National literacy curriculum: Literacy Tree | Transform your literacy through literature. All you need for a complete book-based approach.
Posted onLiteracy Tree | Transform your literacy through literature. All you need for a complete book-based approach.
Transform your literacy through literature. All you need for a complete book-based approach.
Created by teachers for teachers, Literacy Tree is the award-winning book-based platform for primary English, including downloadable lesson plans, resources for writing, comprehension, spelling, assessment and home-learning for Reception to Year 7 . The Literacy Tree team provides training, consultancy and INSET to support the Teach Through a Text approach.
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What is Included?
Writing
Roots
EYFS-Y7
LiteraryLeaves™
SpellingSeeds™
Home LearningBranches™
LearningLogs
Blogs &Newsletters
RATEAssessment Tool
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Assessing Book-based Writing at the end of KS1Online
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Ideal for regular users, Individual Membership entitles you to one token each month, which you can exchange for any Writing Roots, Spelling Seed, Literary Leaf or Home Learning Branch. You can also purchase any number of additional sequences, whenever you need them and you’ll have the option to purchase up to an additional two tokens every month too.
If you’re a first-time member, you’ll also receive a bonus token on registration. Individual Membership is £3.99/month with a minimum 3 month term. Each additional token costs £3.99.
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June 2023 Literature Review
June is, of course, PRIDE month: a global celebration of members of the LGBTQIA+ community, but more importantly, a protest. The ‘Pride is a Protest’ movement reminds allies that there…
26/05/2023
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“Because the texts are so engaging children (and adults) are quickly drawn into them. This supports their vocabulary and reading skills as well as supporting their writing.”
Janine Ashman, Deputy Head, St Peter’s Teaching School, Portishead
“Thanks to Literacy Tree, we’ve now got once-reluctant writers whose first question on arriving in the morning is, “are we looking at our book today?” and cheering when the answer is yes.”
Neal Collard, Head of Primary, Waterside Primary, Greenwich
“Planning sequences are simple to follow, full of innovative ideas and often come with resources attached.
The quality of writing in school has significantly improved, and the plans support our creative yet academic culture.”
Molly Aylward, Head of EYFS and previously Head of English, Oxford High Prep School
“The approach adopted by Literacy Tree has ignited a passion for writing across our community, transformed our English provision and raised the standards of writing in all key stages. We cannot thank you enough!”
Erika Eisele, Headteacher, Dalmain Primary, Lewisham
“The clear and detailed planning sequences are another huge advantage of Literacy Tree’s curriculum. This solid foundation gives teachers the time to consider how to personalise the learning to the needs of particular classes, as well as unleashing enormously imaginative ‘hooks’ into a book.”
Corinna Bliss, Head of English, British School of Brussels
“The English teaching culture at our school has really progressed. The teachers have really enjoyed the sequences as they can clearly see the advantages of a thematic approach to teaching English and have seen the progress the children have made.
”
Suzanne McCaig, English Lead, Sheringham Community Primary School, Norfolk
“Because of the quality texts, bespoke CPD and expert consultancy, we are the most improved school for writing in our Local Authority. Our children’s love and knowledge of literature has grown exponentially, and our staff are thoroughly enjoying teaching the planning sequences. This has all been achieved in our first year of implementing and working with Literacy Tree!”
Dan Taylor, Assistant Head, Yew Tree Primary, Knowsley
Flagship Schools
Our flagship schools have been chosen for their innovative use of our book-based approach across the curriculum. They have adopted and adapted our planning sequences to complement their own topics or use our themes. Our flagship schools enjoy sharing how they have used the sequences to support engagement and raise attainment in English with new schools looking to change their pedagogy and curriculum. If you wish to visit any of these schools, we can arrange a suitable time to visit.
