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Phonics - How do I assess which phase to start at?

Discussion in 'Primary' started by red frog, Sep 15, 2008.

  1. I've recently come back down to Year 2 from upper KS2. Last time I was here it was still PIPS, and I had a very simple 'if child can spell 'x' start at step 2' etc test to assess where each child was with their phonics and put them into groups. Dead easy.
    How does it work with Letters and Sounds? I can't find anything at all to help me assess which phase I should be starting at with the class, and who should be in the 'booster' phonics group. Obviously I can make an educated guess, or just start low and keep zooming through until I hit where I think we should be, but it seems a little hit and miss when it was so easy previously.

    Am I missing something obvious?

  2. Hi,

    Would you mind sending me a copy of the phonics assessment? I'm desperately struggling with my yr 3/4 literacy group who all need phonics work, but I don't know where to start!

    My e-mail is downhearted2@hotmail.co.uk

    Thanks in advance
  3. Just joined Year 2 as well and panicking as to what assessments to complete and how. I have such a wide spread of ability.

    Would love to see how you are doing it!

    Many thanks!

  4. takethatno1fan

    takethatno1fan New commenter

    You all have mail
  5. Anyone needing to teach phonics for reading and/or spelling in key stage one or two may find the free resources of unit 1 of www.phonicsinternational.com very helpful.

    The programme itself is designed to suit all ages in mainstream and for special needs - it is just a highly useful, flexible extensive bank of material.

    The main Sounds Book Activity Sheets which is a strand throughout the programme (units 1 to 12) include many cumulative decodable words. Each sheet includes simple words to longer, more complex words which is ideal for differentiated work.

    The same sheet can be used for all the pupils at their own level.

    This means that your assessment of 'where to start' in the programme amounts to what Alphabetic Code Knowledge the children know already - rather than what 'phase' of blending or segmenting ability they have. This is much simpler approach than worrying about length and complexity of words the children can blend and segment. What they can't do for themselves, the adult can model.

    In any event, whatever bits of Alphabetic Code individuals know, the teacher still needs to manage the class. I suggest, therefore, that a general 'picture' of Alphabetic Code knowledge is ascertained and then the teacher creates no more than two ability groups. These ability groups can still be taught the same bits of code simultaneously but be given different levels of support. The weaker children may need additional lessons at basic Code Knowledge level in addition to general class input.

  6. Please could I join the list for a copy of your group assessment. I am a year 6 teacher starting work with a rather large class of SEN children [P levels up to 2B] so any help with assessment would be very gratefully received. Thank you


  7. Thanks! I downloaded some assessment from the resources, but it is taking ages to carry out.


  8. Do I feel stupid or what???

    Blaming the early hour of the day!!!

    My email jo66jo@hotmail.co.uk please could I have a copy
  9. please could you send me your assessment and i'll send you mine to compare -

  10. Sorry to jump on the bandwagon but could I have a look too?

    Many thanks

  11. ellie28

    ellie28 New commenter

    would it be possible for me to have a cop too?

  12. I would love to look at the phonic assessment. Samantha205@aol.com
  13. Could I have a copy too?

    Many thanks

  14. Hi there,

    I know this is a really old thread now, but if you still have a copy of that phonics assessment I would be really grateful - my current one is thorough but long winded! Thanks, Lucy. lucy_nicholas@hotmail.co.uk
  15. Msz

    Msz Established commenter

    If you are using L&S try
    but the free assessment material on Phonics International gives a clearer picture

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