· Add 2 small groups of objects with a total of 10 or less

· Count how many are left when some objects are taken away

· Make simple patterns and talk about them

· Name shapes such as circle, square, triangle, rectangle, cube, cone, sphere

· Use words to describe position such as over, under, above, below, on, in, next to, beside.

RECEPTION LITERACY TARGETS

There are 12 areas that make up the various aspects of literacy for Reception Year. Literacy is a massive subject area and is obviously of extreme importance in your child’s development. Do bear in mind these are only guides to performance. At this very young age there will be a wide range of abilities within each class.

1. Speaking

2. Listening and responding

3. Group discussion, interaction

4. Drama

5. Word recognition

6. Word structure, spelling

7. Understand and interpret texts

8. Engage with, respond to texts

9. Creating and shaping texts

10. Text structure and organisation

11. Sentence structure, punctuation

12. Presentation

Speaking

· Enjoy listening to and using spoken and written language and readily turn to it in play and learning

· Use talk to organise, sequence and clarify thinking, ideas, feelings and events

· Use language to imagine and recreate roles and experiences

· Speak clearly and audibly with confidence and control and show awareness of the listener

· Extend their vocabulary, exploring the meanings and sounds of new words

Listening and responding

· Listen with enjoyment and respond to stories, songs and other music, rhymes and poems and make up their own stories, songs, rhymes and poems

· Sustain attentive listening, responding to what they have heard by relevant comments, questions or actions

· Extend their vocabulary, exploring meanings and sounds of new words

Group discussion, interaction

· Interact with others, negotiating plans and activities and taking turns in conversation

· Use talk to organise, sequence and clarify thinking, ideas, feelings and events

Drama

· Use language to imagine and recreate roles and experiences

Word recognition

· Explore and experiment with sounds, words and text

· Link sounds to letters, naming and sounding the letters of the alphabet

· Use a pencil and hold it effectively to form recognisable letters, most of which are formed correctly

· Hear and say sounds in words in the order in which they occur

· Read simple words by sounding out and blending the phonemes all through the word from left to right
Children move from reading simple consonant-vowel-consonant (CVC) words such as 'cat' and bus to longer CCVC words such as 'clap' and 'stop', and CVCC words as 'fast' and 'milk'

· Recognise common digraphs

· Read some high frequency words

· Use phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words

· Read a range of familiar and common words and simple sentences independently

· Read texts compatible with their phonic knowledge and skills

· Read and write one grapheme for each of the 44 phonemes

Word structure, spelling

· Use phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words

Understand and interpret texts

· Know that print carries meaning and, in English, is read from left to right and top to bottom

· Extend their vocabulary, exploring the meaning and sounds of new words

· Show an understanding of the elements of stories, such as main character, sequence of events, and openings, and how information can be found in non-fiction texts to answer questions about where, who, why and how

· Retell narratives in the correct sequence, drawing on the language patterns of stories

Engage with, respond to texts

· Listen with enjoyment to stories, songs, rhymes and poems, sustain attentive listening and respond with relevant comments, questions and actions

· Show an understanding of the elements of stories, such as main character, sequence of events, and openings and how information can be found in non-fiction texts to answer questions about where, who, why and how

· Use language to imagine and recreate roles and experiences