Alternatively, if you are interested in finding out about becoming a flagship school, do contact us on [email protected]
Trusted Partner Bookshop
Our preferred supplier is Moon Lane Education. Member schools can order copies of the texts that form the Literary Curriculum and receive a 15% discount by using our page below:
Book Order Form
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The Literacy Tree™, Literary Leaves™, Spelling Seeds™, Home Learning Branches™ and #TeachThroughaText™ are all Registered Trademarks of The Literacy Tree Ltd.
The Literacy Tree CS.301, Clerkenwell Workshops, 27/31 Clerkenwell Close, London, EC1R 0AT | Company Registered no: 07951913
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How it works | Literacy Tree
Literacy Tree is a complete, book-based platform for primary schools that covers all requirements of the Primary English curriculum. It can be used a a complete scheme of work or adopted and adapted to suit the needs of your school, academy or trust.
The books we choose help children to grow ideas and expand their minds. We only choose significant and important children’s literature to create our book-based resources.
It starts at the roots. We provide book-based planning sequences, Writing Roots, which embed complete curriculum coverage and engage children to write with clear audience and purpose. Our Teach Through a Text pedagogy is the backbone of each sequence.
We sow a seed with Spelling Seeds. We provide a sequence for teaching spelling and vocabulary in context, through investigation and at the point of application. Spelling Seeds complement Writing Roots and use the same texts to provide further short writing opportunities.
We grow literary knowledge through Literary Leaves. We provide a range of sequenced activities that take children through whole books to teach reading comprehension and create critical readers.
Literary Leaves use novels, poetry collections and high-quality, non-fiction books that connect to the Writing Roots through Literary Themes.
We branch out to homes through Home Learning Branches which can also be used for homework, and Learning Log videos, which schools use for CPD.
We also provide other supporting resources, Whole School and Catch-up Writing Roots, and we share examples of learning with Work Samples, available for every resource.
Literary Themes are the tree canopy; providing an overarching structure that allows children to make deeper connections through subjects and themes. These appear on the Curriculum Maps for each year group as well as mixed-age years.
Literacy Tree Schools become part of an ever-growing forest – our community of schools – with access to Subject Leader and Teacher Toolkits, and a range of free training and support to complete our platform.
By teachers for teachers, every resource is created by our small team, who have all been teachers, to ensure consistency and cohesion.
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Free Samples
What is Included?
All resources place children’s literature at their core. They can be used as separate components, or together to build a complete, literature-led, whole-school approach.
Writing
Roots
EYFS-Y7
LiteraryLeaves™
SpellingSeeds™
Home LearningBranches™
LearningLogs
Blogs &Newsletters
RATEAssessment Tool
How does it work?
We provide fully-comprehensive downloadable planning based around high-quality children’s books. These consist of sets of detailed daily session plans for Writing, Reading and Spelling, all with a medium term overviews that can be adapted and personalised. All plans follow our #TeachThroughaText pedagogy to ensure engagement, coverage and outcomes and follow a cohesive sequence so that learning makes sense and is rooted in a strong context.
Depth is engendered as children revisit key objectives and skills within different texts and contexts, building understanding over time with frequent opportunities to apply their learning across varied writing opportunities. Books are grouped within themes to ensure links and connections are made within and across the Programme of Study.
The Teach Through a Text Approachfrom Literacy Tree
The Teach Through a Text approach is the backbone for all of our Writing Roots and each aspect is reinforced within Literary Leaves, Spelling Seeds and the other Literacy Tree resources.
