Reading levels, Letters and Sounds Phase and the ELGs

[Leighhill]

Hi,

 

I am wondering how different settings have to 'justify' their EYFSP judgements in regard to reading and writing.

 

Do most settings use the Govt Exemplars and then trust teacher judgement or, do settings also take into consideration the reading level the child is at (ie what level of reader they are on) and which Phase within Letters and Sounds they are working within?

If so, what is the recommended 'minimum' Letters and Sounds Phase a child 'should' be at by the end of Reception? And what reading level 'should' they be on by the end of Reception if they are to be Expected or Exceeding on the EYFSP?

 

Thanks in advance!

 

[mundia]

You should only be looking at what the ELG says and using the exemplification materials to help you with examples of what 'expected' might look like. You may have evidence from your reading scheme but you would look at this alongside other evidence you have to give you the bigger picture, especially of what the child does independently.

I'm just a 'baby' profile moderator,and the rules are quite specific when we go out and moderate. But our resident expert profile moderator, Catma, will be along any minute I'm sure to give very sound advice.

[catma]

Hello!!

 

Reading is first and foremost moderated against the ELG and the exemplification.

 

The phase of letters and sounds which the teaching programme would expect children to get to by the end of reception is a secure phase 3. This then gives phase 4 as a bridge with no new content just deepened skills into phase 5 which is year 1 and then phase 6 which is year 2.

 

The skills content expected of a yellow book band reading book would be broadly similar to that expected by the skills described in the ELG, ie reading simple sentences with understanding and reading CVC, HFW. THe thing is you could also be using these skills in red band books so it's not an exact science. This is using CLPE/IoE book bands. The bands used in Reading Recovery are slightly different.

 

I do ask about phonics phases and reading bands where schools use them but they only serve to support and illustrate the teachers' judgements. Obviously other schemes and systems are available so ultimately this has no bearing on moderation but does within schools own progress discussions and expectations.

Cx

Edited April 21, 2017 by catma

[Leighhill]

Thank you both for your replies!

 

A bit of extra information which may be of interest is that I'm teaching in a setting outside of the UK, so we can't call on our UK support network (other than this Forum of course! :1b). Unfortunately, the more we moderate, with more practitioners in our school, (not all EYs ), the more we disagree!

 

In regard to the Writing ELG, would a child who is judged at Expected or Exceeding for the EYFSP be expected to use a certain amount of 'irregular common words' in their independent writing? Is there any sort of consensus on what the ELG means by "some irregular common words"?

 

Also, is there a minimum number of sentences that the child should be able to write independently if they are to be judged as Expected? We have spent hours discussing the Exemplars but we are still not able to agree if it is 1 sentence, 3 sentences or even more!

 

And one last question! Do the children have to show independent writing skills in all/ many of the examples in the Exemplar eg, a narrative, some captions, a recipe, a letter, an invitation, poetry etc to be assessed at Expected for the EYFSP?

 

Thank you in advance - again!

[catma]

Thank you both for your replies!

 

A bit of extra information which may be of interest is that I'm teaching in a setting outside of the UK, so we can't call on our UK support network (other than this Forum of course! :1b). Unfortunately, the more we moderate, with more practitioners in our school, (not all EYs ), the more we disagree!

 

In regard to the Writing ELG, would a child who is judged at Expected or Exceeding for the EYFSP be expected to use a certain amount of 'irregular common words' in their independent writing? Is there any sort of consensus on what the ELG means by "some irregular common words"? There isn't a set number - as in all EYFSP judgements it's about consistent application. A child should be able to use the words they will often need such as the, my, to, the which are phonically irregular. The exemplification will show this in samples.

 

Also, is there a minimum number of sentences that the child should be able to write independently if they are to be judged as Expected? We have spent hours discussing the Exemplars but we are still not able to agree if it is 1 sentence, 3 sentences or even more! Again, no. The child should be able to record their meaning in sentences. They may write one or on another occassion three. It's not about a single sample, more what a child can do over time. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/360534/ELG10___Writing.pdf

 

And one last question! Do the children have to show independent writing skills in all/ many of the examples in the Exemplar eg, a narrative, some captions, a recipe, a letter, an invitation, poetry etc to be assessed at Expected for the EYFSP? You need to be able to confidently say the child has the skills of the ELG which might be demonstrated in different contexts but the goal itelf doesn't ask for writing in different genres.

 

Thank you in advance - again!

Edited April 25, 2017 by catma