Key Skills for Literacy - GM SEN · Key Skills for Literacy Phonics and Early Reading Assessments INDEX Introduction ... Aspect 3 – Body Percussion, General Sound Discrimination

Salford School Improvement Service

Key Skills for Literacy

Phonics and Early Reading Assessments

ISP Team - Roberta Greenwood & Yvonne Dolan Salford School Improvement Service


Key Skills for Literacy

Phonics and Early Reading Assessments

INDEX

Introduction

− How to use this file − Outline of Phonic and Early Reading assessment tasks − Getting started on assessment tasks − Guidance for completion of the assessment sheets

Phase 1 ..................................................................................................................... Section 1

− Aspect 1: General sound discrimination – environmental sounds − Aspect 2: General sound discrimination – instrumental sound − Aspect 3: General sound discrimination – body percussion − Aspect 4: rhythm and rhyme − Aspect 5: Alliteration − Aspect 6: Voice sounds − Aspect 7: Oral blending and segmenting

Phase 2..................................................................................................................... Section 2 Phase 3..................................................................................................................... Section 3 Phase 4..................................................................................................................... Section 4 Phase 5..................................................................................................................... Section 5 Phase 6..................................................................................................................... Section 6 References.............................................................................................................. Section 7


How to use this file ‘The Key Skills for Literacy’ file contains a range of resourced activities to assess all aspects of phonic acquisition in all phases. All resources are included but need to be initially prepared and laminated to ensure ease of use and accessibility. Some activities involve children writing on laminated cards which then have to be photocopied for evidence. It is important that the resources are used in this way and not as a worksheet. Some children are less confident and therefore using wipe off boards can be a better way to gather evidence. Similarly some activities involve reading words on individual cards rather than lists for this reason. All activities, once made can be put into plastic zip wallets and stored in 2 box files. Multiple copies of recording sheets for adults and pupils can be kept in a ring binder.


Outline of Phonic and Early Reading assessment tasks

Summative assessment summarises where learners are at, at a given point in time – it provides a snap shot of what has been learned. Teaching or assessing?

1. Assessment is not teaching. The aim is to find out what the child can do independently, without any help.

2. Note what the child does, as well as what he knows.

3. Do not give the child credit for what is not known as it will impact on teaching and may create gaps and confusions.

4. Note strengths, weaknesses and patterns of behaviour.

5. Do not give specific prompts or clues. If the child need these then he/she is not secure in their learning.

6. Provide immediate feedback to the class teacher in order to identify next steps.

7. Make sure the assessment information is shared by all adults supporting the child.

Assessment tasks must be completed at the beginning and the end of planned intervention to measure the impact.

These materials can be used in a variety of ways:

• On-going phonic assessments with children working at age related expectations to identify if a phase has been achieved.

• As a tool to support AfL. • As a diagnostic tool to identify which aspects of a particular phase a child

may not be secure with. • As a diagnostic tool to identify gaps in a child’s knowledge. • As a diagnostic tool with KS2 children to identify specific gaps in phonic

knowledge.


Getting started on assessment tasks

1. Teacher identifies the children to be assessed. If there are number of

children needing support, then the assessments will help identify those for whom intervention is most suitable and identify which phonic gaps need to be addressed.

2. Ensure there are enough photocopied record sheets from the photocopiable

masters. 3. Write each child’s name, chronological age and date on the record sheets

before you begin. 4. Remember not to prompt or teach. You need a clear picture of the child’s

phonic knowledge at a particular point in time. 5. Make the assessments fun and non-threatening. If the child is relaxed you

are more likely to get a true picture of their phonic knowledge. 6. Stop the assessments at the point when you have got the information you

need (e.g. if there are 10 captions and you have enough evidence with 3 or 4 stop).

7. Refer to the guidance sheet in the file to help you complete the assessment. 8. If the tasks take longer than 20-25 minutes ask whether this is due to your

unfamiliarity with the tasks or whether you are giving the child too long to respond.

9. Reward the child after the assessments with a sticker merit to celebrate

their efforts.


Guidance for completion of the assessment sheets

Letter/phoneme recognition Works slowly/quickly Response mainly/totally by phoneme/name/word Independent/needed prompts Note confusions (auditory g/k, d/t or visual n/u/h, b/d etc or both) Note letters known/unknown whichever is quicker Note whether lower case are better known than upper case Note whether phonemes represented by 2 or more graphemes are read as one phoneme High Frequency Words Note speed, attitude, confusions Whether child will make an attempt and how the word is attempted Note if guessing by initial letter, reading last letter first Oral blending Note speed, attitude, confusions Whether child will make an attempt and how the word is attempted Note if all phonemes are identified Note if child reads whole word after blending Oral segmenting Note speed, attitude, confusions Whether child will make an attempt and how the word is attempted Note whether child segments each letter or segments phonemes correctly i.e. l-i-g-h-t instead of l-igh-t Segmenting (spelling) Letter formation, speed, type of words written Spacing on the page (if all over the place) Upper and lower case mixed Recording first letter only, first and last letter Visually similar confusions (note which) Note if abandoned task Can/can’t articulate words slowly Which phonemes can be heard Can/can’t record long vowel phonemes (home, day) Attitude, speed


Captions and sentences Note speed, attitude, confusions Whether child will make an attempt and how the words are attempted Note if guessing by initial letter, reading last letter first Note if sound-talking words Note if sound-talking high frequency words Non-word reading Note speed, attitude, confusions Whether child will make an attempt and how the word is attempted Note if all phonemes are identified. Writing Sample Letter formation, speed Evidence of writing left to right Spacing on the page Upper and lower case mixed Visually similar confusions (note which) Understanding about print and how books work Note what the child can do What are the next learning objectives in reading and writing for the child? Think about things like pace of work, reading and writing strategies as well as the more obvious need to increase letter and word knowledge. Think how this will inform their next steps. Use the information identified from the diagnostic assessment to focus on what the child can do well and what needs to be worked on to improve phonic knowledge. Prioritise what needs to be done in order to have the biggest impact on progress in phonic attainment. Complete the ‘look out’ sheet and ensure that all practitioners have access to this at all times to make the next steps visible.


Phase 1

Name: ................................................... Date of birth: ...................................

Yr group: .............................................. Date: ...................................................

Aspects 1 – 6 are n not hierarchical:

Strands Child’s response / date

• Tuning into sounds

• Listening and remembering sounds

Aspect 1 General sound discrimination – environmental sounds

• Talking about sounds

• Tuning into sounds • Listening and remembering

sounds

Aspect 2 General sound discrimination – instrumental sound

• Talking about sounds • Tuning into sounds • Listening and remembering

sounds

Aspect 3 General sound discrimination – body percussion


sounds

Aspect 4 rhythm and rhyme


sounds

Aspect 5 Alliteration


sounds

Aspect 6 Voice sounds


sounds

Aspect 7 Oral blending and segmenting

• Talking about sounds


Phase 1

Aspect 1 – Environmental Sounds


Yr group: .............................................. Date: ................................................... ⌦ Resource: Phase 1, Aspect 1 Main purpose • Further develop vocabulary and child’s identification and recollection of the

difference between sounds.

