledge including scaffolds around the room to write basic sentences. They will be expected to write
5-7 sentences depending on their capabilities. Jea, Kei, K can write a whole page and will be working on
including more information in their descriptions, particularly using more adjectives. S and T are also
writing descriptions with minimal assistance. Taw, T, Key and E can all write with scaffolds and
assistance. Mi, Al, Ju and both Cs still need prompts . They begin by talking about what they will write,
drawing their ideas and eventually, how do we start to write this on paper.
Goal: For all Year Ones to use the scaffolds around the room and their sounds and sight words
knowledge to independently write a simple recount including when, who, what and why.
For S and T to also do this independently.
For Taw, Key, E and Tr to do this with assistance and scaffolds.
For the receptions to be able to present these ideas orally.
For the Year ones, and T and S, to be able to write a description of something using sentences that are
cohesive and make sense whilst using correct punctuation.
For the year ones, and T and S to write a simple information report using a basic template.
For all students to be able to type their best written piece of word using Microsoft word and illustrate it
using a picture they have selected or drawn and scanned onto the computer, or, drawn in Tuxpaint.

Outcomes met through Writing

Reception:
Recognise the letters of the alphabet and know there are lower and upper case letters
(ACELA1440)
Know that spoken sounds and words can be written down using letters of the alphabet
and how to write some high-frequency sight words and known words (ACELA1758)
Know how to use onset and rime to spell words (ACELA1438)
Recognise that texts are made up of words and groups of words that make meaning
(ACELA1434)
Create short texts to explore, record and report ideas and events using familiar words
and beginning writing knowledge (ACELY1651)
Participate in shared editing of students own texts for meaning, spelling, capital letters
and full stops (ACELY1652)
Produce some lower case and upper case letters using learned letter formations
(ACELY1653)
Year 1:
Create short imaginative and informative texts that show emerging use of appropriate
text structure, sentence-level grammar, word choice, spelling, punctuation and
appropriate multimodal elements, for example illustrations and diagrams (ACELY1661)
Reread student's own texts and discuss possible changes to improve meaning, spelling
and punctuation (ACELY1662)
Write using unjoined lower case and upper case letters (ACELY1663)
Recognise sound-letter matches including common vowel and consonant digraphs and
consonant blends (ACELA1458)
Understand the variability of sound-letter matches (ACELA1459)

Construct texts that incorporate supporting images using software including word
processing programs (ACELY1664)

Week 2
- Recount: On
the Weekend
Description- girl
with coloured
cats.
Children eating
ice creams.

Week 3
No Recount
(PFDay)DescriptionChildren on
speedboat.
Men with
pythons.

Week 4
Recount: On
sports Day.
Description: lion
stalking giraffe.
Girl with Camel

Week 5
Recount: On the
Weekend
Description:
Elephant with
butterfly ears,
Elephants with
lady.

Week 6
-On the
Weekend
Description: Man
painting rhino,
Info Report:

Week 7
Recount: On the
Weekend
Description: Sink
of ducklings,
Info report:
Penguin

Week 8
Recount: On the
Weekend
Description: Dog
in toilet
Info report:
elephant

Week 9
-On the long
Weekend
Description:
Octopus in room
Info report:
whale

Week 10
Recount: On our
excursion
Description:
Flying swallows
Info report:
monkey

Sage Othams, Term Three Reception Year One Overview-Literacy 2015

Literacy Warmup Overview
Wk1
Sound and
Letter
Knowledge
(sounds)
Phonological
awareness
Concepts of
Print
Sight words
Punctuation

Wk2

Wk3

Wk4

Wk5

WK 6

Wk 7

Wk 8

Wk 9

Wk 10

All jolly phonics sounds including wh, kn, ph,

gn
Alternate sounds ai, ee.

All jolly phonics sounds including wh, kn, ph,

gn
Alternate vowel sounds ai, ee, ie (ow/ou)

Rhyming word production,

Final sounds, blending, segmenting 3 and 4
sounds.
Number of words, number of letters
1:1 matching

Final sounds, blending, segmenting 3 and 4

sounds, sound deletion.

Blending, segmenting 3 and 4 sounds, sound deletion.

Alternate line order

Alternate word order

Alternate letter order

Word reversal.

Yellow, red, blue, green, orange, violet

aqua, lime, lemon
Question mark, comma, speech marks, capital letter

All jolly phonics sounds including wh, kn, ph, gn

Alternate vowel sounds, ie, oa, ue

Yellow, red, blue, green, orange, violet, indigo.

lime, lemon, everyday 2000.

As before plus pink words.