Book Creator | EYFS Literacy

Mount Carmel
Catholic School

EYFS CURRICULUM - literacy reading

Our EYFS Curriculum

'I have come so that they may have life and have it to the full.'
Mark 10:10

Mount Carmel Values

Our aim is for every child to leave here an Ambassador of Christ.
Our values are deeply rooted in the high expectations that we have of each child in the school. Our Values permeate across the school through children's learning, friendships, behaviour and leadership.
Our values come from the Church.

C - consideration
H - helpfulness
U - unity
R - respect
C - commitment
H - honesty

Our British Values

Our children learn about our British Values through 5 areas. These are discussed at whole school liturgies and during lunch times. We are committed to serving our community, with the strong belief that we are one school for all.

Our Power Values

Our aim is for every child to leave with the power to make a positive change in the world. Through our subjects there are five themes that we believe are integral with teaching children how to become powerful adults.

We ensure that these themes run through our subjects. Children learn about 5 areas of power - Education, Religion, Resources, People and Legacy.

cHARACTERISTICS OF EFFECTIVE LEARNING

Playing and Exploring
Children investigate and experience things and 'have a go'. Children who actively participate in their own play, develop a larger store of information and experiences to draw on which positively supports their learning.

Active Learning
Children concentrate and keep on trying if they encounter difficulties. They are proud of their own achievements. For children to develop into self-regulating, lifelong learners, they are required to take ownership, accept challenges and learn persistence.

Creating and Thinking Critically
Children develop their own ideas and make links between these ideas. They think flexibly and rationally, drawing on previous experiences which helped them to solve problems and reach conclusions.

Unique child: Every child is unique and has the potential to be resilient, capable, confident and self-assured.
Positive relationships: Children flourish with warm, strong and positive partnerships between all staff and parents/carers. This promote independence across the EYFS curriculum. Children and practitioners are not alone – embrace each community.
Enabling environments: Children learn and develop well in safe and secure environments when routines are established and where adults respond to their individual needs and passions and help them build upon their learning overtime.
Learning and development: Children develop and learn at different rates (not in different ways as stated in 2017). We must be aware of children who need greater support than others.

It is crucial for children to develop a lifelong love of Reading. Reading consists of two dimensions: language comprehension and word. Reading language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familia printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing).

Area of Learning - Literacy, Reading

How you can help as parents

Our curriculum goal

To become a brilliant bookworm who can show a love for reading,use new vocabulary to talk about what they have read or has been read to them, read words and simple sentences (using single sounds and diagraphs they have learnt).

Ask your child to choose what they’d like to read. They’ll feel more interested in the story if they’ve picked it out themselves.
Sit close together. You could encourage your child to hold the book themselves and turn the pages, too.
Take a look at the pictures. You don’t just have to read the words on the page.
Ask questions and talk about the book. Picture books can be a great way to talk through your child’s fears and worries, or to help them deal with their emotions. Give them space to talk, and ask how they feel about the situations in the story.
Give books as presents. And encourage your children and their friends to swap books with each other – it’ll give them a chance to read new stories, and get them all talking about what they’re reading.
Visit the local library together. It’s always fun choosing new books to read.
Encourage children to carry a book at all times. That way, they’ll never be bored (this is something you can do, too!)
Have a family bookshelf. If you can, have bookshelves in your children’s bedrooms, too.
Keep reading together. Just because your children are older, it doesn’t mean you have to stop sharing stories.

Nursery - Literacy, Reading

Comprehension-Developing a passion for reading

I know books have words and pictures.
I can turn the pages one at a time.
I can point to a picture in a book.
I can match pictures to pictures and symbols to symbols.
I can point to a named character in a familiar book.
I can listen to a simple story and understand what is happening with the help of a picture.
I enjoy sharing books with an adult.
I can pay attention and respond to the pictures or the words.

Word reading

Phase One Phonics - Letters and Sounds - Aspects 1,2,3

I can join in with songs and rhymes, copying sounds rhythms, tunes and tempo.
I can sing some of the words in songs and rhymes.
I can listen carefully to sounds in the environment.

Autumn 1

Autumn 2

Comprehension-Developing a passion for reading

I can recognise my name.
I can point to print in the classroom environment.
I can point to print in a book.
I have favourite books and seek them out, to share with an adult, with another child, or to look at alone.
I can join in with words and phrases used over and over again.
I can ask for a specific story.

Word Reading

Phase One Phonics - Letters and Sounds - Aspects 1,2,3

I can sing a songs and rhymes, using rhythm, tune and tempo.
I can tell you the initial sound of my name.
I can say multi-syllabic words such as banana and computer.
I can talk about the sound is made by different instruments.
I can distinguish between different sounds.

Nursery - Literacy, Reading

Comprehension-Developing a passion for reading

I can recognise signs from my local environment.
I can recognise a known character in a different context.
I am beginning to sequence a story using talk to retell the story.
I can answer questions about the story, talk about the places and people in stories and important things that are happening.
I know that print has meaning and purposes.
I know that we read English text from left to right and from top to bottom.
I can name the different parts of a book- cover, title and page.

Word Reading

Phase One Phonics - Letters and Sounds - Aspects 4, 5, 6.
I can sing songs and say rhymes independently, for example, singing whilst playing
I can listen for rhyming words.
I can tell you the initial sound of three words.
I can count and clap syllables in word.

Spring 1

Spring 2

Comprehension-Developing a passion for reading

I can recognise my name in a line-up of names.
I can talk about what happens at the beginning, middle and end of the story.
I can use nouns, adjectives for description, verbs for event.
I can reason as to why and also explain how.

Word Reading

Phase One Phonics - Letters and Sounds - Aspects 4, 5, 6.
ELS: s, a, t, p, i, n
I can say multisyllabic words with four syllables.
I can isolate the sound at the start of a word.