Thematic
link
Links are made through themes and conventions within significant literature
Discovery
Point
Dramatic conventions provide resonance & create a hook with the book
Embedded
comprehension
Reading comprehension explicitly embedded through prediction and inference
Embedded
grammar
Explicit grammar skills for writing taught in context to be applied purposefully
Spelling &
vocabulary
Explicit spelling skills are explored and linked to vocabulary acquisition
Literary
language
Literary language explicitly taught and applied in writing
Purpose &
audience
Distinct shorter & longer writing opportunities rather than genre-led
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Did you know?
| Best Value | |||
| Basic Individual Account | Individual Membership (Three month minimum term) |
School Memberships | |
|---|---|---|---|
| Access to Writing Roots | Pay per resource |
1 token per month PLUS — Bonus sign up token! — Purchase up to 2 |
FREE UNLIMITED |
| Access to Literary Leaves | |||
| Access to Spelling Seeds | |||
| Access to Home Learning Branches | |||
| Access to Training & support | |||
| Access to Catch-up Writing Roots | |||
| Access to Whole School Writing Roots | |||
| Access to Work Samples | (Available once purchased) |
(Available once purchased) |
|
| Access to 15% off book ordering through ‘Tales on Moon Lane’ | |||
| Access to RATE (Recording and Assessment Tool for English) | |||
| Access to whole school overviews and progression documents | |||
| Access to editable curriculum maps | |||
| Access to use and adopt Literacy policy statement | |||
| Permission to use Literacy Tree badge on your website | |||
| 10% Discount off all Literacy Tree training places | |||
| Free place on termly subject leader’s training | |||
The use of high quality literature is important in schools; it expands its readers’ horizons, opening minds to concepts and themes such as hope, freedom and justice, as well as providing vital insights into historical settings with geographical and scientific knowledge woven within as part of the narrative.
All our texts sit within literary themes. We believe strongly that these help children make deeper connections with text as they build their liteary repertoire and can compare and contrast books.
Look above at our full thematic map which schools can adopt or adapt to suit their own topics.
Texts are always selected for their quality and significance. There is a wide variety including classics, award-winning texts (Carnegie, Kate Greenaway, Guardian, Newbery and Caldecott) and celebrated and significant authors such as children’s laureates and poet laureates. The range includes novels, novellas, picture books, wordless texts, narrative poems, playscripts and narrative non-fiction. We choose books that include characters and authors from a range of cultures and backgrounds, queer authors and characters and stories about varied family paradigms as well as stories with disabled writers and protagonists.
Within the range, there is a wide variety of fiction and non-fiction genres, such as historical narrative, mystery, adventure and fantasy.
All plans include discovery points to generate interest, engage and activate inference. These link to the books’ themes and employ elements of dramatic conventions, which are maintained and addressed across the sequence.
Plans include explicit grammar objectives so that the grammar skills for writing are seen in context and can be applied within writing. These can be taught ‘discretely’ yet creatively, and still embedded firmly within the context of the book.
In addition, planning integrates spelling investigations and activities, so that patterns and rules can be explored, discovered and then used purposefully within writing.
Built into the plans are a variety of shorter and longer writing opportunities that are purposeful and pertinent to particular points of text. Children are encouraged to write in role, with bias and for a distinct audience, rather than writing in one fixed genre for the whole planning sequence.
Collectively the sequences help children build a literary repertoire; develop a knowledge of significant authors and prepares them for the subject content of critical reading at Key stage 3.
This can best be answered who have used our planning sequences throughout their schools to support their agenda in raising attainment in writing:
‘Literacy Tree has without question brought about a dramatic improvement in the quality of children’s writing — particularly the boys — and I was so proud at our cross-school moderation meeting when our children’s writing had all sorts of literary features which they were using very naturally’
Dan Paton, Deputy Headteacher, Arnot St Mary Primary, Liverpool.
‘Our GSP and writing scores were fantastic this year due to all Literacy Tree’s planning sequences we follow. We were 93% Expected and 53% Greater Depth when 2 years ago we were 65% expected.’
Amanda Webb, Headteacher, Talavera Junior School, Hampshire
We run an extensive online training programme that supports all aspects of the delivery, subject knowledge and pedagogy of the Teach Through a Text approach and also provide in-person and remote consultancy, including planning surgeries, curriculum mapping, monitoring, moderation, team teaching and staff meetings and our consultants are happy to travel to work with your school.
