Overview of learning 16

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.