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’.