The Teaching Bookshelf

This teaching sequence has been specifically designed to support small-group transition teaching. We recognise that the move from Early Years to Year 1 can be challenging, as children adapt to a more formal learning environment and the increased demands of the Key Stage 1 curriculum. These adapted sequences provide a balance between Year 1 curriculum expectations and an age-appropriate, play-based approach, supporting effective English learning during this transition period.

Write a spell to become…
(a unicorn, a princess, a superhero, invisible, a frog, a witch, a wizard, a dragon, a giant man-eating spider…)

• Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught.
• Saying out loud what they are going to write about.
• How words can combine to make sentences.
• Sequencing sentences to form short narratives.

Write a spell to become…
(a unicorn, a princess, a superhero, invisible, a frog, a witch, a wizard, a dragon, a giant man-eating spider…)

• Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught.
• Saying out loud what they are going to write about.
• How words can combine to make sentences.
• Sequencing sentences to form short narratives.

This teaching sequence has been specifically designed to support small-group transition teaching. We recognise that the move from Early Years to Year 1 can be challenging, as children adapt to a more formal learning environment and the increased demands of the Key Stage 1 curriculum. These adapted sequences provide a balance between Year 1 curriculum expectations and an age-appropriate, play-based approach, supporting effective English learning during this transition period.

Create a zig zag counting book containing simple descriptive noun phrases.

• Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.
• Form digits 0-9.
• Drawing on what they already know or on background information and vocabulary provided by the teacher.
• Spell words containing each of the 40+ phonemes already taught.
• Sequencing sentences to form short narratives.

Create a zig zag counting book containing simple descriptive noun phrases.

• Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.
• Form digits 0-9.
• Drawing on what they already know or on background information and vocabulary provided by the teacher.
• Spell words containing each of the 40+ phonemes already taught.
• Sequencing sentences to form short narratives.

This teaching sequence has been specifically designed to support small-group transition teaching. We recognise that the move from Early Years to Year 1 can be challenging, as children adapt to a more formal learning environment and the increased demands of the Key Stage 1 curriculum. These adapted sequences provide a balance between Year 1 curriculum expectations and an age-appropriate, play-based approach, supporting effective English learning during this transition period.

Write ‘daisy chain’ sentences inspired by the text, in the form of an accordion book.

• Recognising and joining in with predictable phrases.
• Discussing word meanings, linking new meanings to those already known.
• Add the suffix ‘ed.’
• Spell words containing each of the 40+ phonemes already taught.
• Write sentences by composing a sentence orally before writing it.

Write ‘daisy chain’ sentences inspired by the text, in the form of an accordion book.

• Recognising and joining in with predictable phrases.
• Discussing word meanings, linking new meanings to those already known.
• Add the suffix ‘ed.’
• Spell words containing each of the 40+ phonemes already taught.
• Write sentences by composing a sentence orally before writing it.

This teaching sequence has been specifically designed to support small-group transition teaching. We recognise that the move from Early Years to Year 1 can be challenging, as children adapt to a more formal learning environment and the increased demands of the Key Stage 1 curriculum. These adapted sequences provide a balance between Year 1 curriculum expectations and an age-appropriate, play-based approach, supporting effective English learning during this transition period.

Write sentences using the senses.

• Becoming very familiar with key stories and considering their characteristics.
• Read and spell Common Exception Words.
• Using a capital letter for the personal pronoun ‘I’.

Write sentences using the senses.

• Becoming very familiar with key stories and considering their characteristics.
• Read and spell Common Exception Words.
• Using a capital letter for the personal pronoun ‘I’.

This teaching sequence has been specifically designed to support small-group transition teaching. We recognise that the move from Early Years to Year 1 can be challenging, as children adapt to a more formal learning environment and the increased demands of the Key Stage 1 curriculum. These adapted sequences provide a balance between Year 1 curriculum expectations and an age-appropriate, play-based approach, supporting effective English learning during this transition period.

Produce a labelled map/floor plan of their dream classroom.

• Listening to and discussing a wide range of non-fiction at a level beyond that at which they can read independently.
• Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught.
• Spell words containing each of the 40+ phonemes already taught.
• Use spoken language to develop understanding through speculating, hypothesising, imagining, and exploring ideas.
• Discuss what they have written with the teacher or other pupils.

Produce a labelled map/floor plan of their dream classroom.

• Listening to and discussing a wide range of non-fiction at a level beyond that at which they can read independently.
• Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught.
• Spell words containing each of the 40+ phonemes already taught.
• Use spoken language to develop understanding through speculating, hypothesising, imagining, and exploring ideas.
• Discuss what they have written with the teacher or other pupils.

This teaching sequence has been specifically designed to support small-group transition teaching. We recognise that the move from Early Years to Year 1 can be challenging, as children adapt to a more formal learning environment and the increased demands of the Key Stage 1 curriculum. These adapted sequences provide a balance between Year 1 curriculum expectations and an age-appropriate, play-based approach, supporting effective English learning during this transition period.

Write a list of everything that can be seen in the flashlight/torch.

• Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught.
• Spell words containing each of the 40+ phonemes already taught.
• Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.
• To join words using ‘and’.

Write a list of everything that can be seen in the flashlight/torch.

• Read accurately by blending sounds in unfamiliar words containing GPCs that have been taught.
• Spell words containing each of the 40+ phonemes already taught.
• Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.
• To join words using ‘and’.

