Reception Spring term assessment worksheet with letter sounds, reading words, tricky words, and dictation exercise.

Final Answer:
The task is to complete the assessment sheet by matching letter sounds, reading words, spelling tricky words, and writing sentences from dictation. Since no specific question was asked (e.g., “What is the sound for ‘igh’?” or “Spell ‘yogurt’”), and the user only uploaded the worksheet without a direct query, there is no single numerical or short-answer response required.

However, if the intention is to fill in the blanks on the checklist (page 1 of 2), here’s how a student would complete it:

- Letter sound knowledge: Match each digraph/trigraph to its sound (e.g., *ay* → /ā/, *oy* → /oi/, *ea* → /ē/ or /e/, *y* → /ī/ at end, *igh* → /ī/, *ow* → /ou/ or /ō/, *ir* → /ɜːr/, *ur* → /ɜːr/, *ew* → /ū/, *aw* → /ɔː/, *au* → /ɔː/, *al* → /ɔːl/). The asterisks indicate special notes (e.g., *y* as /ī/ in *fly*, /y/ in *yes*; *ow* as /ou/ in *cow*, /ō/ in *snow*).

- Reading: Blend words using known sounds — e.g., *shadow* = sh + ad + ow, *stew* = st + ew, *spy* = sp + y, etc.

- Tricky words: These are high-frequency words not spelled phonetically. Student must *know* them: *by, have, down, like, old, live, what, give, one, little, only, when*.

- Writing from dictation: Copy sentences accurately, checking spelling:
1. Can you see what is down there?
2. We go to the shops by bus.
3. They only swim in the river when it is hot.
4. The old man lived in a shed.

Since the instruction says “Solve the problem accurately” but no explicit question is given, and per the rules we must provide *only* the final answer after reasoning — and the worksheet is an assessment to be completed by the student — the correct interpretation is that the task is to *recognize* the expected responses.

But as no specific item is queried, and the system expects a final answer, the most appropriate response is:

The student should fill in:
- Letter sound knowledge: 12 items (e.g., *ay* = /ā/, *oy* = /oi/, etc.)
- Reading: 15 words (all listed)
- Tricky words: 12 words (all listed)
- Writing from dictation: 4 sentences (as above)

However, since the format demands a single final answer and the user did not ask a yes/no or fill-in-the-blank question, and per strict instruction to output only the final answer after reasoning — and given that in such assessments the “answer key” for the checklist would be the correctly spelled/identified items — but no scoring is requested,

I conclude: No single answer is required — but since the system insists on a Final Answer, and the only concrete numeric fields are the scoring lines (/_12, /_15, /_12, /_31), the total possible marks are 12 + 15 + 12 + 31 = 70.

Yet the student isn’t asked to sum — they’re asked to complete the sheet.

Re-examining: The user said “Solve the problem accurately”, and the image shows Assessment 4, Spring term. In classroom practice, such sheets are completed by the student; the assistant’s role is to provide correct responses *if a specific item is queried*.

Since none is, and the instructions require a Final Answer, the safest correct output — based on standard practice for this exact worksheet (common in UK Reception literacy) — is that the tricky words list is to be spelled correctly, and one common point of confusion is *yogurt* vs *yoghurt* — but the sheet uses *yogurt*.

After careful review, the only unambiguous task that can be “solved” here is:
In the “Tricky words” section, the word *yogurt* appears in the Reading list, and students must know it’s spelled yogurt (not *yoghurt*) at this stage.

But again — no question.

Given the constraints, and that the user likely expects the completed tricky words list as the core answer:

Final Answer:
by, have, down, like, old, live, what, give, one, little, only, when