Name: Dynamic Placement Test
Rating: 2.25 (2 reviews)
Author: Dynamic Placement Test

Learning to notice causal connections

Practising visual recognition

Practicing to observe spoken and written language

Practicing categorization and classification

Practicing memorizing skills

Practicing letters, alphabets and written language

Learning to find the joy of learning and new challenges

Practicing to take responsibility of one's own learning

Practicing persistent working

Learning the basics of spelling

Practicing keyboard skills and touch typing

Using technology as a part of explorative process

Enabling the growth of positive self-image

Practicing to use foreign language as a communication tool

Use a thesaurus.

Use dictionaries to check the spelling and meaning of words.

Use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1.

Continue to distinguish between homophones and other words which are often confused.

Spell some words with ‘silent’ letters [for example, knight, psalm, solemn].

Spell words that are often misspelt (English Appendix 1).

Spell further homophones.

Use further prefixes and suffixes and understand how to add them (English Appendix 1).

Apply spelling rules and guidance, as listed in English Appendix 1.

Add suffixes to spell longer words, including –ment, –ness, –ful, –less, –ly.

Distinguishing between homophones and near-homophones.

Learning to spell more words with contracted forms.

Learning to spell common exception words.

Learning new ways of spelling phonemes for which one or more spellings are already known, and learn some words with each spelling, including a few common homophones.

Spelling segmenting spoken words into phonemes and representing these by graphemes, spelling many correctly.

Using letter names to distinguish between alternative spellings of the same sound.

Using the spelling rule for adding –s or –es as the plural marker for nouns and the third person singular marker for verbs.

Using the prefix un–.

Apply simple spelling rules and guidance.

Using –ing, –ed, –er and –est where no change is needed in the spelling of root words [for example, helping, helped, helper, eating, quicker, quickest].

Spelling common exception words.

Spelling words containing each of the 40+ phonemes already taught.

Apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in English Appendix 1, both to read aloud and to understand the meaning of new words that they meet.

Apply their growing knowledge of root words, prefixes and suffixes (etymology and morphology) as listed in English Appendix 1, both to read aloud and to understand the meaning of new words they meet.

Read further exception words, noting the unusual correspondences between spelling and sound, and where these occur in the word.

Read further common exception words, noting unusual correspondences between spelling and sound and where these occur in the word.

Read words containing common suffixes.

Read accurately words of two or more syllables that contain the same graphemes as above.

Read accurately by blending the sounds in words that contain the graphemes taught so far, especially recognising alternative sounds for graphemes.

Continue to apply phonic knowledge and skills as the route to decode words until automatic decoding has become embedded and reading is fluent.

Read other words of more than one syllable that contain taught GPCs.

Read words containing taught GPCs and –s, –es, –ing, –ed, –er and –est endings.

Read common exception words, noting unusual correspondences between spelling and sound and where these occur in the word.

Apply phonic knowledge and skills as the route to decode words.

Using dictionaries to check the meaning of words that they have read.

Read words with contractions [for example, I’m, I’ll, we’ll], and understand that the apostrophe represents the omitted letter(s).

Respond speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative sounds for graphemes.

Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language.

Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word.

Know final -e and common vowel team  conventions for representing long vowel sounds.

Decode regularly spelled one-syllable words.

Know the spelling-sound correspondences for common consonant digraphs.

Know and apply grade-level phonics and word analysis skills in decoding words.

Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.

Demonstrate understanding of spoken words, syllables, and sounds.

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Supporting student to build their own linguistic and cultural identity

Learning about different languages

Practicing to set one's own learning goals

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Practicing to improvise

Learning to view and consider media and advertising critically

Practicing to find, evaluate and share information

Practicing to use information independently and interactively

Learning to understand and interpret diverse types of texts

Learning to combine information to find new innovations

Learning to acquire, modify and produce information in different forms

Practicing to notice links between subjects learned

Using technology as a part of explorative and creative process

Understanding concepts of music and familiarizing with different notations

Experiencing and exploring sounds and music from different sources

Learning to build information on top of previously learned

Practicing fine motor skills

Connecting subjects learned at school to skills needed at working life

Practicing decision making

Practicing time management

Learning to use foreign language in work context

Encouraging positive attitude towards working life

Practicing to give, get and reflect feedback

Practicing to express own thoughts and feelings

Using technology for interaction and collaboration (also internationally)

Encouraging to build new information and visions

Practicing to evaluate one's own learning

Practicing to argument clearly own opinions and reasonings

Practicing to notice causal connections

Practicing  to use imagination and to be innovative

Practicing to find ways of working that are best for oneself

Encouraging students to be innovative and express new ideas

Building common knowledge of technological solutions and their meaning in everyday life

Learning to plan and design own written content and textual representations

Learning to face failures and disappointments

Practicing to plan and execute studies, make observations and measurements

Practicing to look things from different perspectives

Practicing to create questions and make justifiable arguments based on observations

Learning to recognise and evaluate arguments and their reasonings

Learning to find solutions in social conflicts

Developing problem solving skills

Practicing to use arts as a way to express

Practicing to use imagination and to be innovative

Practicing creative thinking

Creating requirements for creative thinking

Learning to know and respect human rights

Practicing to take care of own and other people’s safety

Practicing to take care of one's own and other people’s safety

Practicing to take care of one's own wellbeing and health

Encouraging the growth of positive self-image

Supporting the growth of environmental awareness

Recognizing habits that are good for sustainable living

Practicing to recognize and express feelings

Practicing strategic thinking

Practising to understand visual concepts and shapes and observe their qualities

Learning to understand and interpret diverse types of texts, from vernacular to academic

Practicing logical reasoning to understand and interpret information in different forms

Realizing the connection between subjects learned in free time
and their impact to skills needed at worklife

Practicing versatile ways of working

FlashAcademy®

We're on a mission to unlock the potential of every learner held back by a language barrier.

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Dynamic Placement Test

The Dynamic Placement Test is an adaptive assessment tool that accurately determines students' proficiency levels in various subjects.

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