ELG: Word Reading
Criteria for the Word Reading ELG
As set out in the early years foundation stage statutory framework, children at the expected level of development for the Word Reading ELG will:
- say a sound for each letter in the alphabet and at least 10 digraphs
- read words consistent with their phonic knowledge by sound-blending
- read aloud simple sentences and books that are consistent with their phonic knowledge, including some common exception words
Key messages
When making judgements on the Word Reading ELG, remember a child at the expected standard will:
- respond with one correct sound for each letter of the alphabet
- respond with one correct sound for 10 digraphs
- read (decode) single-syllable words that are consistent with their current phonic knowledge by blending the sounds into a word
- read words containing the taught grapheme-phoneme correspondences
- read some common exception words, often noting the unusual correspondence between letter and sound and where these occur in the word
- read aloud simple texts that are consistent with current phonic knowledge
This video illustrates examples of assessment practice. While it features real children in real school settings, their actual developmental levels may differ from what is shown, and some scenes include acting for demonstration purposes.
Transcript
Transcript
R - u - sh
Rush
– Rush. – Rush.
I had to rush out the door today to catch the bus.
Reading is a vital part of early literacy development. It opens the door to the rest of the curriculum and builds a child’s knowledge and imagination.
In the EYFS Profile, the word reading ELG focuses on what children can decode using their current phonic knowledge.
Using a phonics programme approved by the DFE is a highly effective method of teaching children to read, but it is important to assess children against the specific ELG rather than what the phonics programme says they should know by the end of reception.
I’m assessing two children, Mia and Mohamed. Both children meet the expected level, but their approaches show the natural variation within the goal.
Big.
Mia is sounding out words like “get” and “net”, and can read simple sentences with shorter words and more fluency.
Get.
Big.
Net.
In contrast, Mohamed might pause over longer words.
Truck.
And proceed to sound them out in more complex sentences. Although this may take longer, it shows his understanding of sound blending.
Both children are showing progress.
Jump in the truck.
Therefore, although they are at different stages of development and levels of phonics knowledge, both would be assessed as expected for the word reading ELG.
They are both working within their phonic stage, can say a sound for each letter in the alphabet and at least 10 digraphs, and read aloud simple sentences.
Our school follows a systematic phonics programme, but for the EYFSP I focus on whether the child can read words that are consistent with the grapheme–phoneme correspondences they have been taught and do this consistently when reading simple sentences.
Now let’s look at Alana, who is not yet meeting the expected level for the word reading ELG.
My turn.
Lid.
Alana enjoys books and is keen to engage with stories, but currently finds it difficult to recall and apply phonics knowledge to decode words.
She sometimes guesses words based on context or pictures rather than applying decoding strategies and is not yet able to say a sound for each letter in the alphabet or blend sounds to read consonant–vowel–consonant words consistently and reliably.
Good girl, “hut”.
Although Alana is making progress and shows interest in reading, she is not yet working at the expected level for the word reading ELG and would therefore be assessed as emerging.
Professional judgement is key. It’s also important to consider the range of appropriate development reflected in the ELG.
A child may be close to meeting the goal, but if they cannot consistently apply phonics knowledge to decode words, they are not yet secure.
This assessment helps us identify where additional support is needed, and we will continue to build her phonics knowledge through targeted teaching and practice, ensuring she has high quality opportunities to rehearse foundational skills.
Finally, it’s essential that each child’s individual level of attainment is shared with the Year One teacher so that support can continue seamlessly into Key Stage One.
– Standing. – Standing, excellent.
Case studies
Arjun is working at the expected standard
Arjun can correctly respond with the correct sound for each letter of the alphabet. He can quickly identify over 10 digraphs. He can read many words in isolation, including ‘splashes’, ‘trains’, ‘growl’ and ‘balloon’. This shows that he can blend effectively using the sounds he knows. Arjun applies this knowledge successfully to his reading and demonstrates increasing fluency. He is reading books matched to his phonics level. He reads almost every word accurately, pointing to each word as he follows the text. He recognises the common exception words he has been taught automatically. With minimal adult support, he reads confidently and fluently. Therefore, Arjun is assessed as working at the expected level.
Chloe is working at the expected standard
Chloe responds quickly and accurately with the correct phoneme (sound) when shown any letter of the alphabet. She can identify more than ten digraphs. She can use these to read simple words such as ‘morning’, ‘sport’, ‘spoon’ and ‘crowds’. Occasionally, Chloe needs a prompt to remember that she can use her blending skills when she encounters an unfamiliar word. She has knowledge of some common exception words, including ‘the’, ‘I’, ‘no’ and ‘you’. Chloe reads decodable books that match her phonic knowledge. She reads each word with a slight pause in between, often blending aloud when she sees a word for the first time but blending in her head when reminded. Therefore, she is assessed as working at the expected level.
Sienna is working at an emerging standard
Sienna can respond with one correct sound for over 20 letters of the alphabet and can read 5 digraphs – she does this slowly but is accurate. Sienna is beginning to blend known sounds into consonant sound, vowel sound, consonant sound (CVC) words independently. She struggles to read common exception words. As Sienna has not met any of the three criteria for the Word Reading ELG, a best‑fit judgement places her at an emerging level.