In the past year we have delivered book-based training across the UK, Europe and globally. Please contact us to discuss your training and inset needs: [email protected]
Every year group includes at least one Writing Root using a poetry text. These are usually narrative poems such as Night Mail in Y6, Jabberwocky in Y4, Jim, A Cautionary Tale in Y3, or The Owl and the Pussy-cat in Y2. Within these sequences children have opportunities to write poetry as well as other types of writing that stem from the poem such as letters and diaries, as well as specific work on comprehension/literary language. We have chosen these because their narrative form lends itself to engagement across an extended period in a similar way to narrative prose.
As well as this, many other Writing Roots include explicit opportunities for poetry reading and writing within the sequence of learning, such as within Can We Save the Tiger in Year 6, children study The Tyger by William Blake and within The Tempest children study and learn some of Shakespeare’s poetry.
There are also other opportunities within specific sequences to write poems such as within Cinnamon, children write limericks to mirror the one within the book.
Alongside this, Literacy Tree includes works by poet laureates such Carol Ann Duffy and Ted Kooser. In terms of reading comprehension, Literary Leaves offer opportunity for the discrete study of poems and poetic form, from Year 2 onwards. There are poetry collections from significant poets as well as anthologies around a theme.
Across Literacy Tree’s curriculum there are specific non-ficton texts including information books (The Great Fire of London), illustrated biographies (Pride, The Man who Walked between the Towers), fictional explanations (Until I Met Dudley) and narrative non-fiction (Can We Save the Tiger). These lead to a variety of longer and shorter fiction, non-fiction and poetry outcomes depending on the context. Other non-fiction outcomes are covered as part of other (fiction and poetry) Writing Roots, including non-chronological reports, biographies, explanation texts, letters and newspaper reports (both using fictonal and non-fiction contexts).
In addition, Literary Leaves include a variety of non-fiction titles from Year 2 through to Year 6, where children have the opportunity to explore reading comprehension within non-fiction books.
School members receive one free place on each of our half-termly planning surgeries as well as our subject leader sessions, to support you to adopt and embed the curriculum in your setting.
“Literacy Tree has without question brought about a dramatic improvement in the quality of children’s writing — particularly the boys — and I was so proud at our cross-school moderation meeting when our children’s writing had all sorts of literary features which they were using very naturally”
Dan Paton, Deputy Headteacher, Arnot St Mary, Liverpool
“Children at Dulwich Wood have developed a real love of reading and awareness of authors since we started using Literacy Tree’s resources. Because each sequence begins with a hook that enthuses and engages the children, it offers creative and real-life opportunities linking to our whole school Learning Journeys.
Teachers find the resources really accessible and can easily adapt them to other books and areas of the curriculum.”
Helen Rowe, Headteacher, Dulwich Wood Primary
“The themes and lessons are both engaging and exciting and the plans are full of ideas we would never have thought of but which make learning practical and clear. The children read good quality texts and explore challenging concepts which has led to valuable discussions and some brilliant writing for a range of purposes.”
Anne McGrath, Deputy Head, St John’s C of E, Caterham
“The planning sequences are excellent and therefore the teachers felt incredibly well-supported expanding the sequences to meet the needs of their classes. Virtually overnight, the production of writing from the children was transformed. The children wanted to write!”
Paul Robinson, Consultant Headteacher, Van Gogh Primary School, Lambeth
“Exposing our children to high quality, age-appropriate literature from a range of authors has allowed them to really write for purpose, be mindful of their audience and showcase the learning they have experienced in their own writing.
Our children particularly enjoy the stimulating entry point experiences that allow us to introduce the text to the pupils in an exciting and gripping way.”
