Communication, language and literacy Development (CLLD)

Adam

Annotated samples of Adam's writing demonstrating how his independent phonic knowledge and skills are applied. These samples show his progression from Reception through to Year 2. This is part of the Gateway to writing materials for Communication, Language and Literacy Development (CLLD).

• Adam: Reception – Sample 1

• Adam: Reception – Sample 2

• Adam: Reception – Sample 3

Ayub (EAL)

Annotated samples of Ayub's writing, demonstrating how his independent phonic knowledge and skills are applied. Ayub learns English as an additional language (EAL). These samples show his writing progression through Reception. This is part of the 'Gateway to writing' materials for Communication, Language and Literacy Development (CLLD).

• Ayub: Reception – Sample 1

• Ayub: Reception – Sample 2

• Ayub: Reception – Sample 3

• Ayub: Reception – Sample 4

• Ayub: Reception – Sample 5

Courtney

Annotated samples of Courtney's writing demonstrating how her independent phonic knowledge and skills are applied. These samples show her progression in Reception and Year 1. This is part of the 'Gateway to writing' materials for Communication, Language and Literacy Development (CLLD).

• Courtney: Reception – Sample 1

• Courtney: Reception – Sample 2

• Courtney: Reception – Sample 3

• Courtney: Reception – Sample 4

• Courtney: Reception – Sample 5

Harry

Annotated samples of Harry's writing demonstrating how his independent phonic knowledge and skills are applied. These samples show his progression in Reception. This is part of the 'Gateway to writing' materials for Communication, Language and Literacy Development (CLLD).

• Harry: Reception – Sample 1

• Harry: Reception – Sample 2

• Harry: Reception – Sample 3

• Harry: Reception – Sample 4

Lewis

Annotated samples of Lewis's writing demonstrating how his independent phonic knowledge and skills are applied. These samples show his progression from Reception to Year 2. This is part of the 'Gateway to writing' materials for Communication, Language and Literacy Development (CLLD).

• Lewis: Reception – Sample 1

• Lewis: Reception – Sample 2

• Lewis: Reception – Sample 3

Libby

Annotated samples of Libby's writing demonstrating how her independent phonic knowledge and skills are applied. These samples show her progression in Reception. This is part of the 'Gateway to writing' materials for Communication, Language and Literacy Development (CLLD).

• Libby: Reception – Sample 1

• Libby: Reception – Sample 2

• Libby: Reception – Sample 3

Lily

Annotated samples of Lily's writing demonstrating how her independent phonic knowledge and skills are applied. These samples show her progression from Reception through to Year 2. This is part of the 'Gateway to writing' materials for Communication, Language and Literacy Development (CLLD).

• Lily: Reception – Sample 1

• Lily: Reception – Sample 2

• Lily: Reception – Sample 3

• Lily: Reception – Sample 4

• Lily: Reception – Sample 5

Matty

Annotated samples of Matty's writing demonstrating how his independent phonic knowledge and skills are applied. These samples show his progression in Reception and Year 1. This is part of the 'Gateway to writing' materials for Communication, Language and Literacy Development (CLLD).

• Matty: Reception – Sample 1

• Matty: Reception – Sample 2

• Matty: Reception – Sample 3

• Matty: Reception – Sample 4

• Matty: Reception – Sample 5

• Matty: Reception – Sample 6

Mobeen (EAL)

Annotated samples of Mobeen's writing, demonstrating how his independent phonic knowledge and skills are applied. Mobeen learns English as an additional language (EAL). These samples show his writing progression through Reception. This is part of the 'Gateway to writing' materials for Communication, Language and Literacy Development' (CLLD).

• Mobeen: Reception – Sample 1

• Mobeen: Reception – Sample 2

• Mobeen: Reception – Sample 3

• Mobeen: Reception – Sample 4

• Mobeen: Reception – Sample 5

Olivia

Annotated samples of Olivia's writing demonstrating how her independent phonic knowledge and skills are applied. These samples show her progression in Reception. This is part of the 'Gateway to writing' materials for Communication, Language and Literacy Development (CLLD).

• Olivia: Reception – Sample 1

• Olivia: Reception – Sample 2

• Olivia: Reception – Sample 3

• Olivia: Reception – Sample 4

Tehniyat

Annotated samples of Tehniyat's writing demonstrating how her independent phonic knowledge and skills are applied. These samples show her progression from Reception through to Year 1. This is part of the 'Gateway to writing' materials for Communication, Language and Literacy Development (CLLD).

• Tehniyat: Reception – Sample 1

• Tehniyat: Reception – Sample 2

• Tehniyat: Reception – Sample 3

• Tehniyat: Reception – Sample 4

Letters and Sounds

See how this phonics programme helps children become fluent readers with some spelling ability during Early Years and Key Stage 1. Read how it focuses on high quality phonics (using segmentation and blending) and the simple view of reading. This is part of the Communication, Language and Literacy Development (CLLD).

• Principles

• Teaching approaches

• Teaching materials

Phase one

Phase one of Letters and Sounds concentrate on developing children's speaking and listening skills, phonological awareness and oral blending and segmenting. The activities are designed to underpin and run alongside activities in other phases.

