Example of literacy planning and resourcing 16

What we want children to learn (Development matters)

• Write their own names and other things such as labels and captions and begin to form simple sentences, sometimes using punctuation
• Use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed

Related Early Learning Goals

• Investigate objects and materials by using all of their senses as appropriate (KUW)

Possible contexts

• Provide stimuli for writing, for example visits, collections, pictures, communications with home and role-play.
• Engage in writing for a purpose across everyday experiences, for example memos, lists and registers.
• Use mark making of all kinds.
• Use books and print as models.
• Play games.
• Make books and displays.
• Use children's name cards, for example for self-registration, copying to write onto own pictures, copying for sending notes and messages.
• Use signs and labels purposefully.
• Use word banks and collections of words.
• Provide clipboards and writing tools inside and outside.
• Use wooden or magnetic letters for play in the environment, for example on boards, in water - they float and can be fished out - or buried in sand to find.

Example of adult-led activities

Context: Creating an interactive display of places we like

Visit and let the children take photographs, or take photographs and bring them into school, of places in the local environment, for example a park, swings, some shops, a bus stop, station, post office, houses. Sort through them with the children: What are they of? Do they remember passing that? Do they like to go there? What is it about it they like? Make a collection of places they like - children could also draw or bring in photographs from home. They could also make models of places they like.

Explain to the children that you are going to put the places they like most on display and invite visitors in to see. The visitors might need some information about the places they like. Ask the children what they think the visitors might want to know.

Model writing labels and captions for a photograph using the children's ideas. For example: 'They may need a name. Does "Park" sound OK or shall we write "This is a park" or "I like the park"?' Make a word list together of words they might need for their photograph, drawing or model.

Encourage the children to choose their own photograph, drawing or model for display and ask them what they might need to say about it. Provide them with the card for labels and captions. Support them by scribing, referring to the word list and using the computer.

Adult role

• Encourage mark making of all kinds, for example using tools with malleable materials, a wide range of tools and materials in the creative area, pattern making with water bottles outside or drawing with fingers on an interactive whiteboard.
• Model writing for a purpose throughout everyday experiences.
• Provide writing tools across everyday experiences, for example clipboards out in construction, writing pads in book areas, cards and sticky notes by noticeboards. Model uses regularly and notice children's uses.
• Provide familiar texts that are enjoyable, can be committed to memory and used as models for writing. Notice uses of simple punctuation that help the reader.
• Model using ICT as a form of recording, including using photographs and video, and provide opportunities for word processing, emailing, etc.
• Involve the children in using print in the environment. Look at models on visits, and plan and use in your setting.

Opportunities for children to explore and apply

• Play games which help them to hear sounds in words and form the letters that represent them (see Playing with sounds).
• Provide meaningful writing contexts within role-play and in everyday experiences, for example notepads at the telephone for messages, appointment cards at the hairdressers, cheque books at the bank, magnetic letters on the fridge door, calendars to mark the date, a desk containing material for writing letters, stamps, lists and memos, notes and messages, cards and invitations, diaries.
• Make sharing stories, songs, rhymes and poems part of everyday experience. Make collections of favourites for rereading and learning some off by heart. Make story/rhyme sacks, including props; make story/rhyme/song tapes and CD-ROMs readily available; use talking books on the computer or make your own; make props that can be used on story boards or with the interactive whiteboard. Encourage retelling by providing microphones, listening back to stories or scribing children's own stories.

Adult role

• Provide for mark making of all kinds, for example using tools with malleable materials, a wide range of tools and materials in the creative area, pattern making with water bottles outside or drawing with fingers on an interactive whiteboard.
• Provide writing tools across everyday experiences, for example clipboards out in construction, writing pads in book areas, cards and sticky notes by noticeboards. Model uses regularly and notice children's uses.
• Make writing strategies overt when writing text throughout the day, for example shopping lists, address cards, phone numbers in role-play, notes to remember things, notes to others, labels and signs.
• Provide familiar texts that are enjoyable, can be committed to memory and used as models for writing. Notice uses of simple punctuation that help the reader.
• Model using ICT as a form of recording, including using photographs and video, and provide opportunities for word processing, emailing, etc.
• Involve the children in using print in the environment. Look at models on visits, and plan and use in your setting.
• Provide opportunities for writing in the environment inside and outside, for example short sentences under laminated photographs displayed outdoors to celebrate physical achievements.

Look, listen and note

• How are children making use of phonic knowledge as they attempt to write words and simple sentences? For example: David writes, 'I went to see fiyuwercs and hat to pc in the pub' (I went to see fireworks and had to park in the pub).
• Do they have dexterity in using a range of tools in their play and writing?
• Observe their formation of recognisable letters.

Assessment opportunities

• Observe children mark making in play; are they using marks to represent meanings, are they able to identify and write some letters, do they leave spaces showing a recognition of words, etc.
• Do children readily turn to writing as a means of recording in their play, for example lists, notices, book making, etc.
• Are children using word banks, cards, labels, books, lists, etc. to copy words they need.
• Observe children breaking sounds down for writing.
• Observe children beginning to write some words from memory.

