№ files_lp_3_process_9_77958
File format: docx
Character count: 2775
File size: 30 KB
This document contains phonetic check data from 2012 to 2024, designed to assess and track phonics performance across various years for educational purposes.
Year:
2012-2024
Region / City:
Not specified
Theme:
Phonics assessment
Document type:
Educational resource
Organization / Institution:
Not specified
Author:
Not specified
Target audience:
Educators, students, and researchers in phonics
Effective period:
2012-2024
Approval date:
Not specified
Modification date:
Not specified
Price: 8 / 10 USD
The file will be delivered to the email address provided at checkout within 12 hours.
The file will be delivered to the email address provided at checkout within 12 hours.
Don’t have cryptocurrency yet?
You can still complete your purchase in a few minutes:- Buy Crypto in a trusted app (Coinbase, Kraken, Cash App or any similar service).
- In the app, tap Send.
- Select network, paste our wallet address.
- Send the exact amount shown above.
The final amount may vary slightly depending on the payment method.
The file will be sent to the email address provided at checkout within 24 hours.
The product description is provided for reference. Actual content and formatting may differ slightly.
Week:
1
Target Audience:
Children
Age Group:
Early Years / Preschool
Subject:
Phonics
Type:
Educational Plan
Focus:
Body Percussion Activities
Duration:
3 Weeks
Note:
Year
Organization / Institution:
BBC
Academic Year Structure:
Autumn 1–Summer 2
Programme Cycles:
Cycle A; Cycle B
Educational Phase:
Early Years Foundation Stage
Curriculum Areas:
Literacy; Phonics; Reading; Writing; Understanding the World; Expressive Arts and Design
Phonics Scheme:
Little Wandle
Phonics Phases Covered:
Phase 2; Phase 3; Phase 4
Key Components:
Key texts; Additional texts; Possible lines of enquiry; Super 7 texts; Literacy progression
Assessment Focus:
Baselines; Transition to Year 1
Reading Expectations:
Letter-sound correspondence; Digraph recognition; Blending; Fluency; Reading phrases and sentences; Common exception words
Writing Expectations:
Letter formation; CVC and CVCC spelling; Caption writing; Use of capital letters; Finger spaces; Root words and suffixes (-s, -es, -ing, -ed, -est)
Thematic Coverage:
Family; Celebrations and religious festivals; Seasons; Habitats; Life cycles; Traditional tales; Space; Geography; Oceans; Healthy living
Cultural and Religious References:
Diwali; Christmas; Easter; Chinese New Year; Eid; Hannukah; Remembrance Day
Core Text Categories:
Traditional Tales; Classics; Diversity and Acceptance; Emotions and Feelings; Aspirations; Rhythm and Rhyme; Relationships
Note:
Year
Theme:
Language and Literacy
Document Type:
Learning Progression
Year:
2023
Region / City:
Global
Topic:
Phonics, Education
Document Type:
Educational Resource
Organization / Institution:
Not specified
Author:
Not specified
Target Audience:
Students, Teachers
Validity Period:
Not specified
Approval Date:
Not specified
Revision Date:
Not specified
Year:
2021
Note:
Region / City
Topic:
Phonics, Split Digraphs
Document Type:
Educational Video Transcript
Author:
Simone
Target Audience:
Year 1 students
Year:
2025
Region / City:
Sprotbrough, Doncaster
Topic:
Phonics, Early Reading, Educational Policy
Document Type:
Policy
Organization / Institution:
The Levett School
Author:
Emma Place
Target Audience:
Educators, School Management, Parents
Implementation Period:
2025-2026
Approval Date:
01.07.2025
Review Date:
01.07.2026
Organization:
Dyslexia Matters
Document type:
Phonics assessment checklist
Subject:
Phonics and early reading skills
Purpose:
Recording learner responses to letter sounds, letter names, blends and nonsense words
Assessment levels:
Level 1–Level 6
Content elements:
Initial sounds, letter names, consonant-vowel-consonant nonsense words, consonant blends, vowel digraphs, complex letter patterns
Related assessment:
Dyslexia Matters Word Reading Test
Language:
English
Copyright:
© Dyslexia Matters
Year:
2024
Grade Level:
1st Grade
Unit:
3
Lesson:
3
Week:
October 28-November 1
Authors:
Landrum, Mitchell
Subject:
Phonics / Reading
Target Skills:
Decoding and encoding words with /or/, /ar/, /w/, /wh/ sounds
Instructional Type:
Explicit phonics lesson plan
Materials:
Sound cards, blending boards, decodable texts, high frequency word lists
Assessment:
Heggerty Assessment, dictation, comprehension checks
Activities:
Phoneme segmentation, phonemic blending, guided practice, spelling, connected text reading
Vocabulary Focus:
Plant, shed, soil, change, plenty
Enduring Skills:
Phonological awareness, decoding, encoding, comprehension
Note:
Year
Theme:
Phonics and early reading
Document Type:
School policy
Institution:
