Key Skills for Literacy

Transcription

1 Key Skills for Literacy Phonics and Early Reading Assessments ISP Team - Roberta Greenwood & Yvonne Dolan

2 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

3 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.

4 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.

5 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 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.

6 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

7 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.

8 Phase 1 Aspects 1 6 are n not hierarchical: 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 Strands Child s response / date Tuning into sounds Listening and remembering sounds Talking about sounds Tuning into sounds Listening and remembering sounds Talking about sounds Tuning into sounds Listening and remembering sounds Talking about sounds Tuning into sounds Listening and remembering sounds Talking about sounds Tuning into sounds Listening and remembering sounds Talking about sounds Tuning into sounds Listening and remembering sounds Talking about sounds Tuning into sounds Listening and remembering sounds Talking about sounds

9 Phase 1 Aspect 1 Environmental Sounds 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)

10 laminate and cut cards Salford Salford School School Improvement Service Service

11 Phase 1 Aspect 2 Instrumental Sound, General Sound Discrimination 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. Comments on child s response (include speed and attitude)

12 Phase 1 Aspect 3 Body Percussion, General Sound Discrimination 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)

13 Phase 1 Aspect 4 Rhythm and Rhyme 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. Comments on child s response (include speed and attitude)

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16 Phase 1 Aspect 5 Alliteration 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. Comments on child s response (include speed and attitude)

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20 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)

21 Phase 1 Aspect 7 Oral Blending and Segmenting 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 Comments on child s response (include speed and attitude)

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25 Downloaded from: Salford Construct School Improvement the puppet Service

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27 Phase 1 By the end of Phase 1 children should be able to: End of Phase 1 expectations 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 Child s response / date

28 Phase 2 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 Sound Name Sound Name Sound Name 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 Comments on child s response (include speed and attitude)

29 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

30 Phase 2 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 Sound Name Sound Name Sound Name 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 Comments on child s response (include speed and attitude)

31 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

32 Phase 2 Resource: Phase 2 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

33 a it an of as off at on if can in dad is had laminate and cut out

34 back got and up get mum big but him put his the not to laminate and cut out

35 I no go into laminate and cut out

36 Phase 2 Oral Blending Practise items: c a t m u m Word to be spoken in sound-talk by the adult 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 Tick if correct, if incorrect, record what the child says. Oral Segmenting Practise items: Words to be spoken by the adult 1. jam 2. zip 3. net 4. dog 5. mint 6. sand 7. gran 8. snack 9. huff 10. dress cat, zip, mum Tick if correctly spoken in sound-talk, if incorrect record exactly what the child says.

37 Phase 2 Resource: Phase 2 Give the child the phase 2 captions and sentences cards to read. Captions and Sentences To be read by the child pat a dog a pin on a map a red rug a run in the sun to huff and puff cats and dogs Tick if correct, if incorrect, record what the child says. Identify if spoken in sound-talk. Give the child the phase 2 non-word reading cards to read. Non-word reading Word to be read by the child og ab liss pim ket hin reb nud cag meck Grapheme (e.g. o g) Reading (e.g. og)

38 pat a dog a pin on a map a red rug a run in the sun laminate and cut out

39 to huff and puff cats and dogs laminate and cut out

40 og nud ab cag liss meck pim ket hin reb laminate and cut out

41 Phase 2 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.

42 Phase 3 Resource: Phase 3 Give the child the prompt sheet. Adult ask what is this letter/phoneme? (do not ask for the sound or name) Grapheme phoneme correspondence Sound Name j v w x y z zz qu ch sh th ng ai ee Sound igh oa oo ar or ur ow Sound Comments on child s response (include speed and attitude)

43 j v w x y z zz qu ch sh th ng ai ee igh oa oo ar or ur ow Laminate

44 Phase 3 Resource: Phase 3 Give the child the phase 3 decodable and tricky word cards to read. Tick the words read correctly by the child. Decodable words Tricky words 1. will 2. that 3. this 7. see 8. for 9. now 13. he 14. she 15. we 19. you 20. they 21. all 4. then 5. them 10. down 11. look 16. me 17. be 22. are 23. my 6. with 12. too 18. was 24. her Comments on child s response (include speed and attitude)

45 will for that now this down then look them too with he see she laminate and cut out

46 we are me my be her was you they all laminate and cut out

47 Phase 3 Resource: 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

48 Phase 3 Recording sheet for spelling tricky words Phase 2 Phase

49 Phase 3 Oral Blending Practise items: y e s v e t Word to be spoken in sound-talk by the adult 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 Tick if correct, if incorrect, record what the child says.

