Document Sample
					                                             COMMUNICATION, LANGUAGE AND LITERACY

              Profile Criteria                            What to look for?                                         Examples in practice
1   Joins in rhyming and rhythmic        Child actively sings and takes part in rhymes; some      Whole group learn dingle, dangle, scarecrow for
    activities.                          words and following rhythm.                              harvest - everyone does the actions to the rhythmic -
                                                                                                  everyone sings some of the words.

2   Shows an awareness of rhyme and      Shows awareness of rhyme in songs and poems -            In ‘this old man’ - children make up a word to rhyme
    alliteration.                        one sound from another or notices words with some        with one, two, three, four, five. (1. bon, 2. Shoe. 3.
                                         sounds.                                                  Tree). When reading a rhyme/poem the children repeat
                                                                                                  e.g. the words - sun, sand, sea, seagull.
3   Links some sounds to letters.        Hears some sounds and links to specific letters.         Emma points to the ‘m’ on a display and says ‘that’s my
                                                                                                  name’. Lea chooses the lion because ‘it’s like him -
                                                                                                  and also points to alphabet frieze Ll.
4   Links sounds to letters naming and   Able to name and sound letters across a range of         Gina plays with a set of flashcards - mixed upper and
    sounding letters of the alphabet.    activities - all or almost all of them.                  lower case and sounds the letter as she puts it on the
                                                                                                  carpet. Jay does the same with names as well.

5   Hears and says initial and final     Distinguishes and says initial and/or final sound        Ben sounds ‘b’ for the beginning and ‘n’ for the end of
    sounds in words.                     when sounding out words.                                 his name. Sarah, playing teacher holds up an object
                                                                                                  out of the CVC box - the 3 girls took turns to say
                                                                                                  first/last sounds.
6   Hears and says short vowel sounds    Can identify the vowel sound in CVC words; hat,          Using simple word pictures - adult focus group - able to
    within words.                        pen, dog, cup, nip. (Short vowel sounds in simple        say vowel sounds as a group and individual. 3 children
                                         words).                                                  able to “spell out in sounds” the 3 sound letter word;
                                                                                                  e.g. d-o-g.
7   Uses phonic knowledge to read        Sounds out letters to read a range of simple words -     Tom and Millie play on the world wall - Millie points to a
    simple regular words.                mainly CVC words - some unfamiliar.                      word and Tom says it - then they change over. Some
                                                                                                  rhyming strings - many unseen words; add words to
8   Attempts to read more complex        Sounds out letters to read new words (Not simple         Josh chooses a book in the quite corner - The Gruffalo
    words, using phonic knowledge.       CVC) that are complex. Phonic knowledge used -           - has had the story read to him - but now he makes a
                                         some adult support.                                      reasonable attempt to read it using his phonics - asks a
                                                                                                  passing adult to help with a word.
9   Uses knowledge of letters, sounds    In independent or child-initiated activities - a range   Amy writes a letter to her dad - she spells the single
    and words when reading and writing   of strategies are used to read/write new words. Use      syllable words correctly and has a good/plausible
    independently.                       of phonic knowledge included.                            attempt at new words. Some more complex words
                                                                                                  written from memory. Is able to read it back.

                                                       FOUNDATION STAGE PROFILE
                                                        MATHEMATICAL DEVELOPMENT

              Profile Criteria                              What to look for?                                        Examples in practice
1   Responds to the vocabulary             The child joins in finger rhymes and songs - 5 little   AB puts finger down when duck flies away - says how
    involved in addition and subtraction   ducks, In ongoing activities uses maths.     many are left. Also able to show - fingers in game of
    in rhymes and games.                   vocab - more, less, same one left.                      matching the adult fingers.
2   Recognise differences in quantity      Can compare two groups/sets and points to one           CD prepare two plates of fruit for the shack - says the
    when comparing sets of objects.        with more/less; sees inequality.                        blue plate has got the most on, and they are not “fair”.
                                                                                                   Tried to even them up by moving some pieces.
3   Finds one more or one less from a      The child can take one away and add one more and        EF organised another child to join the line of “currant
    group of up to five objects.           give a new total. Can do it using objects, fingers,     buns” for the song “because there was only 4 and we
                                           people.                                                 need 5 to do it”. Also on playdoh table - some each for
                                                                                                   5 people.
4   Relates addition to combining two      The child is able to find out how many altogether by    Two girls wanted to see how many red sequins these
    groups.                                combining them from two groups and counting             were on the table - they had some each. GH put her
                                           them.                                                   red ones in a set and then her friends in a set and
                                                                                                   proceeded to count them all.
5   Relates subtraction to taking away.    The child is able to say how many are left when         At the shop/role play, JA buys a hat for 3p and counts
                                           some are hidden or taken away.                          that she has 2p left from 5p. BD counts how many
                                                                                                   drinks are left now that he and his friend have got
6   In practical activities and            The child uses the correct maths vocabulary - add,      SE was able to say how he added 4 packed lunches to
    discussion, begins to use the          take away, makes, altogether, how many in practical     5 hot dinners to make 9 altogether. Using his fingers he
    vocabulary involving + and -.          activities using objects, fingers, people.              said/showed ‘4 add 5 makes 9 ‘together.
7   Finds one more or one less than a      The child is able to say how many are these or how      KT said “there are eight apples left because she had
    number one to ten.                     many there will be if one is added or taken away.       eaten one”. GT said “if I get one more cup there will be
                                                                                                   10 altogether for all the children”
8   Uses developing mathematical           In real/role play - adult focus and child-initiated     GT had a number of wheels (mobile) and four children
    ideas and methods to solve             activities solves problems such as halving, sharing,    all wanted them. She first shared out “the big ones”
    practical problems.                    grouping using own ideas/methods using e.g.             giving one each in turn, then the small ones starting at
                                           money, objects, people.                                 the next person when the big ones ran out. Put the 2
                                                                                                   spares in the tin to make it equal.
9   Uses a range of strategies for         The child can count on, count back - can recall         PB is able to be the shopkeeper with no support giving
    addition and subtraction, including    mentally simple + and -. Can possibly double            change from 20p. Can work out 2 items of same price
    some mental recall of number           numbers and give pairs of numbers that make 10.         mentally by “thinking” it. Uses fingers and tallying at
    bands.                                                                                         other times. Able to input a number “in his head” and
                                                                                                   count on. Can answer 1+1/2+2/3+3 --- 10+10 mentally.


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