Produce a questionnaire for your friends to complete.

• Become very familiar with key stories, fairy stories and traditional tales, retell them and consider their characteristics.
• Begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark.
• Spell common exception words.
• Read aloud their writing clearly enough to be heard by their peers and the teacher.
• Ask relevant questions to extend their understanding and knowledge.

Write and retell an innovated version of the story, applying prepositions.

• Become very familiar with key stories, fairy stories and traditional tales, retell them and consider their characteristics.
• Draw on what they already know or on background information and vocabulary provided by the teacher.
• Use –Ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest].
• Use a capital letter for the names of places.
• Say out loud what they are going to write about.
• Sequence sentences to form short narratives.
• Read aloud their writing clearly enough to be heard by their peers and the teacher.

Write advice on how to find a bear, in the form of a poster, applying prepositions, ‘Ing’ verbs and alternative verbs.

• Spell words containing each of the 40+ phonemes already taught.
• Discuss word meanings, linking new meanings to those already known.
• Use spoken language to develop understanding through speculating, hypothesising, imagining and exploring ideas.
• Explain clearly their understanding of what is read to them.
• Say out loud what they are going to write about.
• Write sentences by composing a sentence orally before writing it.

Embed ‘daisy chain’ sentences within a short, sequenced narrative.

• Predict what might happen on the basis of what has been read so far.
• Spell words containing each of the 40+ phonemes already taught.
• Add prefixes and suffixes using ‘un’ and ‘ing’.
• Sequence sentences to form short narratives.
• Draw on vocabulary provided by the teacher.
• Begin to form lower-case letters in the correct direction, starting and finishing in the right place.

To sequence, retell and rewrite a familiar tale.

• Become very familiar with key stories, fairy stories and traditional tales, retell them and consider their particular characteristics.
• Spell words containing each of the 40+ phonemes already taught
• Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.
• Write sentences by sequencing sentences to form short narratives.

Write similes to describe how they feel for every day of the week.

• Be encouraged to link what they read or hear read to their own experiences.
• Discuss word meanings, linking new meanings to those already known.
• Spell the days of the week.
• Join words and join clauses using and.
• Explain clearly their understanding of what is read to them.
• Draw on what they already know or on background information and vocabulary provided by the teacher.
• Sequence sentences to form short narratives.

Write a recount of Sunny’s week.

• Understand both the books they can already read accurately and fluently and those they listen to by drawing on what they already know or on background information and vocabulary provided by the teacher.
• Spell words containing each of the 40+ phonemes already taught.
• Make inferences on the basis of what is being said and done.
• Spell the days of the week.
• Become very familiar with key stories, fairy stories and traditional tales, retell them and consider their characteristics.
• Join words and joining clauses using and.
• Begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark.
• Write sentences by sequencing sentences to form short narratives.
• Re-read what they have written to check that it makes sense.
• Discuss what they have written with the teacher or other pupils.
• Begin to form lower-case letters in the correct direction, starting and finishing in the right place.

To sequence, retell and rewrite a familiar tale.

• Become very familiar with key stories, fairy stories and traditional tales, retell them and consider their characteristics.
• Discuss word meanings, linking new meanings to those already known.
• Use –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest.)
• Write sentences by sequencing sentences to form short narratives.
• Read aloud their writing clearly enough to be heard by their peers and the teacher.

Write letters of advice and letters seeking advice to nursery rhyme characters.

• Learn to appreciate rhymes and poems, and to recite some by heart.
• Draw on what they already know or on background information and vocabulary provided by the teacher.
• Write sentences by sequencing sentences to form short narratives.
• Give a well-structured oral description.

Recount the adventures that the boy has on the island with Hom.

• Listen to and discuss a wide range of poems, stories and non-fiction at a level beyond that at which they can read independently.
• Discuss word meanings, linking new meanings to those already known.
• Become very familiar with key stories, fairy stories and traditional tales, retell them and consider their characteristics.
• Begin to punctuate sentences using a capital letter and a full stop, question mark or exclamation mark.
• Join words and join clauses using and.
• Re-read what they have written to check that it makes sense.
• Discuss what they have written with the teacher or other pupils.
• Say out loud what they are going to write about.
• Sequence sentences to form short narratives.
• Begin to form lower-case letters in the correct direction, starting and finishing in the right place.

Write a character description of the mouse and the lion in the story, applying all the rich vocabulary explored.

• Become very familiar with key stories, fairy stories and traditional tales, retell them and consider their characteristics.
• Recognise and join in with predictable phrases.
• Draw on what they already know or on background information and vocabulary provided by the teacher.
• Discuss word meanings, linking new meanings to those already known.
• Use –Est where no change is needed in the spelling of root words.
• Sequence sentences to form short narratives.
• Re-read what they have written to check that it makes sense.

Write a fact file about a spider in the style of the book.

• Discuss the significance of the title and events.
• Draw on what they already know or on background information and vocabulary provided by the teacher.
• Write sentences by saying out loud what they are going to write about.
• Spell words containing each of the 40+ phonemes already taught.
• Join words and join clauses using and.
• Write from memory simple sentences dictated by the teacher that include words using the GPCs and common exception words taught so far.
• Sequence sentences to form short narratives.
• Discuss what they have written with the teacher or other pupils.
• Begin to form lower-case letters in the correct direction, starting and finishing in the right place.