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Literacy
RF.K.1 – Demonstrate understanding of the organization and basic features of print.
RF.K.1.a – Follow words from left to right, top to bottom, and page by page.
Samples: Handwriting Practice. Handwriting Practice. Handwriting Practice. Handwriting Practice. Handwriting Practice.
RF.K.1.b – Recognize that spoken words are represented in written language by specific sequences of letters.
Samples: Handwriting Practice. Handwriting Practice. Handwriting Practice. Handwriting Practice. Handwriting Practice.
RF.K.1.c – Understand that words are separated by spaces in print.
Samples: Handwriting Practice. Handwriting Practice. Handwriting Practice. Handwriting Practice. Handwriting Practice.
RF.K.1.d – Recognize and name all upper- and lowercase letters of the alphabet.
Samples: Handwriting Practice. Handwriting Practice. Handwriting Practice. Handwriting Practice. Handwriting Practice.
Literacy
L.K.1 – Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.K.1.a – Print many upper- and lowercase letters.
Samples: Using capital letters in names: activity 1. Capital Letters. Handwriting Practice. Handwriting Practice.
Expressing and developing ideas
ACELA1758 – Know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words
Samples: Matching lower case letters (s a t p i n m d g o). Matching lower case letters (c k e u r h b f l j).
Sound and letter knowledge
ACELA1440 – Recognise the letters of the alphabet and know there are lower and upper case letters
Samples: Matching lower case letters (s a t p i n m d g o). Matching lower case letters (c k e u r h b f l j).
Creating texts
ACELY1653 – Produce some lower case and upper case letters using learned letter formations
Samples: Using capital letters in names: activity 1. Capital Letters. Sentence Maker. Description Writing Stimulus -Trucks.
They draw on knowledge and skills that include:
Y1.R.1 – Having all concepts about print under control
Samples: Beginning Sounds: s, a, t, p. Beginning sounds: i, n, m, d. Beginning sounds: g, o, c, k.
Y1.R.3 – Using their developing phonemic awareness to aurally identify and distinguish individual phonemes within words, for example, to blend phonemes (for example, by saying m/a/n/ is man) and to segment phonemes (for example, by saying seat is s/ea/t/)
Samples: Beginning Sounds: s, a, t, p. Beginning sounds: i, n, m, d. Beginning sounds: g, o, c, k.
Y1.R.4 – Identifying all letters by name and being able to produce an associated sound for each letter
Samples: I Am Busy - Text. We Love To Jump. I Am Happy -Text. I Can Run -Text. I Think I Can -Text. What Can You See? -Text.
They draw on knowledge and skills that include:
Y1.W.7 – Forming all upper-case and lower-case letters and numerals correctly
Samples: I Am Busy - Text. We Love To Jump. I Am Happy -Text. I Can Run -Text. I Think I Can -Text. What Can You See? -Text.
KS1.Y1.H – Handwriting
Pupils should be taught to:
KS1.Y1.H.2 – Begin to form lower-case letters in the correct direction, starting and finishing in the right place
Samples: Handwriting Practice. Handwriting Practice. Handwriting Practice. Handwriting Practice. Handwriting Practice.
KS1.Y1.W.T – Writing - transcription
Pupils should be taught to:
KS1.Y1.W.T.2 – Name the letters of the alphabet:
KS1.Y1.W.T.2.a: naming the letters of the alphabet in order
Samples: Handwriting Practice. Handwriting Practice. Handwriting Practice. Handwriting Practice. Handwriting Practice.
