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Year 1 Phonics Assessment - Aims

Year 1 Phonics Assessment - Aims. What is phonics? To inform you of the background to this new assessment What the check will involve When it will take place How Ms Lane and Miss Joy would like you to help Expectations What happens next. When is phonics taught?.

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Year 1 Phonics Assessment - Aims

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  1. Year 1 Phonics Assessment - Aims • What is phonics? • To inform you of the background to this new assessment • What the check will involve • When it will take place • How Ms Lane and Miss Joy would like you to help • Expectations • What happens next

  2. When is phonics taught? • It starts with you – making sounds with your baby. Nursery rhymes • Daily highly structured phonics lesson in F/KS1 • Continues in Key stage 2

  3. What is phonics? • Children are taught to recognise the sounds that each individual letter makes. • Children are taught to identify sounds that different combinations of letters make – such as “th” or “ee” • Children are taught to blend these sounds from left to right. • Children are taught to enunciate the phonemes “snappily.”

  4. Using the terminology…. • Children are expected to use these terms:- • Phoneme – the sounds in a word • Grapheme – a sequence of letters that represents a phoneme • Each of these words have 3 separate phonemes. Each of these phonemes is represented by a grapheme.

  5. More terminology • Short vowel, long vowel sip night • Digraph thoo • Trigraph igh • Split vowel digraph hate • Segmentation - hearing the individual phonemes within a word. C-r-a-sh (helpful for spelling • Blending- merging the individual phonemes to read and unfamiliar word. Sound out each grapheme th-i-n

  6. More about phonics • There are lots of different ways of making the same phoneme. • For example:- • /ee/ meet sea, these, happy, chief, key • /igh/ high pie, by, like How could you make the /oa/ phoneme? • The expectation is that by the end of Year 1, 85% children will be secure at working at this level

  7. What phonics offers • A very useful tool to help children learn. • However…. • It doesn’t test children’s understanding • It doesn’t help with “tricky words” e.g. eyes, friends, through • So it’s not a reading test, it’s just testing knowledge about how sounds go together.

  8. Why this new test is happening Huge change in emphasis over the last few years in the teaching of reading. 85% of the English Language is decodable. Funding, training, testing.. A statutory test for all Year 1 children , to see whether individual children have learned phonic decoding to an appropriate standard.

  9. What the test will involve:- Each child will read 40 words, by themselves, with Miss Joy.There will be a mixture of real words and non words.It will take about 10 minutes.

  10. When, where and with whom? • The week commencing June 17h • Miss Joy • Somewhere quiet

  11. A video of a pilot school.

  12. How Ms Lane and Miss Joy would like you to help. • Become familiar with the different sounds your child is learning. • Practise sounds regularly with your child using the lists given. • Make sure you keep sounds short and sharp – this is crucial. • Make sure your child blends the sounds and does not just sound them out. • Play games 

  13. Expectations • The government’s expectations are that 85% of children are secure at Phase 5 at the end of Year 1. • However, in the pilot study last year, there was a 35% pass rate… • All schools’ results will be published. • Your child’s score will be reported to you by the end of this school year.

  14. Suppose my child doesn’t meet the expectations? • We all mature at different rates – can be harder for the “summer – borns.” • We use all forms of testing to help us see exactly what we need to teach, and to whom. • The year 2 teacher will carry on exactly where Ms Lane and Ms Joy left off. • Children not achieving a pass will be retested at the end of Year 2.

  15. Phonics – a useful tool, but not the whole story • It’s not a reading test – it’s just checking one small but vital aspect of reading. • It doesn’t test understanding, nor knowledge of “tricky words” – the ones you can’t decode using phonics. (Mr, people, said, many…)

  16. Producing literate children • Read to children – bedtime stories, etc. • Power of Reading • Visit the public library • Let them see you read. • Help with spellings at home • This is a journey that will continue into secondary school

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