e.g. plink, plonk; whizzle, and simple endings. Can identify when a word Can separate familiar single frizzle; cock-a-doodle-do does not finish a rhyme, e.g. syllable words into onset and Humpty Dumpty sat on a wall, rime, e.g. c-at, b-at, h-at. Humpty Dumpty had a big Hears and identifies some breakfast. initial consonants in words Can identify the individual especially own name. spoken words in a piece of written text, e.g. “Wombat Experiments with using letters school stew”, “our garden”. and numbers on the keyboard Can identify letters by name to produce something on and shape. Can point to a letter or word screen. Can match most common when asked. sounds to letters. Identifies a small number of Copies letters, numbers and Can form most lower and letter names and their words, although sometime upper case letters. sounds, in scaffolded confusing the direction of situations. Knows how to use an letters and numbers, e.g. alphabet chart. Demonstrates an emerging writing them backwards or understanding of some Can write several of the upside down. sound-letter relationships sounds in words they write, when writing. relying on most obvious sounds, e.g. “Wok Lk A Uses some initial sound of () GrLA”. words in their writing, e.g. Can assign letters to first, last “D M” ‘for “Dear Mum”. and some medial sounds. Can sometimes identify what is meant by and May use capital letters and “first” “last” full stops more accurately. letter, “starts with”. Experiments with letters, Usually writes letters, words, symbols, drawings to numbers, words and write or shape simple texts. sentences, left to right, top to bottom. () Writes left to right. Uses one-to-one Can identify where to start correspondence between reading a text when asked, spoken and written words. () i.e. the first word in a text. Spells a small number of words accurately relying on visual memory plus associations. Usually leaves a space
e.g. plink, plonk; whizzle, frizzle; cock-a-doodle-do Hears and identifies some initial consonants in words especially own name. Experiments with using letters and numbers on the keyboard to produce something on screen. Copies letters, numbers and words, although sometime confusing the direction of letters and numbers, e.g. writing them backwards or upside down. Can identify when a word does not finish a rhyme, e.g. Humpty Dumpty sat on a wall, Humpty Dumpty had a big breakfast. Can identify the individual spoken words in a piece of written text, e.g. “Wombat stew”, “our school garden”. Can point to a letter or word when asked. Identifies a small number of letter names and their sounds, in scaffolded situations. Demonstrates an emerging understanding of some sound-letter relationships when writing. Uses some initial sound of words in their writing, e.g. “D M” ‘for “Dear Mum”. Can sometimes identify what is meant by “first” and “last” letter, “starts with”. Experiments with letters, words, symbols, drawings to write or shape simple texts. Writes left to right. Can identify where to start reading a text when asked, i.e. the first word in a text. Can separate familiar single syllable words into onset and rime, e.g. c-at, b-at, h-at. Can identify letters by name and shape. Can match most common sounds to letters. Can form most lower and upper case letters. Knows how to use an alphabet chart. Can write several of the sounds in words they write, relying on most obvious sounds, e.g. “Wok Lk A GrLA”. () Can assign letters to first, last and some medial sounds. May use capital letters and full stops more accurately. Usually writes letters, numbers, words and sentences, left to right, top to bottom. () Uses one-to-one correspondence between spoken and written words. () Spells a small number of words accurately relying on visual memory plus associations. Usually leaves a space and simple endings.
ey_phase_descriptors_06.docx