Making Periodic Assessments in Reception

Transcription

1 Making Periodic Assessments in Reception Phonic Phases judgement Guidance

2 Making Baseline Judgements Please remember this is a Baseline/ initial assessment, it will be revisited in 6-8 weeks time and updated when you no more about the child. What is not required is the highlighting of each statement for every child as this is recording not assessment These judgements should; Informed by the practitioners experience and knowledge of the child and not just using the statements as a tick list but as a reference point Start with the children who practitioner considers to be in line and standardise them first against the expectation. Agree this for at least 2 but no more than 3 children in each class/ registration group with all other staff in the setting/ class, record your reasons for agreeing. Have a professional dialogue with staff about children above the standard or significantly below, agree why you consider this record these observations. Identify these children as Indicator children for the cohort and track their progress in detail. Then repeat this process identify those above or at risk of delay, by comparing with small, in line group, then you can quickly say whether children are above or below the standard represented by these children. Revisited and reviewed 6-8 weeks later, when some children will have made rapid progress since their baseline.

3 Phonics Standardisation Guidance for Reception Reception Baseline Bold Text represents children with the potential to meet the expected standard at the end of year 1 At significant risk of delay the Phase 1 Or below At risk of Delay In line Above Phase 1 phase 2 having competence in phase 1. Phase 2 Reception Autumn 2 Bold Text represents children with the potential to meet the expected standard at the end of year 1 At significant risk of delay Phase 1 At risk of Delay In line Above phase 2 having phase 1. Phase 2 phase 3 having Reception end of spring term Bold Text represents children with the potential to meet the expected standard at the end of year 1 At significant risk of delay phase 2 having phase 1. At risk of Delay In line phase 3 having Above phase 3. Reception end of summer term At significant risk of delay At risk of Delay In line Above Bold Text represents children with the potential to meet the expected standard at the end of year 1 phase 3 having phase 3. phase 4 having phase 3.

4 PHASE 2 Phonics Progress Phase 2 Statements Children s initials 1. I can give the sound when any Phase Two letter, securing the starter letters s, a, t, p, i, n 2. I can find any Phase Two letter, from a display, when given the sound 3. I can orally blend CVC words 4. I can orally segment CVC words 5. I can segment and spell VC words (using magnetic letters) 6. I can read the five tricky words: e.g. the, to, I, no, go Standardisation Guidance Competent (secure) Embedded 1 or 2 statements at least 4 statements all statements

5 PHASE 3 Phonics Progress Phase 3 Statements Children s initials 1. I can give the sound when most Phase Three graphemes 2. I can find all or most Phase Three graphemes, from a display, when given the sound 3. I am able to blend and read CVC words (i.e. single-syllable words consisting of Phase Two and Phase Three graphemes) 4. I can read the tricky words he she we me be was my you her they all are (plus: the to I no go, from phase one) 5. I can spell the tricky words the to I no go 6. I can write letters correctly when following a model Standardisation Guidance Competent (secure) Embedded 1 or 2 statements at least 4 statements all statements

6 PHASE 4 Phonics Progress Phase 4 Statements Children s initials 1. I can give the sound when any of the Phase Two and Phase 3 graphemes 2. I can find any Phase Two or Phase Three grapheme from a display when given the sound 3. I am able to blend and read words containing adjacent consonants 4. I am able to segment and spell words containing adjacent consonants 5. I am able to read tricky words: some one said come do so were when have there out like little what 6. I am able to spell tricky words: he she we me be was my your you her they all are 7. I can write each letter, usually correctly Standardisation Guidance Competent (secure) Embedded 1 or 2 statements at least 4 statements all statements

7 Phase 5 Phonics Progress Children s Initials Children s Initials Children s Initials Progress 1 Progress 2 Progress 3 1. I can give the sound when any grapheme that has been taught 2. I can for any given sound write the common graphemes 3. I am able to apply phonic knowledge and skill as the prime approach in reading unfamiliar words that are not completely decodable 4. I can read and spell phonically decodable two syllable and three syllable words 5. I can read automatically all the words in the 100 high frequency list 6. I can accurately spell MOST of the words in 100 high frequency list 7. I can form each letter correctly Standardisation Competent (secure) Embedded 1 or 2 statements at least 4 statements all statements

8 Date Class Teacher Phonics Progress Baseline Autumn 2 Spring Summer Reception At risk Significant Delay % % % % In line above % on track for expected % change from previous assessment