English in the Early Years
Communication and language

Listening Attention and Understanding ELG (Early Learning Goals)

Children at the expected level of development will:
Listen attentively and respond to what they hear with relevant questions, comments and actions when being read to and during whole class discussions and small group interactions;
Make comments about what they have heard and ask questions to clarify their understanding;
Hold conversation when engaged in back-and-forth exchanges with their teacher and peers

Speaking ELG
Children at the expected level of development will:
Participate in small group, class and one-to-one discussions, offering their own ideas, using recently introduced vocabulary;
Offer explanations for why things might happen, making use of recently introduced vocabulary from stories, non-fiction, rhymes and poems when appropriate;
Express their ideas and feelings about their experiences using full sentences, including use of past, present and future tenses and making use of conjunctions, with modelling and support from their teacher.

Handwriting 
Children at the expected level of development will use the following fine motor skills:

Hold a pencil effectively in preparation for fluent writing – using the tripod grip in almost all cases;

Use a range of small tools, including scissors, paint brushes and cutlery;

Write recognisable letters, most of which are correctly formed (ELG)

Begin to show accuracy and care when drawing.

Reading

Comprehension ELGs
Children at the expected level of development will:

Demonstrate understanding of what has been read to them by retelling stories and narratives using their own words and recently introduced vocabulary;

Anticipate – where appropriate – key events in stories;

Use and understand recently introduced vocabulary during discussions about

stories, non-fiction, rhymes and poems and during role-play.

Word Reading ELGs
Children at the expected level of development will:

Say a sound for each letter in the alphabet and at least 10 digraphs;
Read words consistent with their phonic knowledge by sound-blending;
Read aloud simple sentences and books that are consistent with their phonic

knowledge, including some common exception words.

Writing ELGs

Children at the expected level of development will:

 Write recognisable letters, most of which are correctly formed;
Spell words by identifying sounds in them and representing the sounds with a

letter or letters;
Write simple phrases and sentences that can be read by others.

Writing in EYFS

There are daily English sessions in EYFS.  These often include a modelled writing focus, sometimes within the phonics session. The sessions use both fiction and non fiction texts and focus on the children’s interests. Teachers lead these sessions, exploring vocabulary, story structure and illustrations. Children become familiar with a story by hearing it more than once. 

Writing is encouraged in many areas of continuous provision. Children are encouraged to write about their interests and teachers encourage writing for enjoyment. Teachers share stories with actions, create story maps; they elevate and change characters and the plot.

 “ Helicopter Stories'' support their story writing and telling, and children role play stories of their choice.

Every two weeks an adult- lead literacy based activity is delivered. Children take part in activities based on a theme or shared story. Activities may include mark making, labelling a picture, story maps, or writing letters.