KS1 Phonics and Spelling Report Comments (Years 1-2)

Phonics and spelling covers matching sounds to letters, blending to read and segmenting to spell in KS1, then prefixes, suffixes, homophones, spelling rules, the year group word lists and checking spellings with a dictionary in KS2.

Below are 9 sample sentences for KS1 (Years 1-2): one strength and one next step for each of the 4 comment levels (Extending / Confident / Developing / Beginning), plus a tip for families. They are a small selection from the 119 phonics and spelling sentences in the full pack. Copy one, then add a detail only you know about the student.

Jump to: Extending · Confident · Developing · Beginning · Writing tips

Student name Pronouns

Fills in the name and pronouns on this page. Nothing is sent anywhere.

Extending E

Strengths

In phonics, [Name] knows alternative spellings of sounds, such as 'ai', 'ay' and 'a-e', and can explain that 'ay' is usually found at the end of a word.

Next step

Reading longer words with two or three syllables, such as 'rocket' and 'sandwich', will extend [Name]'s blending even further.

Confident C

Strengths

When writing, [Name] usually segments words into sounds and chooses sensible letters for each sound.

Next step

Practising alternative spellings of the same sound, such as 'oa', 'ow' and 'o-e', will help [Name] choose the right one more often.

Developing D

Strengths

With a sound mat, [Name] sometimes segments words into sounds and writes a letter or letters for each sound.

Next step

Practising blending with short words, such as 'chip', 'ship' and 'thin', will help [Name] read new words more smoothly.

Beginning B

Strengths

With adult support, [Name] is starting to blend sounds together to read short words such as 'cat', 'sit' and 'hop'.

Next step

Practising a few sounds each day with picture cards, such as 's', 'a', 't' and 'p', will help [Name] recall them quickly.

Support at home

Spotting interesting words on signs, packets and menus when you are out together, and talking about how they are spelt, builds awareness of patterns.

How to write phonics and spelling comments for KS1 (Years 1-2)

Give two or three example sounds in quotation marks, such as 'sh', 'igh' or 'a-e', so parents know exactly what the child can read and write. Leave out phase names and programme names.
Report reading and spelling separately: many children can read a sound before they choose it when spelling. Say which tricky words the child reads and which they spell in their own writing.
Make home practice tiny and named, such as reading five tricky words like 'said' and 'was' each day or spotting 'ee' words in a book. Specific words are easier to act on than 'practise phonics'.

Watch out: Avoid describing phonics through a programme stage or a group name, which families cannot act on. Instead say which sounds or patterns the child reads and spells, and which one to practise next.

The scale describes how independently the child shows the learning. Extending suits independently, applies it in new contexts and explains reasoning; Confident suits usually and with occasional support; Developing suits sometimes, or with a model or word mat; Beginning names what the child does with adult support. Show the point through one piece of learning rather than writing the scale word itself.

What Phonics and Spelling covers

In these comments, phonics and spelling covers these behaviours:

KS1: knows grapheme-phoneme correspondences and blends sounds to read words, including common exception words
KS1: segments words into sounds to spell them and spells common exception words
KS2: spells words with prefixes and suffixes, homophones and words from the statutory word lists
uses spelling rules and patterns, word families and a dictionary to check spellings

More UK primary subjects comments

How these sentences were made, and what has been checked: About these comments.