Padiham St Leonards C of E Primary School
Target Audience:
Teachers, parents, school staff
Year:
2026
Grade Level:
Year 1
Subject:
Phonics / English Literacy
Lesson Number:
42
Content Type:
Video Transcript
Instructor:
Simone
Learning Objectives:
Understanding open and closed syllables, vowel sounds
Keywords:
syllables, phonics, vowels, open syllable, closed syllable, high-frequency words
Target Audience:
Year 1 students
Duration:
Approximately 30 minutes
Source URL:
https://youtu.be/kUBjFNX7tFU
Year:
N/A
Region / City:
N/A
Subject:
Phonics, Education
Document Type:
Educational Programme
Institution:
Churchend Primary Academy
Author:
N/A
Target Audience:
Teachers, Students, Parents
Effective Period:
N/A
Approval Date:
N/A
Modification Date:
N/A
Methodology:
Read Write Inc. (RWI) phonics programme
Teaching Frequency:
Daily
Assessment:
Regular RWI assessments, PM Benchmarking
Additional Support:
Fast-track tutoring, 1:1 support, small group interventions
Impact Measurement:
Statutory assessments, Phonics Screening Check
Year:
2023
Region / City:
Unknown
Theme:
Phonics and early reading
Document Type:
Educational Resource
Organization / Institution:
Unknown
Author:
Unknown
Target Audience:
Early readers and educators
Validity Period:
Unknown
Approval Date:
Unknown
Modification Date:
Unknown
Year:
2023
Region / City:
Not specified
Theme:
Early Years Foundation Stage, Handwriting, Phonics
Document Type:
Educational Guidelines
Institution:
Not specified
Author:
Not specified
Target Audience:
Educators, Early Childhood Practitioners
Period of Validity:
Ongoing throughout the academic year
Approval Date:
Not specified
Modification Date:
Not specified
Description:
This document provides a detailed outline for handwriting development and phonics instruction across different stages of Early Years Foundation Stage (EYFS), focusing on letter formation, motor skills, and phonetic progression.
Year:
2026
Target audience:
Year 1 students, parents
Type of document:
Educational guide
Publisher:
Oxford Owl
Subjects:
Phonics, Reading, Literacy
Content format:
Online videos, songs, practice exercises
Skills focus:
Phonemic awareness, decoding, vowel and consonant sounds
Language:
English
Curriculum alignment:
Read Write Inc. Phonics
Source type:
Multimedia educational material
Note:
Year
Theme:
Child development, Early Years Education
Document type:
Progress Check
Target audience:
Parents, caregivers, childcare providers
Contextual description:
A progress check document assessing the developmental milestones of a child at age two, focusing on key areas such as communication, physical, social, and emotional development, completed by the childcare provider.
Year:
2016
Region / City:
Wisconsin
Topic:
Background Check Consent
Document Type:
Form
Organization / Institution:
Wisconsin Department of Administration
Author:
Wisconsin Department of Administration
Target Audience:
Job applicants in Wisconsin
Effective Period:
Ongoing
Approval Date:
Not specified
Amendment Date:
Not specified
Year:
2020
Region / City:
European Space Agency
Topic:
Space Technology, Business Incubation
Document Type:
Guideline
Organization / Institution:
European Space Agency Business Incubation Centres (ESA BICs)
Author:
European Space Agency
Target Audience:
Entrepreneurs, Start-ups, ESA BIC Applicants
Validity Period:
Not specified
Approval Date:
23/06/2020
Modification Date:
30/09/2022
) and join the S1NET. For guides with in depth examinations of performance measure definitions, go to:
https://www.milsuite.mil/book/docs/DOC-129783
Table of Contents (Hyperlinks to Sections):
Developing ‘Significant Duties and Responsibilities’ OER Narratives: Notes, Rules, and Instructions OER Narrative Prohibited Techniques, Inconsistencies, No-Go’s: Negative Comment Rules Referred OERs Narrative Comment Examples Block a. APFT and HT/WT Block b. Overall Performance Block c. Character (to include SHARP comments) Block d. Presence Block e. Intellect Block f. Leads Block g. Develops Block h. Achieves Senior Rater Potential Senior Rater Narrative Examples Senior Rater Narrative Comment Examples (for potential, promotion, school, etc.) Successive Assignments Other SR Comments (explanations of anything unusual about OER) Effective Words for Evaluations JUNIOR OFFICER PLATE (DA FORM 67-10-1) NOTE: 2LTs who have NOT completed BOLC, will not receive an OER until they complete BOLC (AC and ARNG; USAR officers can receive an OER before completing BOLC). The FROM date will be their commissioning date. All time until their BOLC graduation will be NONRATED on their first OER. OER PROFILING: OERs: Rater and Senior Rater Profiles are CONSTRAINED, meaning Officers are only allowed to grant 49% of each rank they rate with either an “EXCELS” (as Rater) or “MOST QUALIFIED” (as Senior Rater). HOWEVER, if you have an immature profile, and have only just begun rating/senior rating Officers of a certain rank, you are allowed a ONE TIME option of giving one of the first two evaluations you make at a particular grade, an “EXCELS” (as Rater) or “MOST QUALIFIED” (as Senior Rater). OER (OER SUPPORT FORM) PART III: Developing ‘Significant Duties and Responsibilities’ (blocks a., b., and c.): Refer to DA PAM 611-21 (https://www.milsuite.mil/book/groups/smartbookdapam611-21