Describe and find it

Lay out the farmyard animal cards. Describe one of the animals but do not tell the child its name. Say, for example: This animal has horns, four legs and a tail. Ask him/her to say which animal it is. Ask him/her to make the noise the animal might make. When he/she is familiar with the game let the child take the part of the adult and describe the animal for the adult to name.

This activity can be repeated with other sets of objects such as zoo animals, toy sets based on transport (e.g. aeroplane, car, train, bus, boat) and musical instruments. It can be made more challenging by introducing sets of random objects to describe and name.

Look, listen and note Look, listen and note how well the child: • Is able to describe what they see; • Is able to identify the animals and imitate the sounds; • Add new words to their vocabulary.

Comments on child’s response (include speed and attitude)


Salford School Improvement Service laminate and cut cards


Phase 1

Aspect 2 – Instrumental Sound, General Sound Discrimination


Yr group: .............................................. Date: ................................................... Main purpose • To listen to and appreciate the difference between sounds made with

instruments. Matching sounds Provide a selection of percussion instruments (e.g. triangle, tambourine, chime bar, etc). The adult makes a sound or pattern of sounds on one of the instruments. The child must use the same instrument to make the same sound or pattern of sounds. Gradually increase the difficulty by having a more complex sequence of sounds or different rhythms. Look, listen and note Look, listen and note how well the child: • Is able to remember and repeat a rhythm. • Is able to discriminate and reproduce loud and quiet sounds.



Phase 1

Aspect 3 – Body Percussion, General Sound Discrimination


Yr group: .............................................. Date: ................................................... Main purpose • To develop awareness of sounds. Adult ask Is this a time to be noisy or quiet? as you present scenarios such as when children are: • at the swimming pool; • in the library; • at a party; • with someone who is asleep; • in the park; • at a friend’s house when the friend is poorly; • playing hide and seek. Comments on child’s response (include speed and attitude)


Phase 1

Aspect 4 – Rhythm and Rhyme


Yr group: .............................................. Date: ................................................... ⌦ Resource: Phase 1, Aspect 4 Main purpose • To increase awareness of words that rhyme and to develop knowledge about

rhyme. Rhyming pairs In a pairs game, use pictures of objects with names that rhyme. The child take it in turns to turn two cards over and keep them if the pictures are a rhyming pair. If they are not a rhyming pair, the cards are turned face down again and the adult has a turn. (Start with a small core set of words that can then be extended). The child need to be familiar with the rhyming word families before they can use them in a game – spend time looking at the pictures and talking about the pairs.



laminate and cut cards Salford School Improvement Service


laminate and cut cards Salford School Improvement Service


Phase 1

Aspect 5 – Alliteration


Yr group: .............................................. Date: ...................................................

⌦ Resource: Phase 1, Aspect 5

Main purpose • To explore how different sounds are articulated, and extend understanding

of alliteration.

Silly soup

Tell the child you are going to make some silly soup by putting ‘ingredients’ (e.g. a banana, bumble bee and bug) into a bowl. Make the pattern clear by emphasising the initial sound. By observing mouth movements draw the child’s attention to the way we start each word and form sounds. Tell the child that they are going to concoct his/her own recipes using ingredients that begin with the same sound. Ask the child to place the cards in the bowl. Commentate and congratulate the child on his/her silly recipes. Ask the child to recite list of chosen ingredients.

Look, listen and note Look, listen and note how well the child: • Can articulate speech sounds clearly; • Can select an extended range of words that start with the same sound.



laminate


laminate and cut cards




Phase 1

Aspect 6 – Voice Sounds

Name: .............................................................. Date of birth: .............................................. Year group: .................................................... Date: .............................................................. Main purpose • To distinguish between the differences in vocal sounds. Give me a sound

Ask the child - can you make your voice…?

Child’s response / date

Go down a slide (whee)

Buzz like a bee (zzzzz))

Hiss like a snake (sssssss)

Relax into a chair (aaah)

Sound surprised (oooo)

See something nice to eat (mmmm)


Phase 1

Aspect 7 – Oral Blending and Segmenting


Yr group: .............................................. Date: ...................................................

⌦ Resource: Phase 1, Aspect 7

Main purpose • To develop oral blending and segmenting of sounds in words.

Cross the river

Place the object picture cards beside the river. The puppet calls out the name of an object in sound-talk (e.g. p-e-g). The child picks up the object blend the sounds to make the word and cross the river.

Object name Child’s response / date

leaf

sheep

soap

fish

sock

bus

bee





Downloaded from: http://cp.c-ij.com/english/3D-papercraft/origami/catcher_e.html


Downloaded from: http://cp.c-ij.com/english/3D-papercraft/origami/catcher_e.html


Construct the puppet Downloaded from: http://cp.c-ij.com/english/3D-papercraft/origami/catcher_e.html


Laminate


Phase 1


Yr group: .............................................. Date: ................................................... By the end of Phase 1 children should be able to: End of Phase 1 expectations Child’s response / date Explore and experiment with sounds and words

Listen attentively

Show a growing awareness and appreciation of rhyme, rhythm and alliteration

Speak clearly and audibly with confidence and control

Distinguish between different sounds in words

Develop awareness of the differences between phonemes


Phase 2


Yr group: .............................................. Date: ................................................... ⌦ Resource: Phase 2

Give the child the prompt sheet. Adult ask what is this letter? (do not ask for the sound or name)

Grapheme – phoneme correspondence

s a t p i n m Sound Name

d g o c k ck e Sound Name

u r h b f ff l Sound Name

ll s ss Sound Name



s a t p i

n m d g

o c k ck

e u r h

b f ff l

ll s ss

Laminate


Phase 2


Yr group: .............................................. Date: ...................................................

⌦ Resource: Phase 2

Give the child the prompt sheet. Adult ask what is this letter? (do not ask for the sound or name)


S A T P I N M Sound Name

D G O C K CK E Sound Name

U R H B F FF L Sound Name

LL S SS Sound Name



S A T P I

N M D G

O C K CK

E U R H

B F FF L

LL S SS

Laminate


Phase 2 Name: ................................................... Date of birth: ...................................


Give the child the phase 2 decodable and tricky word cards to read. Tick the words read by the child.

