NLS Framework for teaching

Reception Term Reception 

Word

Fiction and poetry: a wide variety of traditional, nursery and modern rhymes, chants, action verses, poetry and stories with predictable structures and patterned language.
Non-Fiction: simple non-fiction texts, including recounts.

Phonics, spelling and vocabulary

PUPILS SHOULD BE TAUGHT:

Phonological awareness, phonics and spelling

1. to understand and be able to rhyme through:

• recognising, exploring and working with rhyming patterns, e.g. learning nursery rhymes;
• extending these patterns by analogy, generating new and invented words in speech and spelling;

Activity and worksheets

YR W1 Rhyme

2. knowledge of grapheme/phoneme correspondences through:

• hearing and identifying initial sounds in words;
• reading letter(s) that represent(s) the sound(s): a-z, ch, sh, th;
• writing each letter in response to each sound: a-z, ch, sh, th;
• identifying and writing initial and dominant phonemes in spoken words;
• identifying and writing initial and final phonemes in consonant-vowel-consonant (CVC) words, e.g. fit, mat, pan;

Activity and worksheets

YR W2 Grapheme/phoneme correspondence 1 YR W2 Grapheme/phoneme correspondence 2 YR W2 Grapheme/phoneme correspondence 3 YR W2 Games to play YR W2 Word cards 1 YR W2 Word cards 2 YR W2 Word cards 3

3. alphabetic and phonic knowledge through:

• sounding and naming each letter of the alphabet in lower and upper case;
• writing letters in response to letter names;
• understanding alphabetical order through alphabet books, rhymes, and songs;

Activity and worksheets

YR W3 Phonological awareness

4. to link sound and spelling patterns by:

• using knowledge of rhyme to identify families of rhyming CVC words, e.g. hop, top, mop; fat, mat, pat, etc.;
• discriminating 'onsets' from 'rimes' in speech and spelling, e.g. 'tip', 'sip', 'skip', 'flip', 'chip';
• identifying alliteration in known and new and invented words;

Activity and worksheets

YR W4 Rhyme

Word recognition, graphic knowledge and spelling

5. to read on sight a range of familiar words, e.g. children's names, captions, labels, and words from favourite books;

Activity and worksheets

YR W5 Word recognition 1

6. to read on sight the 45 high frequency words to be taught by the end of YR located in the Resource Area;

Activity and worksheets

YR W6 Word recognition 2

7. to read on sight the words from texts of appropriate difficulty;
8. to read and write own name and explore other words related to the spelling of own name;

Activity and worksheets

YR W8 Word recognition 3

9. to recognise the critical features of words, e.g. shape, length, and common spelling patterns;

10. new words from their reading and shared experiences;

Activity and worksheets

YR W10 Vocabulary extension

11. to make collections of personal interest or significant words and words linked to particular topics;

12. to use a comfortable and efficient pencil grip;
13. to produce a controlled line which supports letter formation;
14. to write letters using the correct sequence of movements.