50 Phase 3 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 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 Tick if correct. (Note if phonetically plausible) if incorrect look at child s attempts (see segment recording sheet)

51 Phase 3 Segment (spelling) recording sheet

52 Phase 3 Resource: 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

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54 laminate and cut into strips

55 laminate and cut into strips

56 Phase 3 Resource: Phase 3 Give the child the phase 3 captions and sentences cards to read. Captions and Sentences To be read by the child 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. Tick if correct, if incorrect, record what the child says. (Identify if child uses sound-talk to decipher words).

57 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. laminate and cut out

58 The torch lights up the dark night. boats on the river Turn to the king and queen and bow. laminate and cut out

59 Phase 3 Resource: Phase 3 Give the child the phase 3 non-word reading cards to read. Non-word reading Words to be read by the child. 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 Tick if correct, if incorrect record what the child says. Grapheme (e.g. d ar) Reading (e.g. dar)

60 dar doit zort gax sair hish kear koob veng fowd jigh chee quoam yurk laminate and cut out

61 waiber thorden laminate and cut out

62 Phase 3 Resource: 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

63 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

64 Phase 3 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.

65 Phase 4 Resource: Phase 4 Give the child the phase 4 decodable and tricky word cards to read. Tick the words read correctly by the child. Decodable words Tricky words 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

66 went have it s like from so children do just some help come said were laminate and cut out

67 there little one when out what laminate and cut out

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

69 Phase 4 Recording sheet for spelling tricky words Phase 2 Phase 3 Phase

70 Phase 4 Resource: 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 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 Tick if correct, if incorrect, record what the child says. (identify if child uses sound-talk).

71 band clown gift swing chimp smell sandpit brush stop twist sniff think green crunch laminate and cut out

72 string laminate and cut out

73 Phase 4 Oral Segment Practise items : c l a - p, t r a s - h, Words to be spoken by the adult 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 Tick if correct (identify if spoken in sound-talk) if incorrect record exactly what the child says.

74 Phase 4 Resource: 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 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 Tick if correct (note if phonetically plausible) if incorrect look at child s attempts (see segment recording sheet).

75 Phase 4 Segment (spelling) recording sheet

76 Phase 4 Name:... Date of birth:... Yr group:... Date:... Resource: 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 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. Tick if correct, if incorrect, record what the child says. Sentence substitution record what the child says.

77 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

78 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

79 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

80 Phase 4 Resource: Phase 4 Give the child the phase 4 non-word reading cards. Non-word reading Words to be read by child. 1. plood 2. grint 3. theest 4. dreet 5. bamp 6. fowspring 7. skarb 8. shreb 9. spunch 10. kelf 11. pronk 12. glorpid Tick if correct, if incorrect record what the child says. Grapheme (e.g. o g) Reading (e.g. og)

81 plood shreb grint spunch theest kelf dreet pronk bamp glorpid fowspring skarb laminate and cut out

82 Phase 4 Resource: Phase 4 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

83 Phase 4 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

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

85 Phase 5 Resource: Phase 5 Give the child the phase 5 decodable and tricky word cards to read. Tick the words read by the child. Decodable words Tricky words 1. don t 2. old 3. I m 4. by 5. time 6. house 7. about 8. your 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

86 don t your old day I m may by came time make house here about saw laminate and cut out

87 very called oh asked their could people Mr Mrs looked laminate and cut out

88 Phase 5 Resource: 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 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 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 12. her

89 Phase 5 Recording sheet for spelling tricky words Phase 2 Phase 3 Phase 4 Phase

90 Phase 5 Resource: 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 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 Tick if correct, if incorrect, record what the child says. (Identify if child uses sound-talk).

