Transcript Year 1 Phonics - Willand School

Year 1
phonics
screening
• The children have daily phonics lessons.
• Children are taught to read by breaking down words
‘graphemes’ into separate sounds or ‘phonemes’. They are
then taught how to blend these sounds together to hear
and read the whole word.
d–o–g
There are around 40 different sounds.
•
Every Year 1 child in the country will be taking the statutory phonics screening check
in June. The Phonics Screening Check is meant to show how well your child can use
the phonics skills they’ve learned up to the end of Year 1, and to identify students
who need extra phonics help. The Department for Education defines the checks as
“short, light-touch assessments”
•
It is a list of 40 phonetically decodable words containing a mixture of real and non
words.
•
Non-words (or nonsense words, or pseudo words) are a collection of letters that will
follow phonics rules your child has been taught, but don’t mean anything – your child
will need to read these with the correct sounds to show that they understand the
phonics rules behind them. This is deemed important so that all children are not just
reading from memory but are made to use their decoding and blending skills.
It is not a reading test!
• The check will take 4 to 9 minutes to complete;
(children can take rest breaks between words if
required)
• They will be asked to ‘sound out’ a word and blend the
sounds together. e.g. d-o-g – dog
• Children will be told if the word is a real or ‘alien’ word,
with a corresponding alien image.
• Teachers will conduct all of the screening checks with
the children
• The children will complete the check one to one in a
quiet area of the school.
• We are not permitted to indicate to the children at the
time whether they have correctly sounded out and / or
blended the word.
It is important to remember that this is not a reading test
and focuses upon assessing your child’s ability to decode
real words and non-words.
Decoding is the process of reading a word by saying the
sounds then joining, or blending, those sounds together to
form the word.
herk
s
h-er-k-s
herks
Being able to decode requires 2 skills:
1- knowledge of letter-sound correspondences
(knowing the phonemes that letters/groups of letters make)
2- skills for blending, chunking, and segmenting words
into symbols and sounds
(being able to look at a word, recognise the different phonemes, them repeat saying them so
that the whole word can be read)
spik
e
sp-i-k-e
spike
1- knowledge of letter-sound correspondences
(knowing the phonemes that letters/groups of letters make)
Graph – 1 letter making one sound. With the word cat, the
children should say c-a-t
Digraph- 2 letters making one sound. With the word cow,
the children should say this as c-ow and not c-o-w
Trigraphs- 3 letters making one sound night the children
should say this as n-igh-t and not n-i-g-h-t which does not
sound like night.
Split digraphs- 2 vowels with a consonant in between. Use
to be known as the magic e! spine - i_e home – o_e
cube – u_e
Can you spot the graphs, digraphs, trigraphs and split
digraphs in these words?
splot
quigh
strike
Sound lines and
buttons help to
show how the words
can be segmented.
‘Sound talking’ can
help to blend these
sounds to read the
word .
Activities to support your child’s knowledge of lettersound correspondences:
Play ‘I spy’. Ask your child to recognise how many digraphs are
in a word.
church
Ask your child to locate words with a given phoneme in their
reading books. How many words can you spot with the /ai/
phoneme?
The snail got on the train.
As children begin to explore alternative spelling choices, they
could look for words with the /ai/ phoneme and the different
letters that represent this sound.
The snail put a cake on the tray.
http://www.ictgames.com/blendingBingo_LS.html
Activities to support your child’s skills for blending,
chunking, and segmenting words into symbols and
sounds
Asking your child to fetch their c-oa-t or pick up the b-l-ue
c-r-ay-o-n.
Writing words and cutting up them up into different sounds or
writing words into phoneme frames can all practise and
reinforce these skills.
http://www.ictgames.com/forestPhonics/forestPhonicsOnline/in
dex.html.
Always be positive and give lots of praise and encouragement.
to ‘have a go’ (no clues can be given to your child). Practising
and reinforcing their knowledge and skills is key as they need
to be able to apply, rather than learn a given set or words.
Having the confidence to ‘give it a go!’
Developing fluency in applying these skills can be supported
through regular reading. Remember to talk about the meaning
if your child does not understand the word they have read.
This is useful as some of the real words maybe unknown to
children and they haven’t had experience of them yet (nigh,
tantrum, scram).
• The children will be scored against a national standard
(determined by DfE)
• We will inform you of the results during the summer
term on their school report. You will receive feedback
whether your child was below, just below, met or
exceeded the threshold.
• If your child’s score falls below the national standard
they will be supported and will complete the screening
in year 2.