Free English / Writing / Early years / Labels for a picture

Writing · Early years · Nursery and Reception · Unit 2 of 4 · Labels

Labels for a picture

Children draw a picture, say the name of things in it and write a label next to each one using the sounds they know.

5sessions

15 to 20minutes each

Receptionages 4 to 6

pre-CEFRCEFR

By the end

Children write at least three labels with a plausible letter for each sound they hear, and read their labels back.

How the unit runs

5 sessions, 8 parts

Every writing unit follows the same eight parts: read, talk, learn the sentence skill, plan, write together, write alone, check, publish. This unit fits them into 5 sessions of about 15 to 20 minutes.

Session	Parts	What happens
Session 1	Part 1: Read and enjoy + Part 2: Talk it	Read and enjoy "In the garden". Find 3 features to notice. Oral rehearsal games: What is it called?, Sound buttons, Label race, no pencils.
Session 2	Part 3: Sentence skill	Teach the sentence skill: Hear the sounds, write the sounds.
Session 3	Part 4: Plan + Part 5: Shared write	Plan on the frame: labels for my picture. The teacher models the writing, thinking aloud.
Session 4	Part 6: Independent write	Children write independently, with support and stretch.
Session 5	Part 7: Check + Part 8: Publish	Check against the success criteria and the editing checklist. Publish for a real reader on the printable template.

Curriculum link. EYFS Writing ELG: spell words by identifying sounds in them and representing the sounds with a letter or letters. Sources: see the end of this page.

Part 1 of 8

Read and enjoy a model text

Read it aloud first, or press the button. Talk about what the writer has done before anyone writes. This text was written for Litlings and is free to copy for your class.

In the garden · Labels

Look at the garden. A bee. A flower. A worm. A snail. Look, I can label the garden!

What to notice

A bee. A flower.A label can be just one word or a few words.
Beside the thingPut the label next to the thing it names, so the reader knows which is which.
Look, I can label the garden!Read the labels aloud, pointing, to check they make sense.

Part 2 of 8

Talk it: oral rehearsal

Talk comes before writing. Children say the sentences, then the paragraph, before the pencil moves.

What is it called?

Show a big picture. Point to something and say, What is this? Children say the word, then whisper it, then clap the beats.

Sound buttons

Say a word slowly and press a sound button on your palm for each sound: s-n-a-il. Children copy and tell you how many sounds.

Label race, no pencils

Children point to something in the room and say, That is a ___. A partner finds a word card for it.

Part 3 of 8

Sentence skill: Hear the sounds, write the sounds

Say a word slowly, count the sounds, and write a letter or letters for each sound.

Teach it in four steps

Say the word slowly: worm.
Press a button for each sound: w-or-m.
Write a letter or letters for each sound, then check with the picture.
Read the label back by sounding it out.

Examples

Start	Becomes or shows
bee	b - ee
worm	w - or - m
flower	f - l - ow - er (some children may write flowa, and that is fine at this stage)

Practise: Hear the sounds, write the sounds

Part 4 of 8

Plan: Labels for my picture

Draw a picture. Write a label next to each thing. Children say each part aloud to a partner first, then jot notes. Type here, or print the frame to use on paper. It prints on one A4 page.

My pictureDraw four things you can name.

Draw this part on paper, or print the frame and draw in the box.

My labelsOne word for each thing. Say it slowly first.

Download PDF

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Part 5 of 8

Shared write: the teacher models

A script for the teacher. Think aloud, make the choices visible, and make one deliberate slip to fix.

Dodraw a simple garden with a bee, a flower and a snail.
SayI will write a label for the bee. Listen: b - ee. What can I write for b? For ee?
Dowrite bee, or the attempt the class suggests, next to the bee. Draw a thin line from the label to the bee.
Saynow the snail. Press the buttons with me: s-n-ai-l.
SayI will read my labels. Point to each word as I say it.
Saynow you. Choose four things in your picture. Say the word, press the buttons, write.

Part 6 of 8

Independent write

The task

Draw a picture of a garden, a farm or your bedroom. Write labels for at least three things in it.

Sentence starters

a ___
the ___
my ___

Word bank

bee
flower
snail
tree
sun
bed
cat
dog

Support

Give a picture word mat with the beginning letter of each word. Write the first sound, then say the rest.

Stretch

Add a colour to each label (a red flower) or write a label for a feeling.

English as an additional or foreign language. Pair children with the word in their home language. Say the English word, then the home word, then draw.

Part 7 of 8

Check: success criteria and editing

Children read their writing aloud, tick what they have done and fix what they have not. Ticks are saved on this device only.

Success criteria

I can say the word and the sounds in it.I can write a letter for each sound I hear.I can put my label next to my picture.I can read my labels.

Editing checklist

Touch each label and read it. Does it say the thing?Does the first sound have the right letter?Is there a space between the words?Did you point to the picture it matches?

Printable Early years editing checklist

Part 8 of 8

Publish for a real reader

Make a class book called Our Labelled World. Children read their labels to a partner, then to the class.

Printable template: Labelled picture

One A4 page, blank for handwriting. Print from the browser or download the PDF.

Download PDF

Keep going

In this course

Elsewhere on the site

Sources

Curriculum statements are paraphrased from the documents above. Model texts and activities are original to Litlings.