Assessment Template for the Letters and Sounds Programme

Child’s Name:

Phase 1 Aspect 1 (Environmental Sounds) / Observed by / Date
Is able to listen to and identify outdoor sounds
Is able to listen to and identify indoor sounds
Is able to use drumsticks to make different sounds
Is able to make the correct animal noise from a set of clues
Is able to guess what is inside the container by the sound it makes
Is able to use his/her voice to sing at different volumes
Is able to identify the sounds on a sounds lotto game
Is able to identify sounds made behind a screen
Is able to give others a set of clues to guess an animal
Phase 1 Aspect 2 (Instrumental Sounds) / Observed by / Date
Is able to identify and name the instrument being played
Is able to stop and start playing his/her instrument at the signal
Is able to play my instrument to describe an action
Is able to remember and repeat a rhythm
Is able to discriminate and copy loud and quiet sounds
Is able to play an instrument to match the sound an animal might make
Is able to perform a short instrumental piece for others
Phase 1 Aspect 3 (Body Percussion) / Observed by / Date
Is able to copy a body sound
Is able to perform a song with actions
Is able to perform an action to match a musical instrument
Is able to perform actions increasing and decreasing his/her speed as necessary
Is able to move his/her body in response to an instrument sound
Is able to copy a sequence of body sounds
Is able to identify a body sound
Is able to suggest times when he/she can be noisy or quiet
Is able to use his/her voice to make slow, fast / quiet, loud / long, short sounds
Phase 1 Aspect 4 (Rhythm and Rhyme) / Observed by / Date
Is able to join in with repetitive story phrases
Is able to move his/her body in response to an instrument sound
Is able to perform actions to nursery rhymes
Is able to continue a rhyming string
Is able to put rhyming objects in the soup
Is able to play rhyming bingo
Phase 1 Aspect 5 (Alliteration) / Observed by / Date
Is able to suggest a person who has a name beginning with a given letter
Is able to select a set of objects for alliterative ‘silly soup’
Is able to suggest an object that begins with the same sound as a name
Is able to suggest animals that begin with the same sound
Is able to sort objects that begin with the same sound
Is able to join in with an alliterative story and make suggestions
Is able to look at an object and recognise the initial sound
Is able to think of an alliterative sentence for the names of children in my group
Is able to make the right movements with my mouth to say some sounds
Is able to suggest non-words that begin with the same sound
Phase 1 Aspect 6 (voice sounds) / Observed by / Date
Is able to talk like a robot (c-a-t)
Is able to continue a sound pattern with my voice and vary the pitch
Is able to add a target sound to a story when he/she hears a buzz word or character
Is able to listen to a recorded voice and identify the speaker
Is able to describe a voice sound using words like ‘long’, ‘short’, ‘loud’, ‘high’, ‘low’
Is able to use his/her voice to add sounds to a story by shouting, roaring etc.
