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Linking Sounds and Letters

Linking Sounds and Letters. 1: Joins in with rhyming and rhythmic activities. Scale points 1 – 3 are based on the children’s achievement in their preferred language Involves active response to both sound and rhythm. 2: Shows an awareness of rhyme and alliteration.

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Linking Sounds and Letters

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  1. Linking Sounds and Letters

  2. 1: Joins in with rhyming and rhythmic activities • Scale points 1 – 3 are based on the children’s achievement in their preferred language • Involves active response to both sound and rhythm

  3. 2: Shows an awareness of rhyme and alliteration • Practical idea for assessing – share “nonsense” rhyme games – start first lines of rhymes together, encourage children to predict rhyme at end or practitioner to change to non-rhyming word and let children correct

  4. 3: Links some sounds to letters • Early stages – letters of own name • Key step in development is making link between sound and visual symbol

  5. 4: Links sounds to letters, naming and sounding letters of the alphabet • Assessment of scale points 4 – 9 should be in English • Child needs to sound and name all (or almost all) letters • Implication for teaching – names as well as sounds of letters need to be consistently presented together by practitioner

  6. 5: Hears and says initial and final sounds in words • Focus on sounds • Initial sounds likely to come first

  7. 6: Hears and says short vowel sounds within words • Focus on sounds • Assessment of scale points 4, 5 and 6 will involve adult led as well as child initiated activities • Emphasis should be on fun and enjoyment, not testing • The PiPs games are a good starting point

  8. 7: Uses phonic knowledge to read simple regular words8: Attempts to read more complex words, using phonic knowledge • The best way to assess these points would be through one to one shared reading sessions

  9. 9: Uses knowledge of letters, sounds and words when reading and writing independently • Practitioner needs to observe child’s independent reading and writing activities to assess this scale point • Writing may provide better evidence • Must achieve all other scale points prior to 9 • Some fluent readers may not provide evidence of using a range of strategies as they do not verbalise their thought processes – scale point 9 should be assumed to have been achieved in these cases

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