Progression Guidance in English for Year R Grammatical Skills - Knowledge and skills: awareness, sentence construction and punctuation Including Letter and Sounds phonics programme. Primary focus on speaking and listening skills to develop speech, particularly communicating effectively in words and sentences; write own name, using a capital letter; recognise lower and upper case letters (and introduction of alphabet) from classroom display, alphabet songs and phonic activities; 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: 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 make large marks and small marks, using gross and fine motor skills make patterns such as wiggles, curves, straight lines, zig-zags and circles practise drawing patterns inside bigger shapes, keeping within the lines 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 Continues a rhyming string Hears and says the initial sound in words 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. Hear and repeat familiar nursery rhymes and songs. Links sounds to letters naming and sounding the letters of the alphabet Introduce the alphabet code by singing alphabet songs (e.g. to the tune of Begins to read words and simple sentences Uses vocabulary and forms of speech that are increasingly influenced by their Tune into sounds around the environment indoors and out. experience of books Become familiar with letter shapes by: drawing, play-dough, tracing, sand Enjoys an increasing range of books Knows that information can be retrieved from books and computers. Auld Lang Syne). and mud. Share books about sounds e.g. ‘The Ding Dong Bag’, ‘Tanka Tanka Skunk’. Ensure clear enunciation of phonemes by all practitioners, supported by games such as ‘Magic Bag’, ‘What’s in the box?’ Play with alliteration of phonemes i.e. Sian and Charlotte share the shapes… Orally segment and blend phonemes for common articles i.e. b-a-g c-oa-t sh-ir-t. Include oral repetition of phrase or chorus from familiar stories e.g. Run, run as fast as you can…. Share reading of sentences modelled by the practitioner. Have a print-rich environment. Create an interesting and enticing book corner, well- resourced and updated regularly. Read-aloud a range of stories non-fiction and poetry regularly. Enjoy shared reading of big books and other texts as a regular routine. Give opportunities to use computers for a range of reading related activities. Spelling Expected 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: 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: 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.