Is able to use a megaphone to make sounds with his/her voice
Is able to listen to and sing a variety of songs
Is able to share his/her favourite sound with a group
Is able to record sounds for a lotto game and then match my sounds to pictures
Is able to make sounds with his/her voice
Phase 1 Aspect 7 (Oral blending and Segmenting) / Observed by / Date
Is able to sound out and clap cvc words from the set of letters s,a,t,p,i,n,
Is able to understand ‘sound talk’ words that are segmented like c-a-t
Is able to identify objects with three phonemes from ‘sound talk’ like f-i-sh
Is able to blend two or three phonemes from ‘sound talk’ to make a word
Is able to play eye-spy by blending sounds
Is able to copy ‘sound talk’
Is able to speak in ‘sound talk’
Is able to say how many phonemes he/she can hear
Phase 2 / Observed by / Date
Is able to say the sound, recognise and write a letter for the phonemes s, a, t, p
Is able to say the sound, recognise and write a letter for the phonemes i, n, m, d
Is able to blend and segment the VC words at and as
Is able to blend and segment the VC words is, it, in, an, am
Is able to blend the CVC words sat, sit, sin, pat, pit, pin, mat, din, dip, dam, nit, nap, for reading by sounding out
Is able to say the sound, recognise and write a letter for the phonemes g, o, c, k
Is able to say the sound, recognise and write a letter for the phonemes ck, e, u, r
Is able to say the sound, recognise and write a letter for the phonemes h, b, f,ff, l, ll, ss
Is able to recognise and read the first five tricky words - the, to, I, go, no
Is able to sound out, blend and read the 26 ‘decodable’ high frequency words with support
Is able to sound out, blend and read the 26 ‘decodable’ high frequency words
Is able to beginning to read two syllable words
Is able to read a caption by sounding out VC and CVC words
Is able to write a caption containing VC and CVC words
Is able to spell the first five tricky words
Phase 3 / Observed by / Date
Is able to say the sound, recognise and write a letter for the phonemes zz, ff, ll, ss
Is able to say the sound, recognise and write the letter for phoneme y
Is able to say the sound, recognise and write a letter for the phoneme q and know that q is always followed by u
Is able to say the sound, recognise and write a letter for the phonemes j, v, w, x, y
Is able to say the alphabet
Is able to sing the alphabet song
Is able to match each individual letter of the alphabet to the sound
Is able to recognise and say the phonemes sh, ch, th
Is able to find the correct grapheme in response to the spoken phonemes sh, ch, th
Is able to write the letters for the phonemes sh, ch, th
Is able to read words containing the phonemes sh, ch, th
Is able to recognise and say the phonemes ng, ee, ai
Is able to find the correct grapheme in response to the spoken phonemes ng, ee, ai
Is able to write the letters for the phonemes ng, ee, ai
Is able to read words containing the phonemes ng, ee, ai
Is able to recognise and say the phonemes igh, oa, oo
Is able to find the correct grapheme in response to the spoken phonemes igh, oa, oo
Is able to write the letters for the phonemes igh, oa, oo
Is able to read words containing the phonemes igh, oa, oo
Is able to recognise and say the phonemes ar, or, ur
Is able to find the correct grapheme in response to the spoken phonemes ar, or, ur
Is able to write the letters for the phonemes ar, or, ur
Is able to read words containing the phonemes ar, or, ur
Is able to recognise and say the phonemes ow, oi, ear
Is able to find the correct grapheme in response to the spoken phonemes ow, oi, ear
Is able to write the letters for the phonemes ow, oi, ear
Is able to read words containing the phonemes ow, oi, ear
Is able to recognise and say the phonemes air, ure, er
Is able to find the correct grapheme in response to the spoken phonemes air, ure, er
Is able to write the letters for the phonemes air, ure, er
Is able to read words containing the phonemes air, ure, er
Is able to read the Phase 3 tricky words
Is able to spell the Phase 3 tricky words
Phase 4 / Observed by / Date
Is able to blend CVCC and CCVC words for reading
Is able to segment CVCC and CCVC words for spelling
He/she continues to read two syllable words
He/she begins to spell two syllable words
Is able to read sentences containing CVC, CVCC and CCVC words
Is able to write sentences containing CVC, CVCC and CCVC words
Is able to read the Phase 4 tricky words
Is able to spell the Phase 4 tricky words
Phase 5 / Observed by / Date
He/she is beginning to understand the split vowel digraph rule for a-e, e-e, i-e, o-e, u-e
Is able to recognise that alternative pronunciations of some graphemes in some words need to be tried to find the correct one (milk, find, wild, skin, kind, lift, child)
Is able to say the correct phoneme for grapheme straight away
Is able to recognise two and three letter graphemes in words without needing to read them as individual letters
Is able to read the Phase 5 tricky words
Is able to spell the Phase 5 tricky words
Phase 6 / Observed by / Date
Is able to understand and apply the ed suffix for the past tense
He/she can understand the rules for adding ing for plurals
He/she can understand the rules for adding ed, est, and y for plurals
He/she can understand the rules for adding er, ful, and ly for plurals
He/she can understand how adding suffixes and prefixes changes words
Is able to clap out syllables to spell unfamiliar words