COMMUNICATION, LANGUAGE AND LITERACY
LINKING SOUNDS AND LETTERS
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
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;
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
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, 126.96.36.199.5. 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
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.