Rachel Pender, Assistant Principal, Whiston Willis Primary Academy, Knowsley
Flagship Schools
Our flagship schools have been chosen for their innovative use of our book-based approach across the curriculum. They have adopted and adapted our planning sequences to complement their own topics or use our themes. Our flagship schools enjoy sharing how they have used the sequences to support engagement and raise attainment in English with new schools looking to change their pedagogy and curriculum. If you wish to visit any of these schools, we can arrange a suitable time to visit. Alternatively, if you are interested in finding out about becoming a flagship school, do contact us on [email protected]
Featured in
The Literacy Tree™, Literary Leaves™, Spelling Seeds™, Home Learning Branches™ and #TeachThroughaText™ are all Registered Trademarks of The Literacy Tree Ltd.
The Literacy Tree CS.301, Clerkenwell Workshops, 27/31 Clerkenwell Close, London, EC1R 0AT | Company Registered no: 07951913
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Literacy preparation
Annotation.
Preparation for teaching literacy in senior preschool age takes a leading place, because. is aimed at the formation of regulatory and communicative competence, the formation of the prerequisites for educational activities.
The work program for mastering the content of the educational field «Communication», the section «Preparation for teaching literacy» was developed on the basis of the content of the activity determined by the Federal State Requirements for the structure of the main general educational program in the educational field «Cognition», the Exemplary Basic General Education Program of Preschool Education «From Birth to School ”, edited by N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva, “Teaching preschoolers to read and write” N.S. Varentsova.
The work program was developed in order to specify the content that meets the federal state requirements in terms of the requirements for the results of mastering the educational program of the preschool educational institution.
The content of the section «Preparation for literacy» is aimed at achieving the following goals:
- development of speech, thinking, imagination of preschoolers, the ability to choose the means of language in accordance with the conditions of communication.
- development of initial knowledge about vocabulary, phonetics; mastering elementary methods of analyzing the studied phenomena of the language;
- mastering the skills to read correctly, participate in a dialogue, compose simple monologues;
-
fostering a positive emotional and value attitude to the native language, a sense of belonging to the preservation of its uniqueness and purity; awakening cognitive interest in the native word, the desire to improve their speech.
In accordance with this goal, the following tasks are set:
1) development of speaking and listening skills, the formation of the experience of reading syllables;
2) development of interest and attention to the word, one’s own speech and the speech of others;
3) enrichment of the active and passive vocabulary, development of the grammatical structure of speech, based on the child’s speech experience;
4) Development of phonetic hearing, improvement of the sound culture of children’s speech;
5) Teaching sound-syllabic analysis of words;
6) Development of fine motor skills of the hand.
The implementation of the content of the program offers a solution to new educational problems through the use of modern educational technologies, including problem-dialogic technology, didactic game technology, and health-saving technology.
The most important distinguishing feature of the program from the point of view of the activity approach is the inclusion in it of special tasks for the application of existing knowledge “for oneself” through didactic play, project activities and work with life (competency) tasks.
The content selection was based on the following principles:
* taking into account age and individual characteristics;
* practical orientation;
* entertainment;
* visibility, etc.
Language material is represented in the sample program by the following content lines:
development of coherent speech, lexical work; development of sound culture of speech; development of phonetic hearing; training in sound-syllabic analysis; work on the development of fine motor skills of the hand (hatching, tracing along the contour).
The program is addressed to children of preschool age, designed for 1 year. Direct educational activities in preparation for learning to read and write are carried out once a week, lasting 30 minutes. The number of periods of continuous directly educational activity is planned in accordance with the calendar training schedule, of which 4 periods are diagnostic, 3 are reserve time provided for consolidation and generalization, repetition of the material.
EXPLANATORY NOTE.
Language in its specificity and social significance is a unique phenomenon: it is a means of communication, a means of storing and assimilating knowledge, the focus of the spiritual culture of the people, the main form of manifestation of national and personal self-consciousness, and the primary element of fiction as verbal art. Due to this circumstance, the language has only its inherent status among other school subjects.