91 spray raw found why tie dolphin treat chew enjoy toe shirt launch blue trolley laminate and cut out

92 game complete pine stone flute laminate and cut out

93 Phase 5 Resource: Phase 5 Give the child the phase 5 recording sheet. Remind child to segment words to support spelling. Segment (spelling) Practise items: raw, grew Words to be spoken by the adult 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 Tick if correct (note if phonetically plausible) if incorrect look at child s attempts (see segment recording sheet)

94 Phase 5 Segment (spelling) recording sheet

95 Phase 5 Resource: Phase 5 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 sack shed wing doll mug 4 phonemes Word to be read by adult brush clock dress plan smell 5 phonemes Word to be read by adult scrub spend spring ground scream Tick if phonemes identified correctly Tick if phonemes identified correctly Tick if phonemes identified correctly

96 Phase 5 Name:... Date of birth:... Yr group:... Date:... Phoneme frames recording sheet Laminate

97 Phase 5 Name:... Date of birth:... Yr group:... Date:... Phoneme frames recording sheet Laminate

98 Phase 5 Name:... Date of birth:... Yr group:... Date:... Phoneme frames recording sheet Laminate

99 Phase 5 Name:... Date of birth:... Yr group:... Date:... Resource: 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 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. Tick if correct, if incorrect, record what the child says. Sentence substitution record what the child says.

100 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

101 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

102 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

103 Phase 5 Resource: Phase 5 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

104 Phase 5 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

105 Phase 5 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

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107 Laminate

108 Laminate

109 Phase 5 Resource: Phase 5 Give the child the phase 5 recording sheet. Remind child to segment words to support spelling. Segment (spelling) Practise items: spray, meat Words to be spoken by the adult 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 Tick if correct* Words to be spoken by the adult 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 Tick if correct* 21. cheer * (note if phonetically plausible) if incorrect look at child s attempts (see segment recording sheet)

110 Phase 5 Segment (spelling) recording sheet (1 of 2)

111 Phase 5 Segment (spelling) recording sheet (2 of 2)

112 Phase 5 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.

113 Phase 5 Resource: Phase 5 Give the child the phase 5 sentence cards to read. Read sentences using homographs Sentence to be read by the child You have to bow when you meet the King. Mum said she would read a story at bed time. Tick if correct, if incorrect record what the child says. 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.

114 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. laminate and cut out

115 The boy read a book about dinosaurs. The wind blew the bike into the tree. laminate and cut out

116 Phase 5 Resource: Phase 5 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. destroy (2) whisper (2) mildew (2) money (2) chimney (2) heroes (2) annoying (3) Christopher (3) elephant (3) alphabet (3) computer (3) envelope (3) Tick if correct, (correctly identifies number of syllables) if incorrect record exactly what the child says.

117 destroy Christopher whisper elephant mildew alphabet money computer chimney envelope heroes annoying laminate and cut out

118 Phase 5 Resource: Phase 5 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. machine (2) gentle (2) penny (2) boulder (2) explode (2) complete (2) bicycle (3) unicorn (3) technical (3) December (3) potatoes (3) sympathy (3) Tick number of syllables correctly identified.

119 Phase 5 Name:... Date of birth:... Yr group:... Date:... Recording sheet for spelling two syllable and three syllable words Two syllable words Three syllable words

120 Phase 5 Resource: Phase 5 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) 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 (R = Read; S = Spell) 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

121 a) 1 a) 2 water where away would good or want took over school how think did home man who going didn t Laminate

122 a) 3 a) 4 ran after know wanted bear eat can t everyone again our cat two long has things yes new play Laminate

123 a) 5 a) 6 take magic thought shouted dog us well other find food more fox I ll through round way tree been Laminate

124 a) 7 a) 8 stop animals must never red next door first right work sea lots these need began that s boy baby Laminate

