Caso N° 4: STC N° 5448-2011-PA/TC – PERCY ZEVALLOS

Speaking and Listening

I enjoy listening to stories, songs, rhymes and poems.

I can talk in different ways to my teacher, a friend, in a group or to the class. I can answer a question about something I have heard.

Sentence Structure

I can say a sentence using the correct word order. I can write the key sounds I hear in words.

I can tell someone else what I have tried to write. Composition and Effect

I can retell a story to my friends/teachers using role play and puppets. Spelling

I can write the first and last sounds in words.

I am beginning to write words by sounding out e.g elift-elephant, tbl-table. Writing/Handwriting

I can hold a pencil correctly.

Guided Reading Record FS A

I can turn pages from front to back. I can use the pictures to tell the story.

I am able to describe the pictures or illustrations in a book. I can sequence a simple story or event.

I can act out a simple story, event or rhyme by using gesture, actions and talk. I can predict using the title and the illustrations.

I am beginning to understand the difference between a letter and a word. I can read my own first name.

Foundation Stage End of Year Objectives Foundation Stage End of Year Objectives

NB:In Years 1 to 6, Literacy does not have end-of-year (EOY) objectives.

For the remaining Foundation stage objectives see the PNS website. 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 and 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

The wording of this objective may change depending upon the outcomes of the consultation on changes to the Early Learning

• 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.

Word structure and spelling

• Use phonic knowledge to write simple regular words and make

phonetically plausible attempts at more complex words Understanding and interpreting 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

Engaging with and responding 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

Creating and shaping texts

• Attempt writing for various purposes, using features of different

Sentence structure and punctuation

• Write their own names and other things such as labels and captions and begin to form simple sentences sometimes using punctuation Presentation

• Use a pencil and hold it effectively to form recognisable letters,

Literacy Objectives

Our schemes of work are based upon the end of year objectives which can be found in the PNS, either online or paper copy. There are far too many to be recorded in this section. To access the objectives please use the following link:

http://www.standards.dfes.gov.uk/primaryframework/literacy/learningob jectives/

The objectives should be organised into the following teaching sequence over each unit and should:

• Cover the development of speaking and listening, reading and

writing.Lead to learning at a challenging pace towards the end-of- year expectations or beyond.

• Have regular teaching at word-level and sentence-level embedded

within it, or identified as discrete teaching alongside it, to ensure children achieve these critical learning objectives in a coherent and progressive way.

• Follow and build upon the teaching sequence, from reading into

writing and developing comprehension.

• Fully integrate the appropriate use of ICT opportunities to develop

key aspects of learning and assessment opportunities. The planning should consider opportunities for literacy learning both within dedicated literacy teaching time and also across the whole curriculum.

• Involve a wide variety of enjoyable and engaging learning

opportunities, related to children's experience, building on previous learning and therefore appropriately personalised.

• Identify the particular needs of children working below or

significantly below age-related expectations and the needs of gifted and talented children working significantly above those expectations and plan to meet these needs.

Phase 3: Comparison of oral and written narratives and analysis of their key features; retelling known text orally using appropriate techniques to engage the audience

Phase 4: Evaluation of oral performances; transfer of skills learned during oral performance to support writing with clear authorial voice; collaborative writing of the text type for a EG tourist leaflet

Level Descriptors

In order to ascertain reading and writing levels, we use the Ros Wilson Criterion Scales for Writing, Learning Ladders and NC level

descriptors and for reading we use the guided reading descriptors and NC level descriptors.

These are accessible from the shared area and within the classroom resources.