Preparation for teaching literacy in senior preschool age takes a leading place, because. is aimed at the formation of regulatory and communicative competence, the formation of the prerequisites for educational activities.
The work program for mastering the content of the educational field «Communication», the section «Preparation for teaching literacy» was developed on the basis of the content of the activity determined by the Federal State Requirements for the structure of the main general educational program in the educational field «Cognition», the Exemplary Basic General Education Program of Preschool Education «From Birth to School ”, edited by N.
E. Veraksa, T.S. Komarova, M.A. Vasilyeva, “Teaching preschoolers to read and write” N.S. Varentsova.
The work program was developed in order to specify the content that meets the federal state requirements in terms of the requirements for the results of mastering the educational program of the preschool educational institution.
The content of the section «Preparation for literacy» is aimed at achieving the following goals:
- development of speech, thinking, imagination of preschoolers, the ability to choose the means of language in accordance with the conditions of communication.
- development of initial knowledge about vocabulary, phonetics; mastering elementary methods of analyzing the studied phenomena of the language;
- mastering the skills to read correctly, participate in a dialogue, compose simple monologues;
-
fostering a positive emotional and value attitude to the native language, a sense of belonging to the preservation of its uniqueness and purity; awakening cognitive interest in the native word, the desire to improve their speech.
In accordance with this goal, the following tasks are set:
1) development of speaking and listening skills, the formation of the experience of reading syllables;
2) development of interest and attention to the word, one’s own speech and the speech of others;
3) enrichment of the active and passive vocabulary, development of the grammatical structure of speech, based on the child’s speech experience;
4) Development of phonetic hearing, improvement of the sound culture of children’s speech;
5) Teaching sound-syllabic analysis of words;
6) Development of fine motor skills of the hand.
The implementation of the content of the program offers a solution to new educational problems through the use of modern educational technologies, including problem-dialogic technology, didactic game technology, and health-saving technology.
The most important distinguishing feature of the program from the point of view of the activity approach is the inclusion in it of special tasks for the application of existing knowledge “for oneself” through didactic play, project activities and work with life (competency) tasks.
The content selection was based on the following principles:
* taking into account age and individual characteristics;
* practical orientation;
* entertainment;
* visibility, etc.
Language material is represented in the sample program by the following content lines:
development of coherent speech, lexical work; development of sound culture of speech; development of phonetic hearing; training in sound-syllabic analysis; work on the development of fine motor skills of the hand (hatching, tracing along the contour).
The program is addressed to children of preschool age, designed for 1 year. Direct educational activities in preparation for learning to read and write are carried out once a week, lasting 30 minutes. The number of periods of continuous directly educational activity is planned in accordance with the calendar training schedule, of which 4 periods are diagnostic, 3 are reserve time provided for consolidation and generalization, repetition of the material.
During periods of directly educational activity, in the independent activity of children, as well as in the organization of sensitive moments, such types of speech activity are actively used as:
- Development of a sound culture of speech: acquaintance with the organs of articulation, methods of pronouncing a sound, its symbol; familiarity with the classification of sounds: consonants and vowels; hard and soft, voiced and deaf consonants.
- The development of phonetic hearing: the allocation of sound at the beginning, end and middle of a word, determining the position of a sound in a word; selection of vowel sounds in a word. consonants, hard, soft, voiced, deaf consonants.
- Teaching sound-syllabic analysis: sound analysis of words and syllables; differentiation of the concepts of «sound» and «letter»; correspondence of letters and sounds
- Work on the development of fine motor skills of the hand (hatching, tracing along the contour)
When studying the course «Teaching literacy», the following forms of organizing the educational process can be used: didactic games, travel games, quizzes.
Monitoring of the development of the educational field «Communication» is carried out twice a year (2 weeks at the beginning of the academic year and 2 at the end) and is carried out using the observation method, criteria-based diagnostic techniques, and a survey.
The result of mastering the educational field «Communication» of the section «Development of speech» is the integrated qualities formed in the child.
