Year 1 Screening Check Wednesday 11 th May 2016

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? 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

‘…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) Context

Screening Check

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) Expectations

Structure: Section 1 Page 14 nonsense words Words will have a variety of simple word structures eg. for example CVC, VCC, CCVC and CVCC 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) some consonant digraphs (ch, ck, ff, ll, ng, sh, ss, th, zz) frequent and consistent vowel digraphs (ar, ee, oi, oo or) Page 24 nonsense words Page 34 nonsense words Page 44 real words Page 54 real words

Structure: Section 2 Page 64 nonsense 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, u- e, ur) and trigraphs (air, igh) Page 74 nonsense words Page 84 real words Page 94 real words Page 104 real words

Administration - Taking place during the week beginning 13 th 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.