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Goals for language and literacy

The objectives set out in the National literacy strategy: Framework for teaching for the reception year are in line with these goals.

Speaking and listening

By the end of the foundation stage, most children will be able to:

  • enjoy listening to and using spoken and written language, and readily turn to it in their play and learning;
  • listen with enjoyment and respond to stories, songs and other music, rhymes and poems and make up their own stories, songs, rhymes and poems;
  • use language to imagine and recreate roles and experiences;
  • use talk to organise, sequence and clarify thinking, ideas, feelings and events;
  • sustain attentive listening, responding to what they have heard by relevant comments, questions or actions;
  • interact with others, negotiating plans and activities and taking turns in conversation;
  • speak clearly and audibly with confidence and control and show awareness of the listener, for example by their use of conventions such as greetings, 'please' and 'thank you'.

Word level work

By the end of the foundation stage, most children will be able to:

  • explore and experiment with sounds, words and texts; (RWL 1)
  • hear and say initial and final sounds in words, and short vowel sounds within words; (RWL 2)
  • link sounds to letters, naming and sounding the letters of the alphabet; (RWL 3)
  • read a range of familiar and common words and simple sentences independently; (RWL 5)
  • extend their vocabulary, exploring the meanings and sounds of new words; (RWL 10)
  • use a pencil and hold it effectively to form recognisable letters, most of which are correctly formed. (RWL 12)

Text level work

By the end of the foundation stage, most children will be able to:

  • know that print carries meaning and, in English, is read from left to right and top to bottom; (RTL 1)
  • retell narratives in the correct sequence, drawing on the language patterns of stories; (RTL7)
  • 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; (RTL 9)
  • write their own names and other things such as labels and captions and begin to form simple sentences, sometimes using punctuation; (RTL 11)
  • use their phonic knowledge to write simple regular words and make phonetically plausible attempts at more complex words. (RTL 11)
  • attempt writing for various purposes, using features of different forms such as lists, stories and instructions; (RTL 12)