1. Linking Sounds and Letters

2. 1: Joins in with rhyming and rhythmic activities Scale points 1 – 3 are based on the childrens 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 words 8: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 childs 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