EYFS Best Fit summaries for Transition Document: Specific Area: Specific Area: Literacy 2012-2013

22-36 months: Best Fit Profile - SEND
Reading
The 22 – 36 month child has some favourite stories, rhymes, songs or jingles and often repeats words or phrases from familiar stories. He fills in the missing word or phrase in a known rhyme, story or game, e.g. ‘Humpty Dumpty sat on a …’.
Writing
This child distinguishes between the different marks that he makes. / 30-50 months: Best Fit Profile
Reading
The 30 – 50 month child enjoys rhyming and rhythmic activities and shows awareness of rhyme and alliteration. He listens to and joins in with stories and poems and joins in with repeated refrains. He is able to anticipate key events and phrases in rhymes and stories and is beginning to be aware of the way stories are structured. He can suggest how a story might end, describe main story settings, events and principal characters. He is interested in illustrations, print in books and print in the environment. He can recognise familiar words and signs such as his own name and advertising logos. This child looks at books independently, handles them carefully and holds them the correct way up to turn pages. He knows that information can be relayed in the form of print and knows that print carries meaning and, in English, is read from left to right and top to bottom.
Writing
This child sometimes gives meaning to marks as he draws and paints and ascribes meanings to marks that he sees in different places. / 40-60 months: Best Fit Profile
Reading
The 40 – 60 month child can continue a rhyming string, hear and say the initial sound in words and can segment the sounds in simple words and blend them together. He knows which letters represent some sounds and links sounds to letters, naming and sounding the letters of the alphabet. This child is beginning to read words and simple sentences. He uses vocabulary and forms of speech that are increasingly influenced by his enjoyment of an increasing range of books. He knows that information can be retrieved from books and computers.
Writing
This child gives meaning to marks he makes as he draws, writes and paints. He is beginning to break the flow of speech into words. He uses some clearly identifiable letters to communicate meaning, representing some sounds correctly and in sequence. He can write his own name and other things such as labels captions. This child attempts to write short sentences in meaningful contexts.
Birth – 11 months: Best Fit Profile -Complex SEND
Reading
The birth – 11-month child enjoys looking at books and other printed material with familiar people.
Writing
Children’s later writing is based on skills and understandings, which they develop as babies and toddlers. Before they can write, they need to learn to use spoken language to communicate. Later they learn to write down the words they can say.
Early mark making is not the same as writing. It is a sensory and physical experience for babies and toddlers, which they do not yet connect to forming symbols, which can communicate meaning. / 8-20 months: Best Fit Profile -
Complex SEND
Reading
The 8 – 20 month child handles books and printed material with interest.
Writing
Children’s later writing is based on skills and understandings, which they develop as babies and toddlers. Before they can write, they need to learn to use spoken language to communicate. Later they learn to write down the words they can say.
Early mark making is not the same as writing. It is a sensory and physical experience for babies and toddlers, which they do not yet connect to forming symbols, which can communicate meaning. / 16-26 months: Best Fit Profile -
Complex SEND
Reading
The 16 – 26 month old child is interested in books and rhymes and may have favourites.
Writing
Children’s later writing is based on skills and understandings, which they develop as babies and toddlers. Before they can write, they need to learn to use spoken language to communicate. Later they learn to write down the words they can say.
Early mark making is not the same as writing. It is a sensory and physical experience for babies and toddlers, which they do not yet connect to forming symbols, which can communicate meaning.