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Reading Assessment

Assessing Your Child’s Reading Ability in KS1 and KS2

Children from years one through to six are assessed six times a year against ‘age related expectations’. Progress is recorded against the statements of which they have been able to demonstrate their competency. For each year group, there are approximately 30 statements, and the percentage of statements identify the progress your child is making. At the end of the year, pupils who have achieved between 85-100% will have reached their ‘age related expectations’. This will then be indicated on your child’s report. During parent consultations your child’s teacher will be able to inform you of the progress made, and the statements/skills still needed to be achieved

 

Reading Assessment in Reception

Below are the assessment criteria we use when teaching children to read. Please look at them and try to address one or two when you spend time with your child. By the end of the year, your child should be able to achieve the Early Learning Goals:

 

A child aged between 30-50 months:

Enjoys rhyming and rhythmic activities.

Shows awareness of rhyme and alliteration.

Recognises rhythm in spoken words.

Listens to and joins in with stories and poems, one-to-one and also in small groups.

Joins in with repeated refrains (patterns and rhymes) and anticipates key events and phrases in rhymes and stories

Beginning to be aware of the way stories are structured

a.Suggests how the story might end.

b. Listens to stories with increasing attention and recall.

a.Describes main story settings, events and principal characters.

b. Shows interest in illustrations and print in books and print in the environment.

Recognises familiar words and signs such as own name and advertising logos

a. Looks at books independently.

b.Handles books carefully.

Listens to stories with increasing attention and recall.

Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.

 

A child aged between 40-60 months: Continues a rhyming string.

Hears and says initial sounds in words.

Can segment the sounds in simple words and blend them together and knows which letters represent some of them.

Links sounds to letters, naming and sounding the letters of the alphabet.

Begins to read words and simple sentences.

Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.

Enjoys an increasing range of books.

Knows that information can be retrieved from books and computers.

Maintains attention, concentrates and sits quietly during appropriate activity.

 

By the end of Reception (‘Early Learning Goals’):

Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions.

They answer ‘how’ or ‘why’ questions about their experiences and in response to stories and events.

 

If you could make a note of any that you think your child has regularly demonstrated, in your child's reading record, it would be greatly appreciated by their class teacher. Thank you!


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