) and DA PAM 600-3 (Commissioned Officer Professional Development and Career Management), to assist in the development of PART III, block d. As a minimum, the duty description will include pr:
- Number of personnel supervised, - Amount of resources under the rated officer’s control, - Scope of responsibilities. 3) Descriptions must be clear and concise with emphasis on specific functions required. 4) Note conditions unique to the assignment; e.g. RA officers assigned to FT support duties with RC units or USAR officers assigned to RA units OER NARRATIVES: Notes, Rules, and Instructions Rater and Senior Rater Narratives: - Requires candor and courage; frank and accurate assessment. - Quantify officer’s value relative to peers and do so in concert with rater/senior rater box check. - Are short; tell a simple story about the quality of officer being evaluated. - Are interesting and compelling. - Are looked at by selection board members when they are looking for in-depth information about a rated officer’s performance and potential. - Numbers; 1-10, write them out (e.g. one, two, ten). 11 or higher, write the number; e.g. 11, 15, 105. Exception, when a 1-10 is WITH an 11 or higher; e.g. “5 tool kits with 20 tools each.” - Fashion the narrative to the officer; double check use of “he/his” vs. “she/hers.” - Awards: Awards and/or special recognition received during the rating period may be cited in evaluation comments (for example, “received the Humanitarian Service Medal” or “named the Instructor of the Year”). - Raters and SR CAN use the officer’s name in the narrative; e.g. “1LT Joe was ….” Rater and Rater Narratives: - Focus on PERFORMANCE; explaining what the rated officer did and how well he/she did it. - Focus on specifics to quantify and qualify performance. - Raters should advocate the rated officer to the SR. - When there is no SR (due to lack of qualifications), rater’s narrative provides the input on both performance and potential. Senior Rater (SR) and SR Narrative (see SR Rater Narrative section for examples): - Focus on POTENTIAL, 3-5 years out (promotions, command, school, & assignments). - Can amplify box checks by using the narrative to clearly send the appropriate message to selection boards. - CANNOT mention Box Check. - Additional information for when SR is also Rater can be found in DA PAM 623-3, pg. 26, “DA Form 67–10–1, part VI: block c—Senior Rater Narrative.” OER Narrative Prohibited Techniques, Inconsistencies, No-Go’s: - School/Course Comments: Bullets about how a Soldier did in a school or course are ONLY allowed if that school did not produce an AER/DA Form 1059. - Narratives are not a laundry list of superlatives – more is not necessarily better. - Brief, unqualified superlatives or phrases, particularly if they may be considered trite. - Excessive use of technical acronyms, or phrases not commonly recognized. - Techniques aimed at making specific words, phrases, or sentences stand out from the rest of the narrative; e.g. excessive use of capital letters; unnecessary quotation marks; repeated use of exclamation points; wide spacing between selected words, phrases, or sentences to include double spacing within a paragraph or between paragraphs. - Inappropriate references to box checks; e.g “Would be TOP BLOCK if profile allowed” or “absolutely far exceeded the standard”. - Trying to quantify (e.g. “top 2% of my captains”) with a small population. - Stay in your lane/level; avoid comments like “Best 1LT in the Army” unless you’re the Army CoS. - Stating “the best ever”; having 10 in the population, 50 in the profile. - Using overused phrases and clichés that are counterproductive or overused; e.g. stellar, historic, “delivered a dazzling performance,” “hit the ground running,” consummate professional, and unlimited potential. - Using specific selection board-type language. Examples of this include, “definitely a 6+ Soldier”. - Don’t exaggerate; “If I could prove it, CPT X is an LTC disguised as a CPT.” - Be mindful of what IS NOT said; it can have the same impact as what is said; e.g. NOT having numbers, or quantifiable points. - Don’t say the sa
Note:
en
Topic:
Officer Evaluation, Narrative Guidelines
Document Type:
Guide
Target Audience:
Raters, Senior Raters