Assessment Interval Resources
Reception
Key Stage 1
Formative Assessment
Continuous formative assessment is integral to Ready Steady Phonics. Daily practitioner assessments of Workbook outcomes are completed during and after each session (see footnotes in in daily Workbooks which enables practitioner to tick areas that need immediate additional support). Weekly outcomes are also recorded, at the back of the children’s Workbook, against key points relating to phonics subject skills and knowledge covered. These include children’s attainment in grapheme-phoneme correspondences, letter formation, blending words, segmenting words and the reading & spelling of Common Exception Words. This provides early identification of children who make progress less quickly and require subsequent additional Ready Steady Go (Keeping All Children on Track) sessions.
Summative Assessment
The Summative Assessment Overview outlines the six half terms’ Assessment Intervals built into Ready Steady Phonics. These contain the assessment of knowledge and skills covered each half term in line with the Teaching Progression document. See diagram below indicating a typical half term structure of 5 weeks progressive teaching, followed by a week of consolidation and summative assessments.
Individual Pupil Summative Assessment
Getting Ready
Ensure all resources are ready for the individual assessment. These will include appropriate Flashcards and individual Pupil Summative Assessment documents. Ensure a quiet place is used and children are sat at a desk with a familiar trained practitioner.
Individual Pupil Summative Assessment Sheets
These contain tables of graphemes / words for children to identify and read. Assessment Scripts are also provided for each of the Assessment Intervals. These are a useful aide memoir for accurate administration.
Summative Class Records for each Assessment Interval
It is recommended that information from the individual pupil assessment sheets are inputted onto the Class Record Sheets. This will enable the teacher to see where there are gaps for individual children and also where there are areas of teaching that need reinforcement.