Decodable words Tricky words

1. a 2. an 3. as 4. at 5. if 6. in 7. is 8. it 9. of 10. off 11. on 12. can 13. dad

14. had 15. back 16. and 17. get 18. big 19. him 20. his 21. not 22. got 23. up 24. mum 25. but 26. put (north)

27. the 28. to 29. I 30. no 31. go 32. into


had

dad

on

off

of

it

is

in

if

at

as

an

a

laminate and cut out

can


to

the

put

but

mum

up

got

not

his

him

big

get

and

back



into

go

no

I



Phase 2


Yr group: .............................................. Date: ................................................... Oral Blending Practise items: c – a – t m – u – m Word to be spoken in sound-talk by the adult

Tick if correct, if incorrect, record what the child says.

1. m – a – n

2. s – o – ck

3. c – u – p

4. p – e – g

5. f – i – n

6. h – a – n – d

7. t – e – n – t

8. f – l – a – g

9. s – p – i – n

10. s – t – a – m - p

Oral Segmenting Practise items: cat, zip, mum Words to be spoken by the adult

Tick if correctly spoken in sound-talk, if incorrect record exactly what the child says.

1. jam 2. zip 3. net 4. dog 5. mint 6. sand 7. gran 8. snack 9. huff 10. dress


Phase 2

Name: ................................................... Date of birth: ................................... Yr group: .............................................. Date: ................................................... ⌦ Resource: Phase 2 Give the child the phase 2 captions and sentences cards to read. Captions and Sentences To be read by the child

Tick if correct, if incorrect, record what the child says. Identify if spoken in sound-talk.

pat a dog a pin on a map a red rug a run in the sun to huff and puff cats and dogs Give the child the phase 2 non-word reading cards to read. Non-word reading Word to be read by the child

Grapheme (e.g. o – g) Reading (e.g. og)

og ab liss pim ket hin reb nud cag meck


pat a dog

a pin on a map

a red rug

a run in the sun



to huff and puff

cats and dogs



meck

cag

nud

reb

hin

ket

pim

liss

ab

og




Yr group: .............................................. Date: ................................................... By the end of Phase 2 children should be able to:

End of Phase 2 expectations Child’s response / date

Know that words are constructed from phonemes and that phonemes are represented by graphemes

Have knowledge of a small selection of common consonants and vowels.

Blend common consonants and vowels together in reading simple CVC words and segment them to support spelling.


Phase 3



Give the child the prompt sheet. Adult ask what is this letter/phoneme? (do not ask for the sound or name)


j v w x y z zz Sound Name

qu ch sh th ng ai ee Sound

igh oa oo ar or ur ow Sound



j v w x y

z zz qu ch

sh th ng

ai ee igh

oa oo ar

or ur ow

Laminate




Give the child the phase 3 decodable and tricky word cards to read. Tick the words read correctly by the child.


1. will 2. that 3. this 4. then 5. them 6. with

7. see 8. for 9. now 10. down 11. look 12. too

13. he 14. she 15. we 16. me 17. be 18. was

19. you 20. they 21. all 22. are 23. my 24. her



see she

he

too

look

down

now

for

with

them

then

this

that

will



all

her

my

are

they

you

was

be

me

we



Phase 3



Give the child the recording sheet. Adult to dictate words. Tick if correct, if incorrect look at child’s attempts (see recording sheet for spelling tricky words). Spelling tricky words

Phase 2 1. the 2. to 3. I 4. no 5. go 6. into

Phase 3 1. he 2. she 3. we 4. me 5. be 6. was 7. you 8. they 9. all 10. are 11. my 12. her


Phase 3


Yr group: .............................................. Date: ...................................................

Recording sheet for spelling tricky words

Phase 2

1.

2.

3.

4.

5.

6.

Phase 3

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.


Phase 3


Yr group: .............................................. Date: ................................................... Oral Blending Practise items: y – e – s v – e – t Word to be spoken in sound-talk by the adult

Tick if correct, if incorrect, record what the child says.

1. ch- i - n 2. qu – i – t 3. sh – o – p 5 . m – o - th 6. s – i - ng 7. w – ai – t 8. f – ee – l 9. h – igh 10. c – oa – t 11. m – oo – n 12. p – ar - k 13. f – or – t 14. c – ur – l 15. t – ow - n 16. b – oi – l 17. h – ear 18. p – air 19. p – ure 20. l – e – tt – er


Phase 3


Yr group: .............................................. Date: ................................................... ⌦ Resource: Phase 3 Give the child the recording sheet. Remind child to segment words to support spelling. Segment (spelling) Practise items: jet, six, jazz Words to be spoken by the adult

Tick if correct. (Note if phonetically plausible) if incorrect look at child’s attempts (see segment recording sheet)

1. quick 2. chin 3. fish 4. path 5. pain 6. meet 7. fight 8. road 9. took 10. car 11. cork 12. turn 13. town 14. join 15. near 16. hair 17. pure 18. coin 19. king 20. hammer


Phase 3


Yr group: .............................................. Date: ................................................... Segment (spelling) recording sheet 1.

11.

2.

12.

3.

13.

4.

14.

5.

15.

6.

16.

7.

17.

8.

18.

9.

19.

10.

20.


Phase 3



Use laminated cards and a whiteboard marker. Child to write CVC words on the CVC phonemes frames. Photocopy the child’s responses as evidence. Child to write CVC words on a range of CVC phoneme frames. All cards do not need to be used (note when choosing frames ensure a range of medial vowel sounds are used). CVC Phoneme frames


laminate and cut into strips






Phase 3


Yr group: .............................................. Date: ................................................... ⌦ Resource: Phase 3 Give the child the phase 3 captions and sentences cards to read.

Captions and Sentences

To be read by the child Tick if correct, if incorrect, record what the child says. (Identify if child uses sound-talk to decipher words).

eat fish and mash with a spoon

It is light at this time of year.

Chris has seven silver coins.

I can see a spoon on the mat.

The torch lights up the dark night.

boats on the river

Turn to the king and queen and bow.


eat fish and mash with a spoon

It is light at this time of year.

Chris has seven silver coins.

I can see a spoon on the mat.



The torch lights up the dark night.

boats on the river

Turn to the king and queen and bow.



Phase 3


Yr group: .............................................. Date: ................................................... ⌦ Resource: Phase 3 Give the child the phase 3 non-word reading cards to read. Non-word reading

Tick if correct, if incorrect record what the child says. Words to be read by

the child. Grapheme (e.g. d – ar) Reading (e.g. dar)

1. dar 2. zort 3. sair 4. kear 5. veng 6. jigh 7. quoam 8. doit 9. gax 10. hish 11. koob 12. fowd 13. chee 14. yurk 15. waiber 16. thorden


quoam yurk

chee

fowd

koob

hish

gax

doit

jigh

veng

kear

sair

zort

dar



thorden waiber



Phase 3



Give child recording sheet for writing letters. Tick if correctly formed and written.

