Literacy course outline

Learners

will read and explore a range of simple stories, begin to show understanding of words and sentences encountered in reading, and join in with some words and phrases when reading familiar stories together. They will explore and recognize the parts of a book and talk about texts, making links with *-their own experiences and using relevant vocabulary. They will learn to identify the most common letters associated with each sound in the English language

Recounts of personal experiences

In this unit, learners will become more confident with their use of letters. They will learn the name of each letter and the most common sound associated with it, and choose plausible graphemes to write simple, regular words and make attempts at others. They will then learn to identify and blend sounds represented by more than one letter. They will continue to read and explore a variety of texts, and begin to identify how contexts and events in stories are the same as or different from real life. They will show understanding of the opinions of others and ask simple questions about what was heard or read.

Traditional rhymes. In this unit, learners will explore sounds and words in texts and recognize features of different forms of texts. They will show understanding of rhythm, rhyme and repetition when joining in with reading familiar poems. Learners will enjoy reading and hearing poems and use pictures in the text as cues to support their understanding of unfamiliar words. They will relate rhyme to shared spelling patterns, recite simple poems and show awareness of rhythm. They will explore sentences that contain and and begin to use it to join words and clauses. They will write simple sentences and re-read sentences aloud with some fluency and expression. They will learn to take turns in speaking during a discussion, show awareness of the listener, and make connections between how someone’s non-verbal communications reflect their feelings.

In this unit, learners will explore and recognize the features of text structure in non-fiction texts, such as instructions, and begin to show awareness that different non-fiction text types have different purposes. They will find information by reading labels, lists and captions, and use simple organisational features appropriate to the text type. They will identify sentences in texts; and read verbs with endings -s, -ed and -ing. Learners will develop a simple sequence of known actions or events, include relevant information in their writing, and use and to join words or clauses. They will show some awareness of the listener when speaking, listen and respond appropriately, and engage in imaginative play

Stories with familiar settings

In this unit, learners will begin to identify how contexts and events in stories are the same as or different from real life, making links to their own experiences and expressing likes and dislikes. They will explore explicit and implicit meanings in simple texts and ask simple questions about what is heard or read. Learners will present text in a range of different ways, begin to write simple stories, including using structures of familiar stories and formulaic language, and end some sentences with a full stop. They will use phonics knowledge to sound out some elements of unfamiliar words and ask for support in spelling them. They will explore in texts the grammar of statements and examples of nouns and verbs in texts. Learners will take turns in speaking, expressing own feelings and ideas, and talking about own activities, including what they enjoyed

Traditional rhymes. In this unit, learners will explore sounds and words in texts and recognize features of different forms of texts. They will show understanding of rhythm, rhyme and repetition when joining in with reading familiar poems. Learners will enjoy reading and hearing poems and use pictures in the text as cues to support their understanding of unfamiliar words. They will relate rhyme to shared spelling patterns, recite simple poems and show awareness of rhythm. They will explore sentences that contain and and begin to use it to join words and clauses. They will write simple sentences and re-read sentences aloud with some fluency and expression. They will learn to take turns in speaking during a discussion, show awareness of the listener, and make connections between how someone’s non-verbal communications reflect their feelings.

Simple rhyming poems

In this unit, learners will explore sounds and words in texts and use their phonics knowledge to read decodable words. They will choose plausible graphemes that match phonemes when writing simple, regular words, and begin to join some letters. They will begin to show understanding of words and sentences encountered in reading and explore explicit meaning in texts. They will ask simple questions and talk about texts they heard or read, make links with their own experiences and express their likes and dislikes. Learners will use vocabulary relevant to a familiar topic and begin to write simple stories and poems, including using the structures of ones they have read. They will show understanding and awareness of rhyme, repetition and rhythm when reciting simple poems. They will speak audibly and clearly with familiar people, provide relevant information as needed and show some use of non-verbal communication techniques. Learners will work with others in a group and show understanding of the opinion of others

In this unit, learners will begin to read aloud simple texts independently, making choices about books to read or listen to for pleasure. They will learn about the characteristics of simple stories, identify the main characters, and talk about what happens to them. Learners will make simple inferences based on events in texts and anticipate what happens next in a story. They will retell familiar stories verbally, including most of the relevant information, and develop a simple sequence of known actions or events. They will develop a short, written retelling of a familiar story by captioning pictures, and plan their writing by speaking aloud. Learners will read their own writing aloud, talk about it and use some relevant vocabulary to describe events and feelings. They will use capital letters in some of their writing and pause at full stops when reading aloud. During discussions, learners will listen without interrupting and use non-verbal communication techniques

Poems on similar themes

In this unit, learners will explore sounds and words in texts, read simple texts independently and spell familiar words accurately. They will respond to questions about texts with some explanation of their thinking, and use their own list of interesting and significant words to extend their range of vocabulary. Learners will use relevant vocabulary to describe events and feelings, talk about their own activities, including what they enjoyed, and listen and respond appropriately. They will recite simple poems, showing awareness of rhythm and engage in imaginative play, enacting simple characters and situations. They will suggest how someone’s non-verbal communication reflects their feelings

 Stories with familiar settings

In this unit, learners will begin to identify how contexts and events in stories are the same as or different from real life, making links to their own experiences and expressing likes and dislikes. They will explore explicit and implicit meanings in simple texts and ask simple questions about what is heard or read. Learners will present text in a range of different ways, begin to write simple stories, including using structures of familiar stories and formulaic language, and end some sentences with a full stop. They will use phonics knowledge to sound out some elements of unfamiliar words and ask for support in spelling them. They will explore in texts the grammar of statements and examples of nouns and verbs in texts. Learners will take turns in speaking, expressing own feelings and ideas, and talking about own activities, including what they enjoyed

Informational texts

In this unit, learners will read and explore a range of simple non-fiction text types. They will begin to recognize a range of common words on sight, including common exception words, and re-read sentences aloud with some fluency and expression. They will identify and record interesting and significant words from texts to inform their own writing. They will explore and recognise how texts for different purposes look different, and begin to write for purpose using basic language and features appropriate for the text type. They will use simple organisational features appropriate for the text type, record different people’s answers to simple questions about texts, and present text in a range of different ways. Learners will use a capital letter and full stop to start and end a sentence, and re-read text showing understanding of capital letters and full stops and simple grammatical links between words. Learners will speak audibly and clearly with familiar people, showing some awareness of the listener