1. Year 1
Reading

2. Reading Decoding words Comprehension of text Phonics
Common Exception words
Comprehension of text
Understanding

3. Decoding: What is phonics?
Children are taught to read by breaking down words into separate sounds or ‘phonemes’. They are then taught how to blend these sounds together to read the whole word.
Children have a 30mins phonics lesson each day and they are encouraged to use these strategies to read and write in other lessons.
There are 43 different sounds but they are made by many different combinations of letters*.

4. Terminology Phoneme The sound you say (long a) (short a) Grapheme
The letters that represent the sound (long a) ai, a-e, ay

6. Decoding: Common Exception Words
Children are taught to read some words by sight.
In Year 1 there are 45 Common Exception Words*.
When your child can read these this supports their pace and fluency when reading, which in turn supports their understanding of texts.

7. Comprehension
This is a vital skill and the culmination of learning to read.
Please support your child by
Describing characters and how they feel, predicting the ending, finding out facts.
Re-read the text to check it makes sense.
Use pictures for clues.
Breathe and depth of reading: different texts
Ask questions about the book encourage them to find the answer in the text.
And most importantly ENJOY READING!

8. Reading Assessment Throughout the Year
Weekly reading and assessment using KPIs
End of term KPI assessment
Phonics Screening Check

9. Phonics Screening Check
Every Year 1 child in the country will be taking the phonics screening check in the same week in June.
The aim of the check is to ensure that all children are able to read to the age related standard by the end of year two.
This ‘midpoint check’ will ensure that we have a clear understanding of what the children need to learn in year 2.

10. What will the children be expected to do?
The check is very similar to tasks the children already complete during phonics lessons.
Children will be asked to ‘sound out’ a word and blend the sounds together.eg d-o-g - dog
The focus of the check is to see which sounds the children know and therefore the children will be asked to read made up ‘nonsense’ words.

11. Examples of words:

12. When will the screening take place?
The screening will take place throughout a given week in June The children cannot retake the test at any other time so it is very important your child is in school during this week.
The check has been designed so that children of all abilities will be able to take part.

13. Who will complete the check?
The children will complete the check one at a time in a quiet area of the school.
I will conduct all of the screening checks with the children.
The screening will only take
5-10mins with each child.

14. We follow the ‘Sounds Write’ phonics programme
We follow the ‘Sounds Write’ phonics programme. The Programme of study for Year 1

15. Reading Assessment using KPI’s
Responds speedily with the correct sound to graphemes for all 40+ phonemes, including, where applicable, alternative sounds for graphemes.
Reads accurately by blending sounds in unfamiliar words and discusses meaning.
Reads all the common exception words.
Reads aloud accurately books that are consistent with their developing phonic knowledge.
Self corrects when reading aloud to maintain sense.
Reads aloud with some intonation and expression.
Makes simple inferences about characters and events.

16. Understands both the books they can already read accurately and fluently and those they listen to by checking that the text makes sense to them.
Understands both the books they can already read accurately and fluently and those they listen to by predicting what might happen on the basis of what has been read so far.
Understands both the books they can already read and those they listen to by discussing the significance of the events or information.
Develops pleasure in reading, motivation to read and understanding by listening to and discussing a wide range of poems, stories and non- fiction linked to own experiences, background information and vocabulary provided.

17. Reads accurately words with contractions
Reads words with common suffixes, with support to build on root words: s, es, ing, ed, er
Joins in with predictable and repetitive phrases when listening to stories and poems
Understands how texts can be structured and sequenced in different ways, through repetition of events and layout for example:
Retells some familiar stories
Knows some poems by heart
Exercises choice in selecting books themselves for pleasure

18. How can you help? Digraph- 2 letters making one sound - cow
Encourage your child to ‘sound out’ when reading or writing.
Ask them to spot sounds Eg
Digraph- 2 letters making one sound - cow
Trigraphs- 3 letters making one sound- night
????? -2 vowels with a consonant in between. Use to be known as the magic e! -spine - i_e

19. How can you help? http://www.phonicsplay.co.uk/BuriedTreasure2.html
Encourage your child to use their sound mat when writing.
Flash Cards for phonics and Common Exception Words.
Magnetic letters to build words
Children can practise their phonics by playing games online. The children particularly like ‘Buried Treasure’

20. Questions?