Wales

Languages connect us.

• I am beginning to be aware of a link between language(s) and culture and am developing a sense of belonging.

• I am beginning to understand that there are different languages in my environment.

• I am beginning to talk with my peers in the language of the setting/school.

Understanding languages is key to understanding the world around us.

• I can discriminate sounds, play with sounds and manipulate sounds both in my environment and in words.

  • Which word has the same ending? (R-D.1)
  • Which two words have the same ending? (R-D.2)
  • Choose the picture that rhymes with the word (R-D.3)
  • Blend each sound in a word together (R-E.2)
  • Identify the first sound in a word (R-E.3)
  • Put the sounds in order (R-E.4)
  • Find the short a word (R-I.1)
  • Find the short e word (R-J.1)
  • Find the short i word (R-K.1)
  • Find the short o word (R-L.1)
  • Find the short u word (R-M.1)

• I am beginning to discriminate phonemes aurally in different positions.

  • Identify the first sound in a word (R-E.3)
  • Put the sounds in order (R-E.4)
  • Which two words start with the same sound? (R-F.1)
  • Which two words end with the same sound? (R-F.2)
  • Find the word that begins with a given sound (R-H.1)

• I can recognise and follow pictorial and/or spoken information and multi-step instructions about familiar topics and routines.

• I can listen to others with growing attention.

• I can enjoy sharing books and reading materials and handle them like a reader.

  • Identify book parts and features (R-O.1)

• I can use units of sound of varying sizes to learn to read.

• I can segment and blend.

  • Blend each sound in a word together (R-E.2)
  • Identify the first sound in a word (R-E.3)
  • Put the sounds in order (R-E.4)

• I can understand there is a one-to-one relationship between the printed and spoken word.

  • Find a word in a sentence (R-C.3)

• I am beginning to develop my knowledge of grapheme-phoneme correspondence.

  • Find the word that begins with a given sound (R-H.1)
  • Choose the lowercase letter that matches the consonant sound: review (R-H.5)

• I am beginning to recognise and read high-frequency words.

  • Choose the two sight words that are the same (R-N.1)
  • Read sight words: review sets 1–10 (R-N.15)

• I can use context and pictures to help me understand what I read.

  • Identify book parts and features (R-O.1)
  • Which could happen in real life? (R-P.1)
  • Which feeling matches the picture? (R-Q.1)
  • What will happen next? (R-Q.2)

• I am beginning to read back my own writing.

• I can understand and use basic concepts in language.

  • Which feeling matches the picture? (R-Q.1)
  • Use colour words (R-R.1)
  • Use number words: one to five (R-R.2)
  • Use number words: six to ten (R-R.3)
  • Use number words: one to ten (R-R.4)
  • Inside and outside (R-V.1)
  • Above and below (R-V.2)
  • Next to and beside (R-V.3)

• I have an awareness of how words are separated by spaces.

  • Choose the sentence that is spaced correctly (R-C.2)

• I am beginning to have an awareness of how capital letters and full stops demarcate sentences.

  • Find the complete sentence (1-EE.3)

• I am beginning to ask and answer questions to clarify my understanding.

• I can respond to what I hear, read and see.

  • Which could happen in real life? (R-P.1)
  • Which feeling matches the picture? (R-Q.1)
  • What will happen next? (R-Q.2)

• I can talk about what I hear, read or see and express simple opinions.

• I can experiment with newly-learned vocabulary.

  • Use colour words (R-R.1)
  • Use number words: one to five (R-R.2)
  • Use number words: six to ten (R-R.3)
  • Use number words: one to ten (R-R.4)
  • Choose the singular or plural noun that matches the picture (R-S.1)
  • Find the picture that matches the action verb (R-T.1)
  • Compare pictures using adjectives (R-U.1)
  • Inside and outside (R-V.1)
  • Above and below (R-V.2)
  • Next to and beside (R-V.3)
  • Match antonyms to pictures (R-W.1)
  • Sort objects into categories (R-X.1)
  • Which one is not like the others? (R-X.2)

Expressing ourselves through languages is key to communication.

• I can produce many speech sounds accurately.

• I can communicate meaning using extended speech and/or gesture.

• I am beginning to use appropriate language to talk about events in the past and future.

• I am beginning to take turns in conversations, following the topic.

• I am beginning to ask and answer questions to clarify my understanding.

• I can communicate by making marks, drawing symbols or writing letters and words in a range of contexts.

• I am beginning to form letters correctly using an appropriate grip.

• I am beginning to write using familiar words and phrases.

• I can write words and phrases by using knowledge of letters and the sounds they represent.

  • Find the letter in the alphabet: uppercase (R-A.1)
  • Find the letter in the alphabet: lowercase (R-A.2)
  • Choose the letter that you hear: uppercase (R-A.3)
  • Choose the letter that you hear: lowercase (R-A.4)
  • Frequently confused letters: find the letter (R-A.5)
  • Frequently confused letters: find all the letters (R-A.6)
  • Choose the lowercase letter that matches the consonant sound: review (R-H.5)

• I have an awareness of how words are separated by spaces.

  • Blend each sound in a word together (R-E.2)

• I am beginning to have an awareness of how capital letters and full stops demarcate sentences.

  • Find the complete sentence (1-EE.3)

• I can share ideas and feelings and express what I like and dislike.

• I can describe objects and events, building and extending my vocabulary.

  • Use colour words (R-R.1)
  • Use number words: one to five (R-R.2)
  • Use number words: six to ten (R-R.3)
  • Use number words: one to ten (R-R.4)
  • Compare pictures using adjectives (R-U.1)

• I am beginning to understand that writing can be for different purposes and audiences.

• I can contribute to shared writing for different audiences and purposes.

• I am beginning to communicate using text, image, sound, animation and video.

• I can use familiar words and phrases and experiment with newly-learned vocabulary.

  • Use colour words (R-R.1)
  • Use number words: one to five (R-R.2)
  • Use number words: six to ten (R-R.3)
  • Use number words: one to ten (R-R.4)
  • Choose the singular or plural noun that matches the picture (R-S.1)
  • Find the picture that matches the action verb (R-T.1)
  • Compare pictures using adjectives (R-U.1)
  • Inside and outside (R-V.1)
  • Above and below (R-V.2)
  • Next to and beside (R-V.3)
  • Match antonyms to pictures (R-W.1)
  • Sort objects into categories (R-X.1)
  • Which one is not like the others? (R-X.2)

Literature fires imagination and inspires creativity.

• I can join in with familiar songs, rhymes, stories and poems.

• I can retell stories.

• I can respond creatively to the range of literature I hear, read or view.

• I can use familiar words and phrases and experiment with newly-learned vocabulary.

  • Use colour words (R-R.1)
  • Use number words: one to five (R-R.2)
  • Use number words: six to ten (R-R.3)
  • Use number words: one to ten (R-R.4)
  • Choose the singular or plural noun that matches the picture (R-S.1)
  • Find the picture that matches the action verb (R-T.1)
  • Compare pictures using adjectives (R-U.1)
  • Inside and outside (R-V.1)
  • Above and below (R-V.2)
  • Next to and beside (R-V.3)
  • Match antonyms to pictures (R-W.1)
  • Sort objects into categories (R-X.1)
  • Which one is not like the others? (R-X.2)

• I can respond to what I hear, read and view and can express simple opinions on it.

  • Which could happen in real life? (R-P.1)
  • Which feeling matches the picture? (R-Q.1)
  • What will happen next? (R-Q.2)

• I am beginning to ask and answer questions to clarify my understanding.