MONKSPATH JUNIOR AND INFANT SCHOOL. Phonics Screening Event
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1 MONKSPATH JUNIOR AND INFANT SCHOOL Phonics Screening Event
2 Aims of the session: To revise key aspects of phonics (phonemes and key terminology) To find out more about why we assess phonics. Information about the Phonics Screen. How to best support your child at home. Materials and websites to support home learning.
3 What is phonics? Phonics is a method for teaching reading and writing by developing phonemic awareness the ability to hear and identify phonemes in order to teach the correspondence between these sounds and the spelling patterns (graphemes) that represent them.
4 Key phonics terminology Phoneme: smallest unit of sound made by one or more letters. (you hear) Grapheme: the written form of a phoneme (you see) Segment: the breaking up of phonemes in words to read or write (s-n-a-p) Blending: the drawing of phonemes together to make a word (snap) Digraph phoneme made by two letters (ai, ow, ee) Split digraph a diagraph split by a consonant (ee complete)
5 Key phonics terminology Trigraph phoneme made by three letters (air, igh) Tricky words words that can t be segmented and blended (you, was) Alternative graphemes graphemes with alternative pronunciations (yes, by, very) Suffix common ending to words (ed, ing hopped, hopping) Prefix common beginning to words (finished becomes unfinished)
6 Phonemes: Revision
7 Phase 2 : Reception
8 Phase 3 : Reception
9 Phase 5: Year One
10 HOW IS PHONICS ASSESSED?
11 Phonics assessment Children use phonics in a variety of different ways - to blend and segment for reading and to blend and segment for writing (including spelling). When writing (English and cross-curricular writing) the children s accuracy in using phonics is taken into account when marking and assessing work (spelling). In reading (guided reading) it is the ability to segment and blend words to gain meaning alongside using pictures and story knowledge to discuss the story (reading / comprehension). A phonics screen does not test children s reading or spelling ability but simply the child s knowledge of the phases of phonics taught. We use a variety of different methods to help us read, such as word recognition, picture detectives (visualization). These are not checked within the phonic screening.
12 PHONICS SCREEN
13 Phonics Screen Children in Year 1 have to have a compulsory Government phonics check in June and all Year 1 children across the country will be taking part. The screen is carried out individually with a child and the child s class teacher and should last no more than 10 minutes. Children are given a page with 4 words that they need to accurately read aloud. There are 10 pages of words to read in total. This consists of 2 sections both contain - Real words (20 words) Nonsense/Pseudo ( alien ) words. To pass the screen the children must read a set number of words correctly to pass. If the child does not meet the expected pass rate they will re-take the screen in Year 2. Teachers do not know what the pass mark is until after the screen results have been recorded and submitted.
14 Phonics Screen: Real word Examples
15 Phonics Screen: Alien Words Example
16 Phonics Screen: Score sheet
17 Phonics Screen: Sections Section 1 (20 words) The words in section 1 will have a variety of simple word structures (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) Section 2 (20 words) The words in section 2 will have a variety of more complex word structures (for example CCVCC, CCCVC, CCCVCC and two syllable words) with some: additional consonant digraphs (ph, wh) 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) trigraphs (air, igh).
18 How to support at home Hear your child read as much as possible in order for them to practise a range of different phonemes. Use all the phonic materials (sound mats etc.) covering Phases 2,3,4 and 5 you have already got at home. Revise phonemes from previous phases not just current phonemes being taught. Try practise screens to get your child used to the format of the screen and more familiar with reading alien words. Use additional practise materials sent home from school.
19 Create your own Practise materials should be used to identify phonemes that your child gets incorrect and for you to further practise, rather than to see if your child passes the screen as this will not help them.
20 SUPPORTING MISCONCEPTIONS
21 Misconceptions from our practise screen Children not spotting trigraphs and digraphs and instead referring back to their individual sounds. ch or igh Read incorrectly as Read incorrectly as Read incorrectly as c-h o-r i-g-h
22 Sound buttons Get your child to practise adding sound buttons to words as this will aid the identification of the build up of the word and the individual phonemes, trigraphs and digraphs before reading.
23 Identification of split digraphs a-e, e-e, i-e, o-e, u-e,
24 Practising alien words Children identifying that it is NOT a real word and that it will sound unfamiliar Encouraging children not to guess or try to make it a real word.
25 Carefully Segmenting and Blending Children not trying to get through it quickly and rush making mistakes. Encouraging children not to guess words but to read/segment and blend carefully. Recent misconceptions: thin thing, think, roab road (practise recognition of d, b, g, p, y etc.)
26 How we mark the screen? Phonics Teacher Video
27 USEFUL WEBSITES
28 r/resources/1
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