Evidence from the EYFS curriculum
Literacy- Writing and Physical development Moving and handling Nursery have been exploring a range of fine motor activities to help develop the muscles in their fingers and hands. This will help prepare them for holding writing and mark making equipment. They have been been using their pincer fingers to catch feathers, threading cotton reels onto string, making marks in a glitter tray and writing shopping lists in the home corner.
Reception: Literacy - Writing
40-60m: Writes own name and other things, such as labels.
Reception learned how to write labels and lists.
Reception: Literacy - Writing
40-60m: Writes... captions
Reception have learned how to write captions in a range of different contexts...
16th November - Reception
We have been learning facts about Diwali and how to write a fact using a caption. We have been using finger spaces and red words in our writing.
Reception - The children enjoyed sharing the story of the Chinese Zodiac, they were able to retell the story and then use their phonic knowledge to write the story.
Year One: We have been learning how to write instructions following a Talk for Writing map. We learnt How to make a jam sandwich. From the map, we now know what time conjunctions are as well as imperative verbs and the children are able to give examples of what they are.
Year One: As part of our English session we are learning the story map A Rumble in the Jungle. We thought of actions to retell the poem. This links to our genre of writing riddles. The children were able to identify entity different animals in the animal poems and think of differently ways to describe them.
LQ: How do you perform a poem using Talk for Writing?
The children have were introduced to poems and riddles. To encourage them to identify rhyming words and solve riddles, they have been learning a poem from the book 'Stomp, Chomp, Big Roars! Here Come the Dinosaurs!'. The children worked in small groups to create actions that matched the T4W map. By the end of the session, the children were very good at identifying the rhyming words in the poem.
LQ: What are the features of a narrative? How do you use actions to retell the story 'The Lighthouse Keeper's Lunch'.
The children were encouraged to talk baout what a narrative is. They were introduced to the story 'The Lighthouse Keeper's Lunch. They were encouraged to think about the introduction, the build up, the problem/dilemma, the solution and the ending. The children showed a good understanding of the story and were able to talk about it. The children worked in teams to think of actions and we completed the first part of the story map.
Year 2: Talk for Writing.
LQ: What are the features of a letter? What actions can you use to retell a letter?
We spoke about the text and thought of actions to link in with the text. The children then worked in small teams to follow the story map and think of actions to perform The Red Crayon’s letter from ‘The Day the Crayons Quit’. The children listened to each other’s ideas and then worked together to perform the letter through words and actions. By the end of the lesosn, the children were more aware of the features of a letter and were able to retell the letter through actions.
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Year 3 - Hot Task - Diary
The children completed a diary of a stone age child after their school trip to Murton Park. They have learnt a range of skills which you can see evident in this piece of writing (features, range of punctuation, frontal adverbials, Y3/4 words, legibly joined handwriting)