Integrative quality «Having mastered the means of communication and ways of interacting with adults and peers»
Integrative quality «Able to manage one’s behavior and plan one’s actions on the basis of primary value concepts, observing elementary generally accepted code of conduct»
Integrative quality «Able to solve intellectual and personal tasks (problems) appropriate for age»
Integrative quality «Having mastered the universal prerequisites of learning activity»
Integrative quality «Having mastered the necessary skills» about educational areas «Socialization» «Communication» and Reading fiction.
CONTENT OF ACTIVITY
for mastering the content of the educational area «Communication», section «Preparation for teaching literacy».
Development of oral speech components.
Sound culture of speech
Improving the ability to distinguish by ear and in pronunciation all the sounds of the native language. Practicing diction: developing the ability to clearly and distinctly pronounce words and phrases with natural intonations.
Improving phonemic hearing: naming words with a certain sound, finding words with this sound in a sentence, determining the place of a sound in a word.
Development of intonational expressiveness of speech.
Grammar structure of speech
Exercise children in coordinating words in a sentence.
Improving the ability to form (according to the model) single-root words, nouns with suffixes, verbs with prefixes, adjectives in a comparative and superlative degree.
Preparing for literacy.
Formation of ideas about the sentence (without grammatical definition)
An exercise in making sentences, dividing simple sentences (without conjunctions, prepositions) into words, indicating their sequence.
Formation of the ability to divide two-syllable and three-syllable words with open syllables (na — sha Ma — sha, ma — li — na, be — reza) into parts.
Formation of the ability to compose words from syllables (orally).
Formation of the ability to allocate a sequence of sounds in simple words.
Planned results of the program development
Integrative quality «Having mastered the means of communication and ways of interacting with adults and peers»
Adequately uses verbal and non-verbal means of communication, owns dialogic speech and constructive ways of interacting with children and adults (negotiates, exchanges objects, distributes actions in cooperation).
Able to change the style of communication with an adult or peer, regardless of the situation.
Integrative quality «Able to manage one’s behavior and plan one’s actions on the basis of primary value ideas, observing elementary generally accepted norms and rules of behavior»
Able to plan their actions aimed at achieving a specific goal.
Integrative quality «Able to solve intellectual and personal tasks (problems) appropriate for age”
Can apply independently acquired knowledge and methods of activity to solve new tasks (problems) set by both adults and themselves; depending on the situation, it can transform the ways of solving problems (problems).
Integrative quality «Having mastered the universal prerequisites of learning activity»
Able to work according to the rule and according to the model, listen to an adult and follow his instructions.
Integrative quality «Having mastered the necessary skills and abilities»
Educational area «Socialization»
In didactic games, he agrees with peers about the order of moves, the choice of cards, schemes; shows himself to be tolerant and benevolent partner.
Educational area «Communication».
Uses synonyms, antonyms, complex sentences of various types in speech. Distinguishes between the concepts of «sound», «syllable», «word», «sentence». Names in sequence words in a sentence, sounds and syllables in words. Finds words with a given sound in a sentence, determines the place of sound in a word.
List of software and methodological support.
N.S. Varentsova «Teaching preschoolers to read and write», Moscow, 2009.
L.E. Zhurova and others «Teaching preschoolers to read and write», Moscow, 2004
Picture Grammar Series
Speak right. – M.; Mosaic — Synthesis, 2007-2010.
Multiple words. – M.; Mosaic — Synthesis, 2007-2010.
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Providing grants in the form of subsidies 
3 was awarded the status of «Network Innovation Platform» of the National Research Institute of Preschool Education «Educators of Russia»
On the basis of the institution, modern practices of teaching literacy to children at preschool age will be analyzed, methodological recommendations will be developed on the technology of organizing literacy education as a means of communication, and the effectiveness of the technology for establishing the foundations of literacy in preschool children will be determined. 
