“It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together.” EYFS Statutory Framework 2021
INTENT: In EYFS we carefully choose books, focusing on quality text to extend children’s reading experience, vocabulary and comprehension and to encourage a life-long love of reading. The main book is chosen with a focus on comprehension and vocabulary, helping to develop understanding and broaden children’s spoken language.
IMPLEMENTATION: Our main text is shared within a small group, with focused and planned questions and vocabulary. We will link in relevant texts/stories to the main story, alongside rhythms of the term/season, through adult-led activities and child interests. During their Reception year, children will experience daily phonics lessons and meet key texts (fiction and non-fiction) including new vocabulary each term, which writing activities and play will stem from. Children will have access to reading, mark making and writing prompts inside and outside, for meaningful purposes. Reading will be developed and celebrated at home through the sharing of home readers and writing will be shared through Tapestry. Children will write with an adult during an adult-directed activity at least once a week, targeting next steps and write in their play, phonics or other opportunities on a daily basis.
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Adult led activities/Continuous Provision/linked stories (this will be added to as the year progresses)
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Nursery and pre-school
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Reception
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Autumn 1
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- After The Fall – Dan Santat (RWI Talk through Stories)
- Families - Peepo,
- Nursery rhymes
- Autumn/Harvest – The Little Red Hen
- Halloween – There’s A Ghost in My House, Pumpkin Soup, We’re going on a pumpkin Hunt
- Early Phonics: Phase 1 Letter and Sounds (General Sound Discrimination: Environmental Sounds)
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- Literacy school baseline in books: Name and picture
- Phonics: daily RWinc sessions
- Hear, say and write initial sounds
- Tricky words- I, go, to, the
- Once upon a time
- Power of Reading: The Gigantic Turnip
- T4W/other: The Three Little Pigs
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Autumn 2
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- The Owl who was Afraid of the Dark – Jill Tomlinson & Paul Howard (RWI Talk Through Stories)
- Owl Babies.
- Light/dark- Shark in the Dark
- Christmas books/stories
- Dear Santa (innovated for Christmas performance)
- Early Phonics: Phase 1 Letter and Sounds (General Sound Discrimination: Instrumental Sounds)
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- Phonics: daily RWinc sessions
- Write simple words
- Tricky words- no, he, she, we, me, be, was
- Power of Reading: The Gruffalo’s Child
- T4W/other: Firework (list poem)
- The Christmas Story
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Spring
1
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- One Snowy Night- Nick Butterworth (RWI Talk Through Stories)
- Winter books, weather
- Shrove Tuesday -Mr Wolf’s Pancakes, The Runaway Pancake, Pancakes! Pancakes! -Eric Carle, Mama Panya’s Pancakes
- Early Phonics: Phase 1 Letter and Sounds (General Sound Discrimination: Body Percussion)
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- Phonics: daily RWinc sessions
- Penguin report
- Assess tricky words - reading and writing
- Winter Wonderland
- Power of Reading: Blue Penguin
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Spring
2
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- Farmer Duck – Martin Waddell & Helen Oxenbury (RWI Talk Through Stories)
- Oliver’s Vegetables.
- The Tiny Seed – Eric Carle
- Early Phonics: Phase 1 Letter and Sounds (Rhythm & Rhyme)
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- Phonics: daily RWinc sessions
- Describe their Bog Baby
- How to care for a Bog Baby and pets
- World Book Day- Design book marks. Key vocab: author, illustrator, character
- Power of Reading: Bog Baby- my Bog Baby, care booklet, day at school.
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Summer 1
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- Handa’s Hen – Eileen Browne (RWI Talk Through Stories)
- Handa’s Surprise – fruit tasting
- Oliver’s Fruit Salad.
- Oliver’s Milkshake
- Sunflowers: Rosa’s Big Sunflower Experiment
- Early Phonics: Phase 1 Letter and Sounds (Alliteration/Voice Sounds)
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- T4W: Supertato
- My Superhero
- Phonics: daily RWinc sessions
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Summer 2
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- A Giant Jam Sandwich – John Vernon Lord & Janet Burroway RWI Talk Through Stories)
- Insects/bug hotels
- Bread making
- The Bad Tempered Ladybird – Eric Carle
- What the ladybird heard – Julia Donaldson
- The Hungry Caterpillar – Eric Carle
- Early Phonics: Phase 1 Letter and Sounds (Oral Blending and Segmenting)
- Introduction of RWI sound pictures to assist transition to Reception
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- Power of Reading: Stanley Stick- stick safety posters, my stick. Over Sudden Hill.
- Developing own narratives
- T4W: Stickman
- Sharing non-fiction texts at story time about people who help us
- Phonics: daily RWinc sessions
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IMPACT: We will monitor the impact to ensure children are ‘on track’ in the developmental age band 3 -4 years, are excited about stories and books and are developing their ambitious vocabulary. Children in Reception will talk about the books they have read and have read to them and use writing in purposeful and meaningful ways, for example as a method of communication. We will monitor who is ‘on track’ in reading through regular phonics assessments with our RWI leaders and move children on when they are ready in order to develop fluency and comprehension skills.