Write each letter correctly when following a model. a h o v b i p w c j q x d k r y e l s z f m t g n u


Phase 3

Recording sheet for writing letters

Name: ............................................. Date of birth: ................................ Yr group: ....................... Date: ......................................

a h o v

b i p w

c j x

d k r

e l s z

f m

g n u


Phase 3


Yr group: .............................................. Date: ................................................... By the end of Phase 3 children should be able to:

End of Phase 3 expectations Child’s response / date

Link sounds to letters, naming and sounding the letters of the alphabet.

Recognise letter shapes and say a sound for each.

Hear and say sounds in the order in which they occur in the word.

Read simple words by sounding out and blending the phonemes all through the word from left to right.

Recognise common digraphs and read some high frequency words.

Segment and make a phonetically plausible attempt at spelling CVC words consisting of phase 2 and 3 graphemes.


Phase 4



Give the child the phase 4 decodable and tricky word cards to read. Tick the words read correctly by the child.


1. went 2. it’s 3. from 4. children 5. just 6. help

7. said 8. have 9. like 10. so 11. do 12. some 13. come

14. were 15. there 16. little 17. one 18. when 19. out 20. what


said were

come

some

do

so

like

have

help

just

children

from

it’s

went



what

out

when

one

little

there



Phase 4



Give the child the recording sheet. Adult to dictate words. Tick if correct, if incorrect look at child’s attempts (see recording sheet for spelling tricky words). Spelling tricky words



Phase 4 1. were 2. there 3. little 4. one 5. when 6. out 7. what


Phase 4


Yr group: .............................................. Date: ...................................................


Phase 2

1.

2.

3.

4.

5.

6.

Phase 3

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

Phase 4

1.

2.

3.

4.

5.

6.

7.


Phase 4



Give the child the phase 4 word cards to read. Children to read the following words – orally segment then put together

Blending Practise items: t – e – n - t = tent t – oa – s – t = toast Word to be read by the child

Tick if correct, if incorrect, record what the child says. (identify if child uses sound-talk).

1. band 2. gift 3. chimp 4. sandpit 5. stop 6. sniff 7. green 8. clown 9. swing 10. smell 11. brush 12. twist 13. think 14. crunch 15. string


green crunch

think

twist

brush

smell

swing

clown

sniff

stop

sandpit

chimp

gift

band



string



Phase 4


Yr group: .............................................. Date: ...................................................

Oral Segment Practise items : c – l – a - p, t – r – a – s - h, Words to be spoken by the adult

Tick if correct (identify if spoken in sound-talk) if incorrect record exactly what the child says.

1. wind 2. soft 3. bench 4. thank 5. paint 6. lunchbox 7. frog 8. clap 9. train 10. crash 11. growl 12. crisp 13. slept 14. shrink 15. street


Phase 4



Give the child the phase 4 recording sheet. Remind child to segment words to support spelling.

Segment (spelling) Practise items: hump, punch

Words to be spoken by the adult

Tick if correct (note if phonetically plausible) if incorrect look at child’s attempts (see segment recording sheet).

1. milk 2. bunk 3. beast 4. shelf 5. windmill 6. thundering 7. plum 8. speck 9. frown 10. starlight 11. treetop 12. crisp 13. tramp 14. skunk 15. scrunch 16. printer


Phase 4


Yr group: .............................................. Date: ................................................... Segment (spelling) recording sheet 1.

9.

2.

10.

3.

11.

4.

12.

5.

13.

6.

14.

7.

15.

8.

16.


Phase 4



Give the child the phase 4 sentence substitution cards to read. Once the initial sentence has been read encourage the child to place the substitute words on top of the words to create a new sentence.

Sentences substitution

To be read by the child Tick if correct, if incorrect, record what the child says.

Sentence substitution – record what the child says.

The man burnt the toast.

Gran went to get fresh food.

A cat stood on the wooden shelf.

Jim has spent lots of cash this year.

The train had to stop in the rain.

Trisha took a toy off the shelf.


The man burnt the toast.

shirt girl milk eats

Jim has spent lots of cash this year.

Tom lost had lent laminate and cut out each strip and substitution words


A cat stood on the wooden shelf.

was lamp slept cabinet

Gran went to get fresh food.

wanted Jan meat grill

laminate and cut out each strip and substitution words


The train had to stop in the rain.

man wait storm tractor

Trisha took a toy off the shelf.

grabs desk Tanya book laminate and cut out each strip and substitution words


Phase 4



Give the child the phase 4 non-word reading cards.

Non-word reading Tick if correct, if incorrect record what the child says. Words to be read by

child. Grapheme (e.g. o – g) Reading (e.g. og)

1. plood 2. grint 3. theest 4. dreet 5. bamp 6. fowspring 7. skarb 8. shreb 9. spunch 10. kelf 11. pronk 12. glorpid


shreb

skarb

glorpid

pronk

kelf

spunch

fowspring

bamp

dreet

theest

grint

plood






Write each letter correctly when following a model. a h o v b i p w c j q x d k r y e l s z f m t g n u


Phase 4



a h o v

b i p w

c j x

d k r

e l s z

f m

g n u



Yr group: .............................................. Date: ...................................................

By the end of Phase 4 children should be able to: End of Phase 4 expectations Child’s response / date

Blend and segment adjacent consonants in words.

Apply this skill when reading unfamiliar texts and in spelling.

Write each letter, usually correctly. Use their knowledge of letters and sounds to build CVCC, CCVC, CCVCC and CCCVC words.

Segment and spell words containing adjacent consonants.


Phase 5



Give the child the phase 5 decodable and tricky word cards to read. Tick the words read by the child.


9. day 10. may 11. came 12. make 13. here 14. saw 15 very

16. oh 17. their 18. people 19. Mr 20. Mrs 21. looked 22. called 23. asked 24. could

1. don’t 2. old 3. I’m 4. by 5. time 6. house 7. about 8. your


about saw

here

make

came

may

day

your

house

time

by

I’m

old

don’t



looked

could

asked

called

Mrs

Mr

people

their

oh

very



Phase 5



Give the child the recording sheet. Adult to dictate the words. Tick if correct, if incorrect look at child’s attempts (see recording sheet for spelling tricky words).

Spelling tricky words



Phase 4 1. were 2. there 3. little 4. one 5. when 6. out 7. what

Phase 5 1. oh 2. their 3. people 4. Mr 5. Mrs 6. looked 7. called 8. asked 9. could


Phase 5


Yr group: .............................................. Date: ...................................................


Phase 2

1.

2.

3.

4.

5.

6.

Phase 3

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

Phase 4

1.

2.

3.

4.

5.

6.

7.

Phase 5

1.

2.

3.

4.

5.

6.

7.

8.

9.


Phase 5



Give the child the phase 5 cards to read (orally blend then put together).

Blending Practise items : p – l – ay = play b – ir – d = bird Word to be read by the child

Tick if correct, if incorrect, record what the child says. (Identify if child uses sound-talk).

