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oxford university press part of oxford school improvement welcome to introduction about the y1 phonics check using our phonics support next steps introduction provides you with all the support and advice you need on the year 1 phonics screening check. this service provides you with detailed information about the content and structure of the check. it features a word list generator that enables you to create word lists tailor made to your pupils' phonics learning, as well as to generate example checks which reflect the style and content of the year 1 phonics screening check. we provide advice and guidance on how to use the word list generator to support your phonics teaching in the classroom, we also show how to make the most of the range of phonics resources that oxford offers to support all your children, but especially those who are struggling. this service is not designed to rehearse children for the check or to replace rigorous and systematic phonics teaching throughout reception and year 1. about the year 1 phonics screening check background and overview of the check structure and content administrating the check background and overview of the check in 2010 the government released the importance of teaching: the schools white paper which outlined their support for teaching systematic synthetic phonics in primary schools. it also signalled the introduction of a new check for pupils' reading at age six. this committed the department for education to establish a check for pupils' phonic decoding skills at the end of year 1. its purpose is to: encourage schools to provide rigorous synthetic phonics teaching for all pupils, with decoding as the prime strategy for reading unknown words confirm that pupils have learned phonic decoding to an age-appropriate standard by the end of year 1, after two years of phonics teaching in school support the early identification of pupils who may need additional support to acquire phonics knowledge and skills. learning to decode using phonics is widely believed to be an essential skill to becoming a fluent reader. decoding skills are best learned quickly through systematic synthetic phonics teaching, balanced with wider reading experiences including the development of comprehension skills and reading for pleasure. the check is focused solely on decoding and only includes words that are phonically decodable (words classified as tricky words in letters and sounds are not included). the check is intended to confirm whether individual pupils have learned phonic decoding to an age-appropriate standard by the end of year 1, i.e. to assess whether pupils can: 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-syllable and two-syllable words. as the check is standardised it will provide a national benchmark for phonic decoding, supporting teachers and school leaders in setting sufficiently high expectations for their pupils. the required standard will be in line with similar expectations of performance for the end of year 1 in systematic synthetic phonics programmes used in schools, such as letters and sounds , read write inc. phonics and floppy's phonics sounds and letters . those who have not reached this standard should receive extra support to ensure they can improve their decoding skills and they will be expected to retake the check in year 2. structure and content the check consists of a combination of real words and pseudo words. pseudo words are included because they will be new to all pupils and therefore will test phonic decoding skills without reliance on knowledge of words encountered previously or from visual memory. these words are presented with a picture prompt (for example a picture of an imaginary creature which pupils are asked to read the name of) so pupils recognise that these are pseudo words (or nonsense words) that they have not come across before. the check is divided into two sections. there are some practice words provided at the start, which are not scored, in order to familiarise pupils with the structure of the check and to ensure they understand what they are required to do. section 1 contains 20 words comprising of 8 real and 12 pseudo words. the words are made up of a selection of the more common grapheme-phoneme correspondences and consist of a variety of phonological structures, for example: cvc words such as tip, moon, bell vcc words such as act, imp ccvc words such as pram, crack, sweet cvcc words such as tent, roost, chimp section 2 contains a total of 20 words comprising of 12 real and 8 pseudo words. the words will contain some more advanced grapheme-phoneme correspondences and include additional phonological structures to those included in section 1, for example: cv words such as hair, pay, thigh cvc words such as head, shake, bowl ccvc words such as stove, plain, thrush cvcc words such as paint, roast, found ccvcc words such as frost, steams, shrink cccv words such as screw, stray, splay cccvc words such as scrape, strum, splat cccvcc words such as strict, sprint, splits it also includes 4 two-syllable words, containing a variety of grapheme configurations, between 5 and 8 letters in length, for example music, velvet, machine, farmyard. the pseudo words will be grouped together in each section. administrating the check the check must be administered by a teacher. it is expected that the check administration for a class can be conducted in a single day, although schools may choose to organise administration as they see fit. the check should normally take between 5 and 10 minutes per pupil to administer, however there is no time limit. most pupils will be able to complete the check in one sitting; however it can be broken into more than one sitting if appropriate. pupils should be encouraged to attempt to read as many words as they can, using their phonics knowledge and skills. self-correction by the pupil is allowed but prompting by the administrator to correct is not. pupils should be given appropriate opportunity to access all elements of the check and given full opportunity to show what they can do. there will be a standard printed version of the check. it will have four words per page in black ink on white paper and laminated. all words will be in lower case font. there will be the option to modify this as appropriate, including by: printing on a background colour increasing the font size reducing the number of words on a page administering on screen or using other technical aids if this is the usual reading medium for the pupil. schools will receive guidance on the assessment and reporting arrangements for the year 1 phonics screening check. results are required to be reported to parents and are included on raiseonline for use by schools and also local authorities and ofsted. guidance written by independent language and literacy adviser, laura sharp of laura sharp literacy ltd. using how can we help? how does the word list generator work? -- generating your own word lists generating example screening checks using the word list generator in reception using the word list generator in year 1 assessment familiarising children with pseudo words familiarising children with the check how can we help? the systematic teaching of synthetic phonics for decoding is widely believed to be a key element for pupils learning to read. from reception onwards, pupils need frequent opportunities to practise decoding familiar and unfamiliar words. clearly, regular, on-going assessment is integral to this, so you can ensure that your pupils are making progress and you can address any gaps in learning promptly. the word list generator is a new online tool that complements your planning, teaching and periodic assessment of phonics for your class. it is designed for you to create, quickly and easily, word lists matched to the learning needs of your class or specific group

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