Reception Literacy Plan: Autumn Ourselves and our families 2 weeks Literacy Context: Lists and labels

Key Outcomes: Week 1 Key Outcomes: Week 2

Speaking: Talking about themselves and what they like Speaking: Talking about who is in their family and what they like
Reading: Reading a book about preferences with repetitive phrases Reading: Reading words to do with family members and homes
Writing: Writing their name and names of other family members Writing: Writing sentences about their own families based on those read

Book List Other Books to read

WK 1 - Essential: Do you like? (Hamilton Group Reader ) NB This can be shown Simpkin by Quentin Blake (out of print but may be in your school)
on an interactive whiteboard. My Mum and Dad Make Me Laugh by Nick Sharratt
WK 1 - Essential: It's Okay to be Different by Todd Parr My Mum by Anthony Browne
WK 2 - Essential: Peace at Last by Jill Murphy My Dad by Anthony Browne
WK 2 - Essential: The Great Big Book of Families by Mary Hoffman I Am Not Sleepy and I Will Not Go to Bed (Charlie and Lola) by Lauren Child
WK 2 - Desirable: Avocado Baby by John Burningham Any non-fiction books about the body and families

Poems Additional Resources List

Can you walk on tiptoe? Hamilton resource Dried beans or small cubes, charcoal, cartridge or sugar paper, 2b pencils, chalk,
I really want to be a cat Hamilton resource pastels, sticky labels, clay, mirrors, 2p coins, Lego™, straws
I had a little brother Hamilton resource Resources for health centre role play (see resources week 1)
Other ideas: Heads Shoulders Knees and Toes/ I have a busy body (or any Ingredients for biscuits (see resources week 2), people biscuit cutters, access to
other poems, songs, rhymes about naming body parts etc.) an oven
Junk modelling and natural materials for house building (twigs, stones etc.)