• Aspect 2: Instrumental sounds

• Aspect 3: Body percussion

• Aspect 4: Rhythm and rhyme

• Aspect 5: Alliteration

• Aspect 6: Voice sounds

• Aspect 7: Oral blending and segmenting

Phase two

Early Years practitioners can find out that this phase covers reading, writing and speaking of words using blending and segmentation, which includes high-frequency and irregular words. They can also link to suggested teaching sequences, timetables, letter sets and captions. It is part of Communication, Language and Literacy Development (CLLD).

• Development expectations

• Teaching approaches

• Activities

Phase three

In this phase, Early Years practitioners can help children learn an additional 25 graphemes, to represent most of the 42 phonemes, and read and spell a range of irregular ‘tricky’ words. This is part of Communication, Language and Literacy Development (CLLD).

• Development expectations

• Teaching approaches

• Activities

Phase four

In this phase, Early Years practitioners can help children learn to read and spell words containing adjacent consonants. Children are also introduced to polysyllabic words. This is part of Communication, Language and Literacy Development (CLLD).

• Development expectations

• Approaches

• Suggested daily teaching

• Suggested timetable

• Activities

Phase five

In this phase, Early Years practitioners can help to broaden children’s knowledge of graphemes and phonemes for use in reading and spelling. Children are introduced to new graphemes, begin to explore different pronunciations and are encouraged to read words in favour of sound-talking and blending. This is part of Communication, Language and Literacy Development (CLLD).

• Development expectations

• Teaching approaches

• Suggested daily teaching

• Suggested timetable

• Activities

Phase six

In this phase, Early Years practitioners can help children move towards becoming fluent readers and increasingly accurate spellers. The shift from learning to read to reading to learn takes place here. This is part of Communication, Language and Literacy Development (CLLD).

Letters and Sounds: Word lists

This document lists high-frequency words, shows letter formation and provides assessment statements for what children should be able to do at the end of each Letters and Sounds phase, along with quick assessment tasks and record sheets.

Letters and Sounds: A guide for parents and carers of children in Early Years settings

This document will give parents and carers further information about the Letters and Sounds programme and the best ways to support their child’s learning at home. The information can be personalised by the setting or school prior to it being shared with parents and carers.

Letters and Sounds: Phonics information for parents and carers with children in Reception classes

This document will give parents and carers further information about the Letters and Sounds programme and the best ways to support their child’s learning at home. This information can be personalised by the Early Years setting or school prior to it being shared with parents and carers.

Letters and Sounds: Phonic progress tracking sheet

You can use this blank document to track pupils' progress in learning phonics. It spans the Early Years, Foundation Stage and Key Stage 1 and therefore the information should be transferred as children move between year groups.

Letters and Sounds: Headteacher launch presentation

This presentation will provide headteachers with information on Letters and Sounds to enable them to make an informed decision about which phonic programme best suits their needs and local contexts. It can also be used for individual study or to support collaborative continuing professional development (CPD) involving groups of teachers or schools.

Letters and Sounds: Phase 1 training pack

This presentation is for local authority teams supporting teachers and practitioners working with children at phase one of Letters and Sounds. Local authority consultants and advisers can use this as a resource to inform the development of the continuing professional development (CPD) programme.

Identify your priorities

Early Years practitioners can use this self-evaluation form to reflect on their writing provision and identify the main areas that need development. This is part of a set of materials that focus on teaching writing to Early Years children.

The role of Early Years practitioners

Find out how you can support and develop children's skills, enthusiasm and enjoyment in writing. This is part of a set of materials that focus on teaching writing to Early Years children.

• Encouraging children to write

• The complexity of writing

• Developing language skills

• Writing as a spontaneous event in play

• Creating a community of writers in the Reception class

• Sustaining children's interest in writing

• The role-play area: Modelling writing for a purpose

• Strategies to help children understand the act of writing

• Involving parents

Boys and writing

These materials will support you in teaching writing to boys in the Early Years, and help you to review and develop provision to improve boys' engagement, motivation and attainment in writing. This is part of a set of materials that focus on teaching writing to Early Years children.

• Writing sample: Matty

• Writing provision for boys: Audit

• Gifted and talented boys

• Literate role-play provision for boys: Audits

Developing handwriting

These materials provide additional support to help practitioners develop the handwriting skills of children in Reception classes. This is part of a set of resources that focus on teaching writing to Early Years children.

• What can I teach about handwriting in the EYFS?

• When can I introduce handwriting?

• How does handwriting practice link into emergent writing?

• Using 'shape families' to teach letter formation

• Why is good posture important?

• Should I use formal worksheets to teach handwriting?

• Why is a good pencil grip important?

• When can I introduce joined-up writing?

Learning about sentences

Read about how you can support children's understanding of what sentences are, and find examples of group activities you can use to help develop this understanding.This is part of a set of materials that focus on teaching writing to Early Years children.

Frequently Asked Questions

Find answers to some questions commonly asked by practitioners to help you in supporting young children's writing. This is part of a set of materials that focus on teaching writing to Early Years children.