Notes to support in identifying the Focus on cooperation and positive Ability to problem solve and find effective resolution. difference between the expected and interaction Understand concept of bullying exceeding level descriptors. Literacy ELG 09 Reading Children read and understand simple Reading: Children can read phonically regular words of more sentences. They use phonic than one syllable as well as many irregular but high frequency knowledge to decode regular words and read words. They use phonic, semantic and syntactic knowledge to them aloud accurately. They also read some understand unfamiliar vocabulary. They can describe the main common irregular words. They demonstrate an events in the simple stories they have read. understanding when talking with others about what they have read. Notes to support in identifying the Phonetic strategies to decode regular Successfully uses a range of strategies to read unfamiliar difference between the expected and and irregular vocabulary exceeding level descriptors. words Reads many irregular words Strategies to understand story Can describe main events Reads some irregular words ELG 10 Writing Children use their phonic knowledge to write Writing: Children can spell phonically regular words of more than words in ways which one syllable as well as many irregular but high frequency words. match their spoken sounds. They also write They use key features of narrative in their own writing. some irregular common words. They write sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible. Notes to support in identifying the Focus on writing phonetically Range of Focus on correct spelling difference between the expected and contexts Regular and many irregular words exceeding level descriptors. Using key features of narrative writing that uses phonetically plausible words falls within an level and Additional notes from Local spelling ‘Expected’ Authority Partnership agreement phonetically regular words are at an Exceeding level. trialling Exceeding focus on key features of narrative
Notes to support in identifying the difference between the expected and exceeding level descriptors. Focus on cooperation and positive interaction Ability to problem solve and find effective resolution. Understand concept of bullying Literacy ELG 09 Reading Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate an understanding when talking with others about what they have read. Reading: Children can read phonically regular words of more than one syllable as well as many irregular but high frequency words. They use phonic, semantic and syntactic knowledge to understand unfamiliar vocabulary. They can describe the main events in the simple stories they have read. Notes to support in identifying the difference between the expected and exceeding level descriptors. Phonetic strategies to decode regular and irregular words Strategies to understand story Reads some irregular words Successfully uses a range of strategies to read unfamiliar vocabulary Reads many irregular words Can describe main events ELG 10 Writing Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible. Writing: Children can spell phonically regular words of more than one syllable as well as many irregular but high frequency words. They use key features of narrative in their own writing. Notes to support in identifying the difference between the expected and exceeding level descriptors. Focus on writing phonetically Range of contexts Focus on correct spelling Regular and many irregular words Using key features of narrative Additional notes from Local Authority Partnership agreement trialling writing that uses phonetically plausible words falls within an ‘Expected’ level and spelling phonetically regular words are at an Exceeding level. Exceeding focus on key features of narrative
expected_v_exceeding_descriptors_within_the_eyfs_profile.docx