125 Phase 5 a) 1 - Spelling record sheet a) 2

126 Phase 5 a) 3- Spelling record sheet a) 4

127 Phase 5 a) 5- Spelling record sheet a) 6

128 Phase 5 a) 7- Spelling record sheet a) 8

129 Phase 5 Resource: Phase 5 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 (b) 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 (R = Read; S = Spell) 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

130 b) 1 b) 2 fish say gave soon mouse night something narrator bed small may car still couldn t found three live head Laminate

131 b) 3 b) 4 king laughed town let s I ve much around suddenly every told garden another fast great only why many cried Laminate

132 b) 5 b) 6 keep clothes room tell last key jumped fun because place even mother am sat before boat gran window Laminate

133 b) 7 b) 8 sleep let feet girl morning which queen inside each run book any its under green hat different snow Laminate

134 b) 9 air trees bad tea top eyes fell friends Laminate

135 Phase 5 b) 1 - Spelling record sheet b) 2

136 Phase 5 b) 3- Spelling record sheet b) 4

137 Phase 5 b) 5- Spelling record sheet b) 6

138 Phase 5 b) 7- Spelling record sheet b) 8

139 Phase 5 b) 9- Spelling record sheet

140 Phase 5 Resource: Phase 5 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 (c) 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 (R = Read; S = Spell) 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

141 c) 1 c) 2 box better dark hot grandad sun there s across looking gone end hard than floppy best really Laminate

142 c) 3 c) 4 wind miss wish most eggs cold once park please lived thing birds stopped duck ever horse Laminate

143 c) 5 c) 6 rabbit use white along coming plants he s dragon river pulled liked we re giant fly looks grow Laminate

144 Phase 5 c) 1 - Spelling record sheet c) 2

145 Phase 5 c) 3- Spelling record sheet c) 4

146 Phase 5 c) 5- Spelling record sheet c) 6

147 Phase 5 By the end of Phase 5 children should be able to: End of Phase 5 expectations 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. Child s response / date

148 Phase 6 Resource: 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. 1. like 2. stop 3. pad 4. carry 5. wave 6. skip 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). 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. 7. cross 8. puppy 9. melt 10. dish 11. match 12. try Tick if correct, if incorrect look at child s attempts (see adding suffixes recording sheet).

149 Phase 6 Adding suffixes recording sheet ed ing s / es

150 Phase 6 Resource: Phase 6 Give the child the phase 6 recording sheet. Adding a range of suffixes Adult dictate words to be written by the child 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 Tick if correct, if incorrect record the child s response (refer to adding a range of suffixes recording sheet).

151 Phase 6 Adding a range of suffixes recording sheet

152 Phase 6 Resource: 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.

153 Phase 6 Dictated sentences recording sheet Passage Passage

154 Phase 6 By the end of Phase 6 children should be able to: End of Phase 6 expectations 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 wellestablished. de-coding words aloud. Write each letter, usually correctly. Child s response / date

155 Listens showing enjoyment Recognises sounds in the environment Identifies foreground sound against background sound Distinguishes one sound from another (musical instruments or familiar sounds) PHASE 1 FOUNDATION STAGE Joins in with a range of nursery Shows oral awareness of rhyme and alliteration rhymes, clapping and action games Taps rhythm of name Moves in time to beat Echoes a rhythm Joins in with a familiar rhyming Recognises rhythm in spoken words to repeat, continue and create a pattern of sound book Selects other words which rhyme with own name Developing auditory discrimination Chooses alternative words to complete a familiar rhyme - can listen out in games and Says a nursery rhyme, recognises a complete familiar rhyme distinguish between two different vocal sounds Completes a rhyming pair Developing auditory memory 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 threesyllable 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 Write each letter usually correctly 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 Write each letter usually correctly

156 Letters and Sounds: Phonic progress tracking sheet Early Years Foundation Stage through Key Stage 1 Class: Teacher/Practitioner: Progression Autumn Spring Summer Phase 1 continuous through Phase 2-6 Show awareness of rhyme and alliteration. Distinguish between different sounds in the environment and phonemes. Explore and experiment with sounds and words. 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. 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. 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. Phase 3 (YR) Working on: Knowing one grapheme for each of the 43 phonemes 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 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. YR/Y1 Y2 Y1