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changed such Links and/or contents associated with such Links. Therefore, it is your sole responsibility to verify any of the Links which you wish you use. Hamilton Trust excludes all responsibility and
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© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Reception Literacy Plan: Autumn Ourselves and our families 2 weeks Literacy 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 Talk to parents: Ask chn to bring in photos of themselves when a baby. Chn write their name several times Books
 Listen attentively  Talk to children about what makes them special. We are all different; to get really good at it. They write Copies of ‘Do you like?’ Hamilton
and respond to what each child has their own particular likes and dislikes, their favourites their name to complete a page about Group Reader.
they hear. and their talents (special things they can do). Look at our baby pictures what they like or dislike for the class Role Play (see resources)
 Answer ‘how’ and – discuss how we are all different – that’s what makes us special! book. Chn choose whether to do a Set up a health centre. Register each
‘why’ questions  Share Do you like? then discuss chn’s likes. Some things are generally ‘like’ or a ‘dislike’ for their page. other, write our names in a list.
about experiences. liked – quite popular. Some things are specific to particular chn. Talk Hard: Complete 2 sentences using Maths (see resources)
 Develop their own about the things that chn are scared of or dislike. Different people are repeating pattern from story. Measure our own heights and also
narratives scared of – or dislike – different things. It’s fine to be different. It’s Medium and Easy: Chn write their draw round hands/cover with beans.
L 40-60 part of what makes us special! Relate this to It’s Okay to be Different. name really legibly at the top. Adult Small World
 I’d like to make a class book in the style of Do you like? Explain that we scribes what they like /like better! Make the playground in a school, have
 Use phonic
will make one part about things we like… and like better! And the See resources for templates. small figures as them and their friends.
knowledge to decode
other part about things we dislike… and dislike even more! Each child Key Questions Creative (see resources).
simple familiar
has their own page and they will write their name beautifully on it! What makes me special? What Create portraits* using charcoal.
words (e.g. mummy,
makes my friend(s) special? Music
daddy).  Let’s make a poster about ourselves! We can write our names and also
What do we like? What do we like Sing heads, shoulders, knees & toes
 Use phonic tell people about ourselves. Complete About Me posters (in resources).
with the actions. Are we good at this?
even better? What do we dislike?
knowledge to write  Model writing chn’s names. How do we know what to write? We Writing (see resources)
What do we dislike even more?
words in ways that sound out our names and learn how to write the different sounds. Practise writing own names on mini
What sound does my name begin
match their spoken Write several names on the board. Then write a name REALLY untidily! whiteboards and sticky labels. Also
with? How do I write this sound?
language. We can hardly read this! Why not? Say that if we write badly, no-one create own ‘About Me’ poster*.
How do we write ‘Mummy’ or
 Write own name and can read what we write! We will all practise writing our names so that
‘Daddy’ or ‘Nanny’ or ‘Granddad’ or Construction
other labels we are really good at writing clearly. Which other names in our family Build a tower of big bricks the same
other family names?
could we write? Model writing ‘Mummy’, ‘Nana’, ‘Dad’ etc. height as you are!
Key Texts of the Week: Do You Like and It’s Okay to be Different Success Criteria Sensory Play
Monday: Share and enjoy Do you like? looking at illustrations. (Show on IWB.) Do chn share any of  Describe myself by describing Each fingerprint is unique! Make finger
the likes/dislikes of the children in the story? things I like and dislike, and people prints* using ink; use in your display.
Tuesday: Share Do you like? Again, asking chn to predict the second page in each pair: ‘Yes but… I live with or am close to. Malleable
Discuss ideas for new pages in the book. What do chn like? What do they like better?  Sound out my name and practise Use clay to make chn’s hand-prints*
Wednesday: Reread Do you like? encouraging chn to join in and read it with you. Ask chn what writing it legibly. Knowledge & Understanding
they dislike? What do they dislike even more?! Brainstorm ideas for dislikes as well as likes.  Understand that we are all Use mirrors to watch ourselves making
Thursday: Introduce It’s Okay to be Different. Read the first half of the book (up to It’s okay to say different and that we do not all faces; describe these (see resources).
no to bad things). As you read, pause to discuss each page in relation to specific chn’s experiences. want to be the same! Fine motor (see resources).
Friday: Look at the second half of It’s Okay to be Different, explaining that this book helps us to see  Recognise other children’s Make zigzag paper dolls of ourselves*.
that there are lots of different ways to be ourselves. Use the last page to prompt discussion. particular likes and dislikes and Technology
Poetry/Rhyme of the Week: Can you walk on tiptoe? and I really want to be a cat learn to respect these. Use photos and draw disguises using
Introduce both on Monday (each child chooses one to take home). Rehearse and chant during  Read the names of others in our drawing program*.
week, waiting to go to lunch, to focus on carpet, for fun! Develop performance and add actions. families and begin to write these. Make a display of chn’s photos and *s

