Progression Guidance in English for Year R
Grammatical Skills - Knowledge and skills: awareness, sentence construction and punctuation
Including Letter and Sounds phonics programme.
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Primary focus on speaking and listening skills to develop speech, particularly communicating effectively in words and sentences;
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write own name, using a capital letter;
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recognise lower and upper case letters (and introduction of alphabet) from classroom display, alphabet songs and phonic activities;
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read rhymes, poems and stories regularly, to help child internalise narrative patterns, sentence constructions and vocabulary;
getting ready for nouns: label classroom objects: table, cupboard, computer, slide;
Handwriting and Presentation
Year R is not included in the Programme of Study for Key Stages 1 and 2. However, guidance would clearly prepare pupils for the Year 1 statements.
Early Learning goal:
‘Children show good control and coordination in large and small movements. They move confidently in a range of ways, safely negotiating space. They handle
equipment and tools effectively, including pencils for writing.’
Development Matters gives the following guidance:
30-50 months:
 Holds pencil between thumb and two fingers, no longer using the whole hand grasp
 Holds pencil near point between first two fingers and thumb and uses it with good control
 Can copy some letters, e.g. letters from their name
40-60 months:
 Shows preference for a dominant hand
 Begins to use anticlockwise movement and retrace vertical movement
 Begins to form recogisable letters
 Uses a pencil and holds it effectively to form recognisable letters, most of which are correctly formed
Pupils will need to:
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engage in pre-writing or ‘writing-readiness’ activities
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practise holding a writing or drawing implement correctly
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practise and enjoy making marks using a variety of materials
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make large marks and small marks, using gross and fine motor skills
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make patterns such as wiggles, curves, straight lines, zig-zags and circles
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practise drawing patterns inside bigger shapes, keeping within the lines
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when appropriate, follow the statements for Year 1 below
Additional information: provide opportunities for the child to hold a range of writing implements correctly, using the tripod grip, before the muscle
memory becomes fixed. Develop shoulder movements to encourage upper body strength.
Reading – Comprehension
We use a book banded scheme for reading as well as the Oxford Reading Tree series.
Knowledge, skills and understanding
How comprehension can be supported by adults; routines and resources
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Continues a rhyming string
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Hears and says the initial sound in words
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Can segment the sounds in simple words and blend them together and knows
Year R is not included in the programme of study for key stages 1 and 2. However,
guidance would clearly prepare pupils for the Year 1 requirements.
which letters represent some of them.
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Hear and repeat familiar nursery rhymes and songs.
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Links sounds to letters naming and sounding the letters of the alphabet
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Introduce the alphabet code by singing alphabet songs (e.g. to the tune of
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Begins to read words and simple sentences
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Uses vocabulary and forms of speech that are increasingly influenced by their
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Tune into sounds around the environment indoors and out.
experience of books
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Become familiar with letter shapes by: drawing, play-dough, tracing, sand
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Enjoys an increasing range of books
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Knows that information can be retrieved from books and computers.
Auld Lang Syne).
and mud.
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Share books about sounds e.g. ‘The Ding Dong Bag’, ‘Tanka Tanka Skunk’.
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Ensure clear enunciation of phonemes by all practitioners, supported by
games such as ‘Magic Bag’, ‘What’s in the box?’
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Play with alliteration of phonemes i.e. Sian and Charlotte share the shapes…
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Orally segment and blend phonemes for common articles i.e. b-a-g c-oa-t
sh-ir-t.
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Include oral repetition of phrase or chorus from familiar stories e.g. Run, run
as fast as you can….
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Share reading of sentences modelled by the practitioner.
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Have a print-rich environment.
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Create an interesting and enticing book corner, well- resourced and updated
regularly.
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Read-aloud a range of stories non-fiction and poetry regularly.
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Enjoy shared reading of big books and other texts as a regular routine.
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Give opportunities to use computers for a range of reading related activities.
Spelling
Expected
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Spelling pattern, rule or tip
All letters of the alphabet, and the sounds they commonly represent
Consonant digraphs
Vowel digraphs which have been taught
The process of segmenting words
Words with adjacent consonant
Word suggestions
Spoken Language
Early learning goal – speaking
•children express themselves effectively, showing awareness of listeners’ needs
•they use past, present and future forms accurately when talking about events that have happened or are about to happen in the future
•they develop their own narratives and explanations by connecting ideas or events.
Early learning goal – listening
•children listen attentively in a range of situations
•they listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions
•they give their attention to what others say and respond appropriately, while engaged in another activity.
Writing Composition
Knowledge, skills and understanding
Supporting composition: routines and resources
Year R is not included in the Programmes of Study for Key Stages 1 and 2. However,
it would clearly be appropriate to prepare pupils for the Year 1 statements.
Supporting composition:

Focus on speaking and listening skills to develop speech, particularly
communicating effectively in words and sentences.
Pupils will need to:



engage in pre-writing or writing-readiness activities
practise holding a writing or drawing implement correctly
practise and enjoy making marks using a variety of materials


Read rhymes, poems and stories regularly, to help child internalise narrative
patterns, sentence constructions and vocabulary.
Write simple sentences by saying out loud what they are going to write about.
Model short sentence-writing, talking through skills and processes.
Provide opportunities for pupils to:
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explore and play with writing e.g. shopping lists, labelling, messages and
letters
investigate a range of writing implements on different surfaces

make large marks and small marks, using gross and fine motor skills
Resources might include:
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Gateway to writing – ‘Developing Handwriting’
Alistair Bryce-Clegg – abcdoes.typepad.com
Write Dance
Role-play supporting writing
Writing in the outdoor environment
Well-planned writing area
When appropriate, follow the statements for Year 1.