Phonics Screening Check 2019 Hawes Down Primary School

1. Phonics Screening Check 2019Hawes Down Primary School Information session for parents

2. This afternoon will include: • An overview of phonics • Information about the phonics test • How you can help your child at home

3. https://www.youtube.com/watch?v=OYCR2RZ4ZYY What is phonics? • Phonics is a way of teaching children the skills to read quickly and to spell words. They are taught how to: • recognise the sounds that each individual letter makes - phoneme • identify the sounds that different combinations of letters make - such as ‘sh’ or ‘oo’; and • blend these sounds together from left to right to make a word. • segment the sounds in words to spell them and write them graphemes Children can then use this knowledge to ‘de-code’ new words that they hear or see. This is the first important step in learning to read.

4. know that words are constructed from phonemes and phonemes are represented by graphemes • know the ‘Tricky words’; the, to, I, go, no • know small selection of common consonants and vowels, can blend for reading and segment for spelling (e.g. pot, top, sat tap). Become aware of double consonants ll, zz, ss, ck at end of words Phase 2 Reception The first 19 GPCs (about 6 weeks)

5. know one grapheme for the main phonemes • know the ‘Tricky words’; he, she me, we, be you, all, are, her, was they, my • i) hear and say sounds in the order in which they occur in a word and read and spell a few CVC words using phonemes and short vowels e.g. box • ii) read and spell CVC words using wider range of letters, short vowels, some consonant digraphs (chick) and double letters (bell, hiss) and some long vowel phonemes e.g. sheep, goat, road. • Iii) read and spell two-syllable words • iv) Know the names of the letters of the alphabet Phase 3 Reception 25 GPCs (about 12 weeks)

6. can blend adjacent consonants in words and apply this in spelling and when reading unfamiliar texts e.g. (sp) spoon, (cr) cried, nest (st) • know the ‘Tricky words’; have, like, so said, do some come, little, one, were, there, what, when, out Phase 4 To the end of Reception & revise at start of Y1

7. Phase 5 Y1 • can use all ways of pronouncing and spelling the graphemes corresponding to long vowel phonemes e.g. ‘long a vowel phoneme’ - ay, ai, a_e - play, pain • can read phonically decodable two and three syllable words • can spell complex words using phonically plausible attempts • know the ‘Tricky words’; oh, Mrs, Mr, people, their, called, looked, asked, could

8. apply phonics skills and knowledge to recognise and spell an increasing number of complex words • Children are secure with less common grapheme/phoneme correspondence and recognise phonic irregularities (so for example with long a vowel phoneme – eigh – ‘weight’) Phase 6 Y2

9. Letter progression (Phase 2 - a set a week) Set 1: s a t p Set 2: i n m d Set 3: g o c k Set 4: ck e u r Set 5: h b f,ffl,llss Set 6: consolidate and secure tricky words

10. Letter progression (Phase 3 - a set a week) Set 6: j, v, w, x Set 7: y, z, zz, qu Set 8: ch, sh, ng, th (thin/then) Set 9: ai, ee, igh, oa Set 10: ar, or, ur, oo (boot/ look) Set 11: ow, oi, ear, air Set 12: ure, er, Next 4 – 5 weeks: consolidate, write labels, captions & sentences, practice writing words two-syllable – secure all Tricky Words

11. Task One A run through of how the phonemes should sound. What a digraph, split digraph and trigraph is.

13. Sound Buttons

14. Task Two • With a partner • Using sound buttons, soundbutton the words you have on your tables. • Then sound out and blend the phonemes to say the word.

15. What is the Phonics screening check? • The Phonics Screening Check is a statutory check of your child’s phonics knowledge. It helps the DfE to confirm whether children have made the expected progress. • In 2019 the check will take place during the week commencing Monday 10th June.

16. How does the check work? • Your child will sit with their class teacher and be asked to read 40 words aloud. • Your child may have read some of the words before as they are real, while others will be completely new as these are known as “alien” words. • The Check normally takes just a few minutes to complete and there is no time limit. If your child is struggling, their teacher will stop the check. The Check is carefully designed not to be stressful for your child. • If your child needs a break, the class teacher will allow for this within the Check environment. • The children know the environment where the Check will take place and will have already had a go using similar materials.

17. Structure of the screening check The screening check has previously contained 40 words divided into two sections of 20 words. Both sections contain a mixture of real words and alien words (non-words). Section 1 Page 1 Four alien words Page 2 Four alien words Page 3 Four alien words Page 4 Four real words Page 5 Four real words Section 2 Page 6 Four alien words Page 7 Four alien words Page 8 Four real words Page 9 Four real words Page 10 Four real words

18. What are “non-words” or “alien words”? • The check will contain a mix of real words and ‘non-words’ (or alien words). Your child will be told before the check that there will be alien words that they will not have seen before. All children are familiar with this because we already use alien words when we teach phonics. These will be presented with an alien next to them in the check. • Alien words are important to include because words such as ‘vap’ or ‘jound’ are new to all children. Children cannot read the non-words by using their memory or vocabulary; they have to use their phonic decoding skills.

19. The alien are presented alongside a picture of an imaginary creature, and children can be told the non-word is the name of that type of creature. This helps children to understand the non-word should not be matched to their existing vocabulary.

20. Final Task • With a partner • Use the sound chart create an alien word • It must begin with a consonant cluster and contain a split digraph

21. What is the threshold to meet the standard in 2019? The threshold has previously been 32 words out of 40. After the check We will inform you of your child’s screening check result in their school report.

22. Supporting your child at home in preparation for the Phonics Screening Check • We have already sent home 2 sets of words containing alien words and real words for you to practise with your child. • New sets will be sent home bi-weekly alongside other homework. • Encourage your child to soundbutton the phonemes within the word to help them to read it.

23. Sounds that are particularly tricky kn ue qu u-e ir air o-e a-e e-e ea au i-e

24. Finally A brief last word from Mrs. Hall about reading.

25. Strategies for Children to be learning: (both in reading and for spelling) Analogy – light (night/ fight/ right/ sight) Smaller words in bigger words/ similar patterns – bland Graphic representation of words (shape) Split into syllables – non/sen/sic/al Syntactic cues – punctuation/ what kind of word is needed? Semantic cues – what must it say based on knowledge of meaning Re-reading/ re-running a sentences - reading to the end of sentence for meaning Knowledge of morphology: prefix/ suffix/ regular past tense/ root word/ etymology/word families/ word class

26. As well as the reading strategies on the last slide – for spelling: Does it look right? - ‘wate’ ‘wait’ ‘weit’ ‘wayt’ Mnemonics/ rhymes/ songs/ say-it-how-its-spelt – ‘Dad Often Eats Sweets’ Un-jumble mixed up words (familiarize them with letter combinations etc) eecuabs