Transcript Phonics Powerpoint Information 2014

Year 1 Screening Check
Wednesday 4th June 2014
Aims
 To know the context and background for the Y1
screening check
 To be familiar with the structure and content of the
test
What is phonics?
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The phonics approach teaches children to decode words by sounds, rather than recognising
whole words. The emphasis in early years teaching is on synthetic phonics, in which words
are broken up into the smallest units of sound (phonemes).
Children are taught the letters (graphemes) that represent these phonemes and also learn to
blend them into words. So, at its most basic, children are taught to read the letters in a word
like c-a-t, and then merge them to pronounce the word cat.
A phoneme can be represented by one, two, three or four letters (such as "ough" in "dough").
Children are systematically taught around 40 phonic sounds and the combination of letters
used to represent each sound.
Most sounds, however, have more than one way to spell them. For example, "e" in "egg" can
also be spelt "ea" as in "head" or "ai" as in "said".
Graphemes are grouped together and children progress from one group to the other and will
be tested at the end of year one, when they are six years old.
Context and Background
DfE
The Government recognises that ambitions for the phonics check are
more challenging than the current trajectory towards reading at the end
of Year 2. But we make no apology for being ambitious about securing
high standards in the teaching of reading. We believe that if children get
the fundamental skill of reading using phonics right early on it will give
them a flying start and allow them to move quickly to reading books for
themselves and achieving even more in the future.
Context
‘…all children have the chance to follow an enriching
curriculum by getting them reading early. That means
supporting the teaching of systematic synthetic phonics and
introducing a simple reading check at age six to guarantee that
children have mastered the basic skills of early reading and
also ensure we can identify those with learning difficulties’
(White Paper)
Feedback From Pilot
 Developed by experts in consultation with Heads and
Teachers
 Piloted in 300 schools & independently evaluated
 Schools had to complete 4 different papers and feedback
 18 different screening checks were trialled in total
 From these, the standard and level descriptors were set
 Two separate panels then considered the words in the check
and the pass mark
 Outcomes from the two were very similar, validating the
results
 Pass mark was slightly different for each check, depending
upon the content (31-34)
Feedback From Pilot
 32% of children in the pilot reached the expected level
 Schools did not have information in advance of the check and
therefore could not plan their teaching accordingly
 Nonsense words are included as they are new to all pupils and, if
phonic skills are secure, children should be able to decide them
 EAL children out-performed non EAL children!
Screening Check
Expectations
By the end of Year 1 children should be able to:
 Read age appropriate texts fluently
 Give the sound when shown any grapheme that has been taught
 Blend phonemes in order to read words
 Know most of the common grapheme-phoneme correspondences
 Read phonically decodable one, two and three syllable words
(screening test just one and two syllable)
Structure: Section 1
Page 1
4 nonsense words
Page 2
4 nonsense words
Words will have a variety of
simple word structures eg. for
example CVC, VCC, CCVC
and CVCC
4 nonsense words
using single letters (a, b, c, d,
e, f, g, h, I, j, k, l, m, n, o, p,
q(u), r, s, t, u, v, w, x, y, z)
Page 3
Page 4
4 real words
some consonant digraphs (ch,
ck, ff, ll, ng, sh, ss, th, zz)
frequent and consistent vowel
digraphs (ar, ee, oi, oo or)
Page 5
4 real words
Structure: Section 2
Page 6
4 nonsense words
Page 7
4 nonsense words
Page 8
4 real words
Page 9
4 real words
Page 10
4 real words
words will have a variety of
more complex word structures
(for example CCVCC, CCCVC,
CCCVCC
some additional consonant
digraphs (ph, wh)
some less frequent and
consistent vowel digraphs,
including split digraphs (a-e, ai,
au, aw, ay, ea, e-e, er, ew, i-e,
ie, ir, oa, o-e, ou, ow, oy, ue, ue, ur) and trigraphs (air, igh)
Administration
- Taking place during the week beginning 16th June.
- Each child will take the screening test on their own
with their class teacher.
- The children will not be aware that they are being
tested.
After the Screening Check
 Re-takes are to be done in June of Y2
 Parents must be informed whether their child has
reached the standard required (passed!)
 Look also at the children’s reading level, not just
their phonics test result.