1. spray 2. found 3. tie 4. treat 5. enjoy 6. shirt 7. blue 8. raw 9. why 10. dolphin 11. chew 12. toe 13. launch 14. trolley 15. game 16. complete 17. pine 18. stone 19. flute


blue trolley

launch

toe

chew

dolphin

why

raw

shirt

enjoy

treat

tie

found

spray



flute

stone

pine

complete

game



Phase 5




Segment (spelling) Practise items: raw, grew Words to be spoken by the adult

Tick if correct (note if phonetically plausible) if incorrect look at child’s attempts (see segment recording sheet)

1. tray 2. cloud 3. fried 4. bead 5. toy 6. girl 7. glue 8. claw 9. which 10. elephant 11. flew 12. goes 13. Saul 14. valley 15. snake 16. these 17. shine 18. those 19. tube


Phase 5


Yr group: .............................................. Date: ...................................................

Segment (spelling) recording sheet 1.

11.

2.

12.

3.

13.

4.

14.

5.

15.

6.

16.

7.

17.

8.

18.

9.

19.

10.


Phase 5


Yr group: .............................................. Date: ...................................................


Give laminated phoneme frames to the child to write on. Photocopy the cards when completed to record child’s attempts.

Phoneme frames

3 phonemes Word to be read by adult

Tick if phonemes identified correctly

sack shed wing doll mug



brush clock dress plan smell



scrub spend spring ground scream


Phase 5


Phoneme frames recording sheet

Laminate


Phase 5



Laminate


Phase 5



Laminate


Phase 5



Give the child the phase 5 sentence substitution cards to read. Once the initial sentence has been read encourage the child to place the substitute words on top of the words to create a new sentence. Sentences substitution

To be read by the child Tick if correct, if incorrect, record what the child says.

Sentence substitution – record what the child says.

Joan eats cheese with her meat.

We can make a pie today.

The rabbit was very playful.

You can tie things up with white string.

We could fly to France in a plane.

Cows and goats may graze in a field.


Joan eats cheese with her meat.

beans Jean cooks likes

We can make a pie today.

they cake tonight make laminate and cut out each strip and substitution words


You can tie things up with white string.

rope we fasten ribbon

The rabbit was very playful.

kitten puppy cute hungry

laminate and cut out each strip and substitution words


We could fly to France in a plane.

balloon you might go

Cows and goats may graze in a field.

sheep meadow stay play laminate and cut out each strip and substitution words





Write each letter correctly when following a model a h o v b i p w c j q x d k r y e l s z f m t g n u


Phase 5



a h o v

b i p w

c j x

d k r

e l s z

f m

g n u



Yr group: .............................................. Date: ................................................... ⌦ Resource: Phase 5 Use the flower sheets to identify alternative spellings. Ask the child if they know all the alternative ways to spell this phoneme. Prompt if required with words for each phoneme and different grapheme representation. Child writes alternatives on the petals. Photocopy the laminated sheet when completed.

Highlight each phoneme that the child can identify.

Alternative spellings for phonemes

/c/ /ch/ /f/ /j/ /m /n/ /ng/ /r/ /s/ /sh/ /v/ /w/ k tch ph g mb kn n(k) wr c ch ve wh ck dge gn sc t(ion) qu ss(ion, ure) x s(ion, ure) ch c(ion, ious,

ial)

/e/ /i/ /o/ /u/ (south) /ai/ /ee/ /igh/ /oa/ /oo/ /oo/ ea y (w)a o ay ea y ow ew u ey a-e e-e ie oe ue oul eigh ie i-e o-e ui o (north) ey y o ou ei ey eo

/ar/ /or/ /ur/ /ow/ /oi/ /ear/ /air/ /ure/ /er/ a (south) aw ir ou oy ere are our our au er eer ear e al ear u our etc New phoneme

/zh/ vision


Laminate

Salford School Improvement Service Laminate


Laminate


Phase 5




Segment (spelling) Practise items: spray, meat Words to be spoken by the adult

Tick if correct*

1. picture 2. fudge 3. comb 4. knock 5. ditch 6. gnome 7. wrap 8. phone 9. badger 10. mouse 11. plumbing 12. amaze 13. sign 14. shine 15. knight 16. please 17. mother 18. cried 19. monkey 20. rude 21. cheer

Words to be spoken by the adult

Tick if correct*

22. calf 23. glue 24. scare 25. caught 26. sugar 27. learn 28. came 29. sadly 30. sky 31. should 32. rescue 33. worm 34. chef 35. push 36. even 37. show 38. dew 39. special 40. measure

* (note if phonetically plausible) if incorrect look at child’s attempts (see segment recording sheet)


Phase 5


Yr group: .............................................. Date: ...................................................

Segment (spelling) recording sheet (1 of 2)

1.

11.

2.

12.

3.

13.

4.

14.

5.

15.

6.

16.

7.

17.

8.

18.

9.

19.

10.

20.


Phase 5


Yr group: .............................................. Date: ...................................................

Segment (spelling) recording sheet (2 of 2)

21.

31.

22.

32.

23.

33.

24.

34.

25.

35.

26.

36.

27.

37.

28.

38.

29.

39.

30.

40.



Yr group: .............................................. Date: ................................................... Child to highlight each word that has the focus phoneme. Attach child’s sheet. Phoneme spotter The Old Pony Joe, the old pony, was in his field. He was so old and slow that nobody rode him anymore. The wind was blowing. He felt colt and lonely. Just then, Jazz and Hal rode by on their bikes. They were going home for tea. They felt so sorry for old Joe that they stopped to stroke him. At tea time they told Dad about Joe. “Don’t worry”, said Dad. “I know I can help him.” After tea, Dad went to the shed and got an old green coat and a thin rope. Jazz and Hal got the end of a loaf of bread. “Let’s go”, said Dad. Dad and Jazz and Hal went back to Joe’s field. “Hello, old fellow”, said Dad. Quickly, he put the old coat over Joe’s back and tied it on with rope. In no time at all, Joe was as warm as toast! Jazz and Hall gave Joe some of the loaf to eat. Old Joe was happy at last.




Give the child the phase 5 sentence cards to read. Read sentences using homographs Sentence to be read by the child

Tick if correct, if incorrect record what the child says.

You have to bow when you meet the King.

Mum said she would read a story at bed time.

Wind up the toy to make it go.

The girl had a pink bow in her hair.

The boy read a book about dinosaurs.

The wind blew the bike into the tree.


You have to bow when you meet the King.

Mum said she would read a story at bed

Wind up the toy to make it go.

The girl had a pink bow in her hair.



The boy read a book about dinosaurs.

The wind blew the bike into the tree.