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Reception Literacy Plan: Autumn Ourselves and our families 2 weeks Literacy Context: Lists and labels
Literacy Focus Share Peace at Last and 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  Share Peace at Last to open a discussion about families. Point out Children write one or more sentences Books
 Listen and respond that families are like children – they are all different and all special. about their own family. They can Read books about families, including
to ideas expressed in  Share The Great Big Book of Families. Each page gives us a different choose what to focus on: food, home, Avocado Baby by Burningham & others
conversation. way of being different! Discuss Food. How do our families differ? hobbies, jobs, celebrations etc. about the Large Family by Jill Murphy.
 Use talk to organise, Which families eat spicy food? Which prefer plain? Look at hobbies. Hard: Write 3/4 sentences about their Role Play
sequence and clarify What things do we like doing as a family? Discuss celebrations… family. No template needed. Set up a home corner. Discuss different
feelings and ideas.  Explain that we shall create a wall display about our families. We Medium: Work in groups. What topic forms this could take with the children.
L 40-60 will want to show that we are all different and all special! So each will we write about for our family? Small World
 Begin to read and person will write a bit about their family. Then we will each paint a Easy: Verbally rehearse ideas for Use dolls’ house figures in the dolls
understand simple picture of our family – BUT we will turn our family into an animal, writing about our family. Chn decide house to play at families: different types.
sentences just like Jill Murphy did – she chose elephants. What animal will we what they want to say; adult scribes. Creative & Fine Motor
Key Questions Create a picture of your family in the
 Demonstrate each choose for our family painting? Will it be the same as yours?
What makes my family special? Is it same style as Jill Murphy’s Large family,
understanding when  Look back through The Great Big Book of Families. Each spread
small or large? Do we like any special where they are all animals. (See
talking with others does a different topic. (See resources for these headings.) Say that
foods? What things do we like doing resources for sample picture and hints.)
about what they each child can choose one to focus on. E.g. I might write about the
best? Which are our best days? Music
have read way my family celebrates birthdays. Or I might write about the
Why is it good that Jill Murphy made What music does your family like? Chn
 Write own name and foods my family likes to cook and eat. Or about pets…?
bring fav. CDs or suggestions to listen to.
her family elephants? What animal
labels and captions  Model writing a sentence about your own family. Choose a topic, Writing
would I make my family? (Everyone in
 Write simple e.g. pets. In my family we love animals. We have a dog and three
the family must be the same animal!) Write captions for your family picture
sentences that can cats. My dad loves his dog best! Read back each sentence as you (see Creative & Fine Motor).
What are the best things about my
be read by write it, pointing out that we must leave spaces between words! Maths (See resources)
family? What are things I would like to
themselves and  Create a great display of chn’s writing and paintings. What different change? What makes me annoyed? Write your name. Put a 2p coin on each
others. animals have we each chosen to make our family? letter. How much is your name worth?
Key Text of the Week: Peace at Last / The Great Big Book of Families Success Criteria Construction (see resources)
Monday: Share the story Peace at Last. What sort of family are the Larges? Are there more  Express themselves clearly when Build your ideal home for your family out
children than in yours? Or fewer? More adults? Or fewer? What’s different? They’re elephants. talking about their families. of a suitable material – Lego™, straws,
Tuesday: Read The Great Big Book of Families up to Holidays. Pause to discuss each page. Then  Understand that all families are big bricks or junk modelling.
turn back to Spreads 2 & 3 and point out that families can be two or twenty people! different and special. Sensory Play/Malleable
Wednesday: Read rest of The Great Big Book of Families and discuss each page. What foods do  Share and discuss a book about Cut biscuits into people shapes using a
our families eat? What pets do we have? How do we get around? It’s okay to be different! families with peers and adults. cutter. (See resources for recipe.) Then
Thursday: Look through The Great Big Book of Families. Pause at the last page. Point out that  Say aloud and then write sentences give one to each person at home.
we learned last week that each child is special and now we see that each family is special too. describing their family, who they are Knowledge & Understanding
Friday: Re-read Peace at Last encouraging chn to join in. Why do chn think that Jill Murphy and what they like doing. In pairs, re-read The G.B. Bk of Families.
chose to make the family elephants? What other animal could she have chosen?  Re-read what they’ve written; check Technology
Poetry/Rhymes of the Week: I had a little brother that it says what they mean it to say. Explore websites about families, starting
Introduce on Monday (send a copy home). Rehearse and chant during week, and enjoy at home!  Create their part of a class display. with Cbeebies.

© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Reception Literacy Plan: Autumn
PSED
Personal, Social and Emotional Development
Children describe 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.
UW
Understanding the World
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.
Children observe 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.
© Original plan copyright Hamilton Trust, who give permission for it to be adapted as wished by individual users.
Ourselves and our families 2 weeks
Topic Links
CLL
Communication & Language / Literacy
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.
EAD
Expressive Arts & Design
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 and dances. Explores
the different sounds of instruments
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 are using.
Literacy Context: Lists and labels
M
Mathematics
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 create and
recreate patterns and build models
Children write their name and count 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.
PD
Physical Development
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.