Related Profile scale points

W 4, 5, 6, 7, 8

Example of literacy planning and resourcing 13

What we want children to learn (Development matters)

• Know that print carries meaning and, in English, is read from left to right and top to bottom
• Attempt writing for different purposes, using features of different forms such as lists, stories and instructions

Related Early Learning Goals

• Use developing mathematical ideas and methods to solve practical problems (MD)

Possible contexts

• Use books, rhymes, music, songs and poetry.
• Provide stimuli for writing: visits, collections, pictures, communications with home.
• Provide collections of favourite stories/rhymes for regular re-reading and getting to know.
• Use a variety of texts in the environment inside and outside.
• Play games involving word recognition, for example matching words to pictures.
• Make books and displays.
• Use children's name cards, for example for self-registration, copying to write onto own pictures, copying for sending notes and messages.
• Use signs and labels purposefully.
• Use word banks and collections of words.
• Provide clipboards and writing tools inside and outside.
• Use wooden or magnetic letters for play in the environment, for example on boards, in water - they float and can be fished out - or buried in sand to find.

Example of adult-led activities

Context: Reading a book (Kipper's Birthday by Mick Inkpen) and writing invitations

Share the book with the children until it becomes familiar. One day pay particular attention to the features of the book: 'What is on the front cover?' 'What is on the back?' 'Can we find the author's name?' Have a puppet that tries to read the book from the back and from the bottom of pages. Let the children correct the puppet and show the puppet how to handle the book and how and where to start reading.

Discuss the meaning of Kipper's invitation: 'How had his guests got so muddled up?' Unravel the time problem with the children, using a calendar or class timetable to emphasise today and tomorrow, when Kipper wrote the invitations and when he actually delivered them. The 'silly puppet' needs help from the children to explain this.

Make an invitation for an open day for families. Work out how to make one together first. The 'silly puppet' wants to do it but is not sure where to start. Encourage the children to tell the puppet what it needs to do, for example 'Draw your picture on the front. Don't write on the back. Write on that page and don't write at the bottom. Write one simple sentence with the day and date.'

Ask the children to make their own to take home using card or the computer (using software that has a card template like 2Publish). Some children might like to make a shared one at the computer and print off enough copies for each of them.

Adult role

• Pay attention to all details of a book, including front and back covers, who the author is, what the text on the spine is, why we have page numbers, where we start to read, etc. Use a puppet to read incorrectly and be corrected by the children.
• Make reading strategies overt when reading.
• Model writing in everyday experience, for example shopping lists, address cards, phone numbers in role-play, notes to remember things, notes to others, labels and signs.
• Make writing strategies overt when writing.
• Provide familiar texts with short sentences that are enjoyable and can be committed to memory. Use as a basis for writing own books.
• Model using ICT as a form of recording.

Opportunities for children to explore and apply

• Make books and other printed materials available in many areas for the children to look at and 'read', not just in a 'book' area.
• Add captions, labels and speech bubbles to photographs used for display. Make these with the children, scribing for them and modelling writing.
• Add posters, calendars and noticeboards at children's height in book and role-play areas. Model using the noticeboard for memos, shopping lists, recipes, addresses, phone numbers, etc.
• Encourage mark-making for a purpose by making clipboards, mark-making tools and word banks available in many areas. Model uses, for example when children are waiting for a turn support them in making a register.
• Make sharing stories, songs, rhymes and poems part of everyday experience. Make collections of favourites for re-reading and learning some off by heart. Instruct and model how to handle books appropriately. Point out features of books and run your finger under the text when reading.

Adult role

• Make reading strategies overt when reading throughout the daily experience, for example signs, notes, books, songs and addresses.
• Make writing strategies overt when writing text throughout the day, for example shopping lists, address cards, phone numbers in role-play, notes to remember things, notes to others, labels and signs.
• Provide familiar texts with short sentences that are enjoyable and can be committed to memory. Use as a basis for writing own books.
• Make a variety of texts available in the environment inside and outside, for example short sentences under laminated photographs displayed outdoors to celebrate physical achievements.
• Provide writing tools, sticky notes, cards, clipboards, etc. across the setting, for example tool belts for construction role-play outside with pens, pencils, notebooks etc., easy-to-make books in a book area or a noticeboard in a role-play area.
• Make regular use of ICT for recoding in a variety of forms, for example word processing, emailing, digital photographs/video and sound recorders.

Look, listen and note

• How do children use strategies to read?
• Observe instances of writing for different purposes, such as when Rosie experiments with labelling the contents on the outside of a bag.

Assessment opportunities

• Observe children adopting the behaviour of a reader, for example holding a book, turning the pages, using the language of texts or intonation in retelling.
• Look at children using print in the environment. Are they following simple written instructions with picture cues, for example in cooking?
• Observe children mark-making in play; are they using marks to represent meanings, are they able to identify and write some letters, do they leave spaces showing a recognition of words, etc.
• Do children readily turn to writing as a means of recoding in their play, for example lists, notices, book making, etc.?
• Are children using word banks, cards, labels, books, lists, etc. to copy words they need?
• Observe children breaking sounds down for writing.
• Observe children beginning to write some words from memory.

Related Profile scale points

W 6 R4, 5