Give the child the phase 5 two-syllable and three-syllable cards to read. Reading two-syllable and three-syllable words Practise items: dol-phin, don-key Cards to be read by the child.

Tick if correct, (correctly identifies number of syllables) if incorrect record exactly what the child says.

destroy (2) whisper (2) mildew (2) money (2) chimney (2) heroes (2) annoying (3) Christopher (3) elephant (3) alphabet (3) computer (3) envelope (3)


annoying

envelope

computer

alphabet

elephant

Christopher

heroes

chimney

money

mildew

whisper

destroy





Give the child the phase 5 two-syllable and three-syllable recording sheet. Spelling two-syllable and three-syllable words Practise items: hu-man, re-cent Words to be read by the adult.

Tick number of syllables correctly identified.

machine (2) gentle (2) penny (2) boulder (2) explode (2) complete (2) bicycle (3) unicorn (3) technical (3) December (3) potatoes (3) sympathy (3)


Phase 5


Recording sheet for spelling two syllable and three syllable words

Two syllable words

Three syllable words


Phase 5


Yr group: .............................................. Date: ...................................................


To assess a child’s ability to read the next 200 common words: Give the child the word cards. Ask the child to read the words, record if correct or not using the R column.

To assess a child’s ability to spell the next 200 common words: Give the child the spelling recording sheet. Adult dictates the words to the child and asks the child to spell the words. Record if correct or not using the S column.

Note: The reading and spelling of the next 200 common words should be completed in sections to ensure the child’s interest is maintained.

Next 200 Common Words (a) (R = Read; S = Spell)

Word R S a)1 water

away good want over how did man going

a)2 where would or took school think home who didn’t

a)3 ran know bear can’t again cat

long things new

a)4 after wanted eat everyone our two has yes play

a)5 take thought dog well find more I’ll round tree

a) 6 magic shouted us other

food fox through way been

a)7 stop must red door right sea these began boy

a)8 animals never next first work lots need that’s baby


a) 1

water

away

good

want

over

how

did

man

going

a) 2

where

would

or

took

school

think

home

who

didn’t

Laminate


a) 3

ran

know

bear

can’t

again

cat

long

things

new

a) 4

after

wanted

eat

everyone

our

two

has

yes

play

Laminate


a) 5

take

thought

dog

well

find

more

I’ll

round

tree

a) 6

magic

shouted

us

other

food

fox

through

way

been

Laminate


a) 7

stop

must

red

door

right

sea

these

began

boy

a) 8

animals

never

next

first

work

lots

need

that’s

baby

Laminate


Phase 5


Yr group: .............................................. Date: ...................................................

a) 1 - Spelling record sheet

a) 2


Phase 5


Yr group: .............................................. Date: ...................................................

a) 3- Spelling record sheet

a) 4


Phase 5


Yr group: .............................................. Date: ...................................................


a) 6


Phase 5


Yr group: .............................................. Date: ...................................................


a) 8



Yr group: .............................................. Date: ...................................................





Next 200 Common Words (b) (R = Read; S = Spell)

Word R S b)1 fish

gave mouse something bed may still found live

b)2 say soon night narrator small car couldn’t three head

b)3 king town I’ve around every garden fast only

many b)4 laughed

let’s much suddenly told another great why cried

b)5 keep room last jumped because even am before gran

b)6 clothes tell key fun place mother sat boat

window b)7 sleep

feet morning queen each book its green different

b)8 let girl which inside run any under hat snow

b)9 air trees bad tea top eyes fell friends


b) 1

fish

gave

mouse

something

bed

may

still

found

live

b) 2

say

soon

night

narrator

small

car

couldn’t

three

head

Laminate


b) 3

king

town

I’ve

around

every

garden

fast

only

many

b) 4

laughed

let’s

much

suddenly

told

another

great

why

cried Laminate


b) 5

keep

room

last

jumped

because

even

am

before

gran

b) 6

clothes

tell

key

fun

place

mother

sat

boat

window

Laminate


b) 7

sleep

feet

morning

queen

each

book

its

green

different

b) 8

let

girl

which

inside

run

any

under

hat

snow

Laminate


b) 9

air

trees

bad

tea

top

eyes

fell

friends

Laminate



Yr group: .............................................. Date: ...................................................

b) 1 - Spelling record sheet

b) 2


Phase 5


Yr group: .............................................. Date: ...................................................

b) 3- Spelling record sheet

b) 4



Yr group: .............................................. Date: ...................................................


b) 6


Phase 5


Yr group: .............................................. Date: ...................................................


b) 8


Phase 5


Yr group: .............................................. Date: ...................................................




Yr group: .............................................. Date: ...................................................





Next 200 Common Words (c) (R = Read; S = Spell)

Word R S c)1 box

dark grandad there’s looking end than best

c)2 better hot sun across gone hard floppy really

c)3 wind wish eggs once please thing stopped ever

c)4 miss most cold park lived birds duck horse

c)5 rabbit white coming he’s river liked giant looks

c)6 use along plants dragon pulled we’re fly grow


c) 1

box

dark

grandad

there’s

looking

end

than

best

c) 2

better

hot

sun

across

gone

hard

floppy

really

Laminate


c) 3

wind

wish

eggs

once

please

thing

stopped

ever

c) 4

miss

most

cold

park

lived

birds

duck

horse

Laminate


c) 5

rabbit

white

coming

he’s

river

liked

giant

looks

c) 6

use

along

plants

dragon

pulled

we’re

fly

grow

Laminate


Phase 5


Yr group: .............................................. Date: ...................................................

c) 1 - Spelling record sheet

c) 2


Phase 5


Yr group: .............................................. Date: ...................................................

c) 3- Spelling record sheet

c) 4


Phase 5


Yr group: .............................................. Date: ...................................................

c) 5- Spelling record sheet

c) 6



Yr group: .............................................. Date: ................................................... By the end of Phase 5 children should be able to: End of Phase 5 expectations Child’s response / date For any given sound, write the common graphemes.

Use alternative ways of pronouncing the graphemes and spelling the phonemes corresponding to long vowel phonemes.

Identify the constituent parts of two-syllable and three-syllable words and be able to read and spell phonically decodable two-syllable and three-syllable words.

Recognise an increasing number of high frequency words automatically.

Apply phonic knowledge and skills as the prime approach in reading and spelling when the words are unfamiliar and not completely decodable.

Write each letter usually correctly.


Phase 6



Give the child the recording sheet. Ask the child to write the words in the past tense (with the suffix ‘ed’) and write the word with the suffix ‘ing’. Refer to child’s recording sheet for evidence.

Adding suffixes – ed, ing Words to be read by the adult.

ed – tick if correct, if incorrect look at child’s attempts (see adding suffixes recording sheet).

ing - tick if correct, if incorrect look at child’s attempts (see adding suffixes recording sheet).

