Name:_______________________________________ Class



.uk

Phonics Assessment Record

Name:______________________________ Class:______________________________

|Phase |Date/term secure |Year group |

|Phase 5 | | |

|Phase 4 | | |

|Phase 3 | | |

|Phase 2 | | |

|Phase 1 | | |

‘Close and regular assessment of children as they learn to read is vital if teaching is to match their capacity to learn and if difficulties are to be identified when they first arise, and overcome. The built-in progression of systematic phonics and the regular teaching of it offer many opportunities for both formative and summative assessment.’

Reading by six, how the best schools do it, Ofsted 2010

‘Evidence can be gathered cumulatively during the daily discrete phonics sessions, particularly during the ‘revisit and review’ and ‘apply’ sections. Teachers/practitioners should also, of course, collect additional evidence from their observations of children reading independently – for example, in guided reading sessions or in the book corner, or from their writing, such as in guided writing sessions or in independent activities.’

Phonics: assessment and tracking guidance, The National Strategies

|Ideal trajectory to secure phase 5 by the end of Year 1 | |

|Autumn |Phase 2 | |

|Reception | | |

|Spring |Phase 3 | |

|Reception | | |

|Summer |Phase 3/4 | |

|Reception | | |

|Autumn 1 |Phase 4 | |

|Year 1 |Phase 5: further graphemes for reading P.134 | |

|Autumn 2 |Phase 4 | |

|Year 1 |Phase 5: Alternative pronunciations of graphemes P.136 | |

|Spring |Phase 4 | |

|Year 1 |Phase 5: Spelling P.144 | |

|Summer |Phase 4 | |

|Year 1 |Phase 5: Spelling P.144 | |

Phase 2

• give the sound when shown any Phase Two letter, securing first the starter letters s, a, t, p, i, n;

• find any Phase Two letter, from a display, when given the sound;

• be able to orally blend and segment CVC words;

• be able to blend and segment in order to read and spell (using magnetic letters) VC words such as if, am, on, up and ‘silly names’ such as ip, ug and ock;

• be able to read the five tricky words the, to, I, no, go.

Colour code date:

Tick when the child gives the sound when shown:

|s |a |t |p |i |n |

|m |d |g |o |c |k |

|e |r |h |b |f |l |

|u |ck |ll |ss |ff | |

Tick when the child can find the grapheme from a display/letter card/letter fan:

|s |a |t |p |i |n |

|m |d |g |o |c |k |

|e |r |h |b |f |l |

|u |ck |ll |ss |ff | |

|Oral blending tasks | |Oral segmenting tasks | |Reading tricky words |

|Tick if the child can say the word when the adult says the sounds/record incorrect |These are examples, other words can be used. |

|responses: | |

|if | |em | |in |

|Tick if the child can blend and read the word when sounds spoken/word shown. Record|These are examples, other words can be used. |

|incorrect responses: | |

| | |

|Tick if the child can blend and read the words: | |Tick if the child can segment and spell the words: |

|just |

|o hot, cold |ie tie, field |a hat, what |i fin, find |er farmer, her |

|c cat, cent |ea eat, bread |y yes, very |ch chin, school, chef |

|g got, giant |u but, put |ow cow, blow |ou out, shoulder, could, you |

Can read the high frequency words:

|don’t |old |I’m |by |time |

|house |about |your |day |made |

|came |make |here |saw |very |

|put |oh |their |people |Mr |

|Mrs |looked |called |asked |could |

Can read the words:

day |slide |newt |phone |cried |least |girl |boy |glue |drawer | |jound |terg |snemp |fape |blurst |stroft |spron |weab |zie |zoy | |

Can spell most of the words in the list of high-frequency words:

the |and |a |to |said | in |he | I |of |it | |was |you |they |on |she | is |for |at |his |but | |that |with |all |we |can |are |up |had |my |her | |what |there |out |this |have |went |be |like |some |so | |not |then |were |go |little |as |no |mum |one |them | |do |me |down |dad |big |when |it’s |see |looked |very | |look |don’t |come |will |into | back |from |children |him |Mr | |get |just |now |came |oh |about |got |their |people |your | |put |could |house |old |too |by |day |made |time |I’m | |if |help |Mrs |called |here |off |asked |saw |make |an | |

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The aim of this document is to enable the recording of achievement through the Letters and Sounds phases. Evidence can be gained from phonics, reading and writing contexts and through individual assessments of children. Progress through the phases should be tracked and monitored, such as through using the phonic tracker. Assessments also need to be sufficiently detailed to assess individual children, not just groups. This information can then be used to inform planning, differentiation and groupings for phonics.

Ongoing phase 1

In Letters and Sounds pseudo words are used in the activity ‘Buried treasure’ in phase 2 (P.60), phase 3 (P.87) and phase 4 (P.115). Pseudo words are used as part of this assessment to ensure the children can blend and read unknown words.

Pseudo words can also be set in the context of a monster’s or alien’s name (examples from the Year 1 phonics screening check sample materials).

In Letters and Sounds pseudo words are used in the activity ‘Buried treasure’ (phase 2 p.60, phase 3 p.87, phase 4 p.115).

Pseudo words can also be set in the context of a monster’s or alien’s name (examples from the Year 1 phonics screening check sample materials).

Further comments:

Further comments:

Further comments, e.g. evidence from individual/guided reading or guided/independent writing:

Further comments, e.g. evidence of use of alternative spellings in writing (Children’s spelling should be phonemically plausible by the end of phase 5, for example, ‘a noyzy trane at the stayshun’ for ‘a noisy train at the station’).

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