eastsussex.gov.uk
Phonics Assessment Record
Name:______Class:______
Phase / Date/term secure / Year groupPhase 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
Reception / Phase 2
Spring
Reception / Phase 3
Summer
Reception / Phase 3/4
Autumn 1
Year 1 / Phase 4
Phase 5: further graphemes for reading P.134
Autumn 2
Year 1 / Phase 4
Phase 5: Alternative pronunciations of graphemes P.136
Spring
Year 1 / Phase 4
Phase 5: Spelling P.144
Summer
Year 1 / Phase 4
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 / nm / 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 / nm / 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 responses: / These are examples, other words can be used. / Tick if the child can say the correct phonemes/record incorrect responses: / These are examples, other words can be used. / Tick if the child can read the words. Record incorrect responses:
s-o-ck / dog / the
p-a-n / net
h-a-t / mug / to
r-o-d / sad
m-a-p / lot / I
f-i-ll / fin
b-e-g / lip / no
c-u-p / ham
h-i-ss / bell / go
b-e-d / hut
Read VC words using magnetic/wooden/card letters e.g.: / Spell VC words using magnetic/wooden/card letters e.g.:
if / em / in / ip
am / ob / at / ug
on / ig / an / ock
up / ub / it / ap
Phase 3
Phase 3
· Give the sound when shown all or most Phase Two and Phase Three graphemes;
· Find all or most Phase Two and Phase Three graphemes, from a display, when given the sound;
· Be able to blend and read CVC words (single-syllable words of Phase Two and Phase Three graphemes);
· Be able to segment and make a phonetically plausible attempt at spelling CVC words (i.e. single-syllable words consisting of Phase Two and Phase Three graphemes);
· Be able to read the tricky words he, she, we, me, be, was, my, you, her, they, all, are;
· Be able to spell the tricky words the, to, I, no, go;
· Write each letter correctly when following a model.
Colour code date:
Tick when the child gives the sound when shown: / j / v / w / x / y / zzz / qu / ch / sh / th / ng / ai / ee / igh / oa
oo / ar / or / ur / ow / oi / ear / air / ure / er
Tick when the child can find the grapheme from a display/letter card/letter fan: / j / v / w / x / y / z
zz / qu / ch / sh / th / ng / ai / ee / igh / oa
oo / ar / or / ur / ow / oi / ear / air / ure / er
Blending tasks / Segmenting tasks / Spelling words
Tick if the child can blend and read the word when sounds spoken/word shown. Record incorrect responses: / These are examples, other words can be used. / Tick if the child can write the words/make a phonetically plausible attempt: / These are examples, other words can be used. / Tick if the child can spell the words. This may be evident in independent writing.
j-a-m / toy / the
z-i-p / fish
f-o-x / week / to
w-i-ll / farm
qu-i-ck / for / I
sing / boot
chop / hurt / no
soap / down
light / soil / go
this / near
Tick if the child can blend and read the pseudo words (use a scenario such as a monster’s name):
dar / sair / gax / yurk / quoam / hish / koob / vap / bim / tordTick if the child can read the word:
he / she / we / me / be / was / my / you / her / they / all / arePhase 4
· Give the sound when shown any Phase Two and Phase Three grapheme;
· Find any Phase Two and Phase Three grapheme, from a display, when given the sound;
· Be able to blend and read words containing adjacent consonants;
· Be able to segment and spell words containing adjacent consonants;
· Be able to read the tricky words some, one, said, come, do, so, were, when, have, there, out, like, little, what;
· Be able to spell the tricky words he, she, we, me, be, was, my, you, her, they, all, are;
· Write each letter, usually correctly.
Check recognition of phase 2 and 3 graphemes.
Record the letters the child can form correctly: / Record the letters the child needs to learn to form:Tick if the child can blend and read the words: / Tick if the child can segment and spell the words:
just / blan / went / snack
help / hild / band / crash
think / steck / nest / dress
green / quemp / sink / tree
train / plood / from / plum
brown / dreet / flag / crust
stamp / skarb / mint / stand
spoon / grint / gran / street
Tick if the child can read the word:
some / one / said / come / do / so / werewhen / have / there / out / like / little / what
Tick if the child can spell the words. This may be evident in independent writing.
he / she / we / me / be / was / my / you / her / they / all / arePhase 5
· Give the sound when shown any grapheme that has been taught;
· For any given sound, write the common graphemes;
· Apply phonic knowledge and skill as the prime approach to reading and spelling unfamiliar words that are not completely decodable;
· Read and spell phonically decodable two-syllable and three-syllable words;
· Read automatically all the words in the list of 100 high-frequency words;
· Accurately spell most of the words in the list of 100 high-frequency words;
· Form each letter correctly.
Can recognise the graphemes: / a-e / au / aw / ay / ea / e-e / er / ewi-e / ie / ir / oe / o-e / ou / oy / ph / ue / u-e / wh
Can read words with common alternative pronunciations of some graphemes (words given are examples):
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 / timehouse / 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 / drawerjound / 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 / itwas / 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