1. like 2. stop 3. pad 4. carry 5. wave 6. skip

Ask the child to write the words with the suffix ‘s’ and the suffix ‘es’. Refer to child’s recording sheet for evidence.

Adding suffixes – s, es Words to be read by the adult.

Tick if correct, if incorrect look at child’s attempts (see adding suffixes recording sheet).

7. cross 8. puppy 9. melt 10. dish 11. match 12. try


Phase 6


Yr group: .............................................. Date: ...................................................

Adding suffixes recording sheet ed ing

1.

1.

2.

2.

3.

3.

4.

4.

5.

5.

6.

6.

s / es 7. 8.

9.

10.

11.

12.




Give the child the phase 6 recording sheet.

Adding a range of suffixes Adult dictate words to be written by the child

Tick if correct, if incorrect record the child’s response (refer to adding a range of suffixes recording sheet).

1. liking 2. bony 3. stops 4. merrily 5. marries 6. amusement 7. stitches 8. finest 9. stopping 10. nights 11. nodded 12. ruler 13. hurried 14. madder 15. safely 16. flapped 17. sadness 18. hidden 19. darkest


Phase 6


Yr group: .............................................. Date: ...................................................

Adding a range of suffixes recording sheet 1.

11.

2.

12.

3.

13.

4.

14.

5.

15.

6.

16.

7.

17.

8.

18.

9.

19.

10.


Phase 6



Give the child the recording sheet. Tell the child you are going to read some sentences. Read through once, at normal speed then again slowly so child can write down words. Take care to articulate the sounds clearly. Read it through one more time to allow child to check. Dictated sentences to write Passage 1 One morning a dragon jumped over the castle wall. He decided that he would find another dragon and live happily ever after. Before he set off he thought about who he might meet. He travelled a long way and had almost given up. At last he found another dragon and they caught the bus home. Passage 2 If you keep animals in your garden you have to be sure they are safe. Dogs and puppies need to be fenced in so they don’t run away or chase after people. Cats and kittens like to roam freely or just sleep in a shaded spot.


Phase 6


Yr group: .............................................. Date: ...................................................

Dictated sentences recording sheet

Passage 1

.................................................................................................................................

.................................................................................................................................

.................................................................................................................................

.................................................................................................................................

.................................................................................................................................

.................................................................................................................................

.................................................................................................................................

.................................................................................................................................

.................................................................................................................................

.................................................................................................................................

Passage 2

.................................................................................................................................

.................................................................................................................................

.................................................................................................................................

.................................................................................................................................

.................................................................................................................................

.................................................................................................................................

.................................................................................................................................

.................................................................................................................................

.................................................................................................................................

.................................................................................................................................



Yr group: .............................................. Date: ................................................... By the end of Phase 6 children should be able to: End of Phase 6 expectations Child’s response / date

Apply their phonic skills and knowledge to recognise and spell an increasing number of complex words.

Read an increasing number of high and medium frequency words independently and automatically.

Read and spell less common alternative graphemes including trigraphs.

Self correct when reading doesn’t make sense.

Read words in 3 ways: automatically. decode quickly and silently

because their sounding and blending routine is well-established.

de-coding words aloud.

Write each letter, usually correctly.


PHASE 1 FOUNDATION STAGE

• Listens showing enjoyment • Recognises sounds in the

environment • Identifies foreground

sound against background sound

• Distinguishes one sound from another (musical instruments or familiar sounds)

• Joins in with a range of nursery rhymes, clapping and action games

• Moves in time to beat • Joins in with a familiar rhyming

book • Developing auditory discrimination

- can listen out in games and distinguish between two different vocal sounds

• Developing auditory memory

• Shows oral awareness of rhyme and alliteration • Taps rhythm of name • Echoes a rhythm • Recognises rhythm in spoken words to repeat, continue and create a pattern of sound • Selects other words which rhyme with own name • Chooses alternative words to complete a familiar rhyme • Says a nursery rhyme, recognises a complete familiar rhyme • Completes a rhyming pair • Continues a game with alliteration • Aurally differentiate between two sounds with a conceptual distinction ‘fff’ and ‘sss’ and ‘p’ and ‘k’ e.g. when ‘f’ is said pick up

the frog (object) rather than the soap (object) • Recognises the first letter of own name, recognise the initial phoneme of own name • Speaks clearly and audibly with confidence and control

Linking Sounds and Letters – supporting teacher assessment of phonic knowledge and skills Phase 2 Phase 3 Phase 4 Phase 5 Phase 6

Foundation Stage Foundation Stage Throughout Y1 - Level 1 Level 2 • Give the sound when shown any of the

chosen selection of starting letters • Find any phase 2 letter from a display when

given the sound • Be able to blend and segment in order to

read and spell (using magnetic letters) VC words

• Be able to orally blend and segment CVC words

• Aurally blends three phonemes into a word when they are said closely together

• Predicts a possible rhyme in a book or poem • Hears and says phase 2 phonemes • Sorts objects which contain selected phase

2 letter phonemes • Forms an alliterative phrase, continues a

rhyming string • Creates own rhymes • Recognise letters in own name and the

environment • Claps or taps the number of beats/syllables

in familiar words accurately

• Give the sound when shown all or most phase 2 or 3 graphemes

• Find all or most phase 2 and 3 graphemes, from a display, when given the sound

• Hears and says sounds in words in the order in which they occur

• Be able to blend and read CVC words consisting of phase 2 and 3 graphemes

• Be able to segment and make a phonetically plausible attempt at spelling CVC words consisting of phase 2 and 3 graphemes

• Writes words using knowledge of phase 2 and 3 sounds showing using correct letters in key positions

• Recognise and identify consonant digraphs, e.g. sh, ch, th, wh, qu, ng, ck, double letters, e.g. ll, ss, ff and long vowel phonemes in a range of words

• Read and write one grapheme for each of the 44 phonemes

• Read some high frequency words

• Give the sound when shown any phase 2 or 3 grapheme

• Find any phase 2 or 3 grapheme from a display, when given the sound

• Uses their knowledge of letters and sounds to build CVCC, CCVC, CCVCC and CCCVC words

• Be able to blend and read words containing adjacent consonants and applies this skill when reading unfamiliar texts

• Be able to segment and spell words containing adjacent consonants

• Write each letter usually correctly

• Give the sound when shown any grapheme that has been taught

• For any given sound, write the common graphemes

• Uses alternative ways of pronouncing the graphemes and spelling the phonemes corresponding to long vowel phonemes

• Identifies the constituent parts of two-syllable and three-syllable words

• Reads and spells phonically decodable two-syllable and three-syllable words

• Apply phonic knowledge and skills as the prime approach to reading and spelling unfamiliar words that are not completely decidable

• Recognise an increasing number of high frequency words automatically


• Applies phonic skills and knowledge to recognise and spell an increasing number of complex words

• Reads and spells less common alternative graphemes including trigraphs

• Reading of simple and familiar texts is almost entirely accurate, taking into account full stops and commas and can tackle unfamiliar words with encouragement

• Is beginning to self-correct when the reading does not make sense

• Can use a range of strategies to establish meaning when reading unfamiliar words

• Read an increasing number of high frequency words independently and automatically



Letters and Sounds: Phonic progress tracking sheet – Early Years Foundation Stage through Key Stage 1 Class: Teacher/Practitioner: 2007 - 2008

Progression Autumn Spring Summer Phase 6 (Yr 2) Working on: Recognising phonic irregularities. and becoming more secure with less common grapheme-phoneme correspondences Working on: Applying phonic skills and knowledge to recognise and spell an increasing number of complex words.

