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Section 2: Termly objectives
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NLS Framework for teaching
Reception Term Reception
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.
Comprehension and composition
PUPILS SHOULD BE TAUGHT:
Reading
Understanding of print
- through shared reading:
- to recognise printed and handwritten words in a variety of settings, e.g. stories, notes, registers, labels, signs, notices, letters, forms, lists, directions, advertisements, newspapers;
- that words can be written down to be read again for a wide range of purposes;
- to understand and use correctly terms about books and print: book, cover, beginning, end, page, line, word, letter, title;
- to track the text in the right order, page by page, left to right, top to bottom; pointing while reading/telling a story, and making one-to-one correspondences between written and spoken words;
Reading Comprehension
- to use a variety of cues when reading: knowledge of the story and its context, and awareness of how it should make sense grammatically;
- to re-read a text to provide context cues to help read unfamiliar words;
- to notice the difference between spoken and written forms through re-telling known stories; to compare 'told' versions with what the book 'says';
- to understand how story book language works and to use some formal elements when re-telling stories, e.g. 'Once there was ...', 'She lived in a little ...', 'he replied ...'.
- to re-read frequently a variety of familiar texts, e.g. big books, story books, taped stories with texts, poems, information books, wall stories, captions, own and other children's writing;
- to use knowledge of familiar texts to re-enact or re-tell to others, recounting the main points in correct sequence;
- to locate and read significant parts of the text, e.g. picture captions, names of key characters, rhymes and chants, e.g. "I'm a troll...", "You can't catch me I'm the Gingerbread Man...", speech-bubbles, italicised, enlarged words;
- to be aware of story structures, e.g. actions/reactions, consequences, and the ways that stories are built up and concluded;
- to re-read and recite stories and rhymes with predictable and repeated patterns and experiment with similar rhyming patterns;
Writing
Understanding of print
- through shared writing:
- to understand that writing can be used for a range of purposes, e.g. to send messages, record, inform, tell stories;
- to understand that writing remains constant, i.e. will always 'say' the same thing;
- to distinguish between writing and drawing in books and in own work;
- to understand how writing is formed directionally, a word at a time;
- to understand how letters are formed and used to spell words;
- to apply knowledge of letter/sound correspondences in helping the teacher to scribe, and re-reading what the class has written;
Composition
- through guided and independent writing:
- to experiment with writing in a variety of play, exploratory and role-play situations;
- to write their own names;
- to write labels or captions for pictures and drawings;
- to write sentences to match pictures or sequences of pictures;
- to experiment with writing and recognise how their own version matches and differs from conventional version, e.g. through teacher response and transcription;
- to think about and discuss what they intend to write, ahead of writing it;
- to use experience of stories, poems and simple recounts as a basis for independent writing, e.g. re-telling, substitution, extension, and through shared composition with adults;
- to use writing to communicate in a variety of ways, incorporating it into play and everyday classroom life, e.g. recounting their own experiences, lists, signs, directions, menus, labels, greeting cards, letters.
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