Y2

Phase 5 (Yr 1) Working on: Reading phonically decodable two-syllable and three-syllable words. Working on: Using alternative ways of pronouncing and spelling the graphemes corresponding to the long vowel phonemes. Working on: Spelling complex words using phonically plausible attempts.

Y1

Phase 4 (YR/Y1) Working on: Segmenting adjacent consonants in words and apply this in spelling. Working on: Blending adjacent consonants in words and applying this skill when reading unfamiliar texts.

YR/Y1

Phas

e 3

(YR

) W

orki

ng o

n: K

now

ing

one

grap

hem

e fo

r ea

ch o

f the

43

phon

emes

Working on: Reading and spelling a wide range of CVC words using all letters and less frequent consonant digraphs and some long vowel phonemes. Graphemes: ear, air, ure, er, ar, or, ur, ow, oi, ai, ee, igh, oa, oo Working on: Reading and spelling CVC words using a wider range of letters, short vowels, some consonant digraphs and double letters. Consonant digraphs ch, sh, th, ng Working on: Reading and spelling CVC words using letters and short vowels. Letter progression Set 7: y, z, zz, qu Set 6: j, v, w, x

Phase 2 Working on: Using common consonants and vowels Blending for reading and segmenting for spelling simple CVC words. Working on: Knowing that words are constructed from phonemes and that phonemes are represented by graphemes. Letter progression: Set 5: h, b, f, ff, l, ll, ss Set 4: ck, e, u, r Set 3: g, o, c, k Set 2: I, n, m, d Set 1: s, a, t, p

Phas

e 1

cont

inuo

us th

roug

h Ph

ase

2 - 6

Sh

ow a

war

enes

s of r

hym

e an

d al

liter

atio

n.

Dis

tingu

ish

betw

een

diff

eren

t sou

nds i

n th

e en

viro

nmen

t and

pho

nem

es.

Exp

lore

and

ex

peri

men

t with

soun

ds a

nd w

ords

.

Phase 1 (7 Aspects) Working on: Showing awareness of rhyme and alliteration, distinguishing between different sounds in the environment and phonemes, exploring and experimenting with sounds and words and discriminating speech sounds in words. Beginning to orally blend and segment phonemes.


Reading Behaviours Checklist Name: ................................................... Date of birth: ...................................

Yr group: .............................................. Date: ................................................... AF 1 – Use a range of strategies, including accurate decoding of text, to read for meaning. Can the child? Child’s response Locate title Open front cover and turn the pages. Understand left page before the right. Point to the “part that is read” i.e the words. Understand that print is read from left to right.

Returns to the left for a new line. Match spoken word to printed word. Read known words in context. Use phonic strategies to decode new words. Use a repetitive structure to read with pace. Repeat words or sentences to check or self-correct.

Notice word endings (s/ed/ing). Use punctuation to support meaning. Notice when reading does not make sense. Self-correct most errors. Re-read to check or self-correct. Use language structure to predict and check. Follow print with eyes, pointing only at points of difficulty.

Use known letter patterns to get to new words (look – took).

Self-correct without confirmation from the adult.

Take more note of punctuation. Understand what is being read.



Yr group: .............................................. Date: ................................................... AF 2 – understand, describe, select or retrieve information, events or ideas from texts and use quotation and reference to text. Can the child? Child’s response Recall the main ideas of a story or information text.

Use information from the pictures to predict the story.

Use information from the pictures to support reading.

Talk about what has been read. Use the meaning of the story to predict. Retell in sequence the story they have read. Talk about how characters behave. Use gesture and action to act out a story, event or rhyme.

Choose to look at books. Talk about the themes of simple texts e.g. good over evil.

Pick out relevant information. Answer literal/retrieval questions about the text.

Describe information from different parts of the book.



Yr group: .............................................. Date: ................................................... AF 3 – Deduce, infer or interpret information, events or ideas from texts. Can the child? Child’s response Use knowledge of the story so far to guess what will happen.

Use knowledge of simple sentences structures and repeated patterns to make predictions and check reading.

Connect information together to draw out implied meaning.

Make simple deductions with prompts and help from the adult.

Understand the difference between more and less important pieces of information.

Use clues from what the characters say and do to explain why they behave in that way.

Express opinions about main event and characters in stories e.g. good and bad characters.



Yr group: .............................................. Date: ................................................... AF 4 – Identify and comment on the structure and organisation of texts, including grammatical and presentational features at text level. Can the child? Child’s response Understand, and use correctly terms referring to conventions of print: book, cover, beginning, end, page, word, letter, line etc.

Use the book effectively e.g. glossary, index. Explain the links between sections, ideas, events.

Use the patterns and structures of text when retelling and reciting.

Begin to talk about the differences between fiction and non-fiction.

Identify print effects, e.g. bold, italic, capitalisation, etc.

Discuss the structure of a narrative.



Yr group: .............................................. Date: ................................................... AF 5 – Explain and comment on the writer’s use of language, including grammatical and literacy features at word and sentence level. Can the child? Child’s response Comment on the effect of specific words and how they convey meaning e.g. characters, ideas, atmosphere etc.

Discuss language patterns and how they add to the meaning – rhymes and repetition etc.



Yr group: .............................................. Date: ................................................... AF 6 – Identify and comment on writer’s purposes and viewpoints and the overall effect of the text on the reader. Can the child? Child’s response Respond to the book and say what they like/dislike.

After reading, identify the main purpose of the text.

Choose and talk about a favourite book from a selection.



Yr group: .............................................. Date: ................................................... AF 7 – Relate texts to their social, cultural and historical contexts and literacy traditions. Can the child? Child’s response Talk about typical characters and settings in fiction and compare with other books they have read.

Identify the key features or a range of texts. Explain character profiles over a range of texts.


L k out!


Yr group: .............................................. Date: ................................................... Outcomes

Next steps

Documents

Key Skills for Literacy - GM SEN · Key Skills for Literacy Phonics and Early Reading Assessments INDEX Introduction ... Aspect 3 – Body Percussion, General Sound Discrimination