Year 1 Phonics Check: Analysing group reports slide outlines

1. Analysing group reports 

The 80% rule: 

  • based on Response to Intervention (RTI) framework 
  • when 80% of students master a skill = group mastery 

[Screenshot shows: Response to Intervention framework triangle, which shows the largest portion at the bottom coloured green and labelled: Tier 1 Whole class: 80%. The middle section is coloured purple and labelled: Tier 2: Small group: 15%. The top section is coloured blue, and is labelled Tier 3: Individual: 5%.] 

2. Analysing group reports 

The 80% rule: 

  • count the number of students in your group 
  • work out 80% 

Example: 

  • 20 students in the group multiplied by 0.8 = 16 
  • 16 students reading a word correctly indicates group mastery 

[Image: Screenshot shows a pie chart labelled Group mastery. 80% of the chart is shaded green and 20% is shaded orange, and a key beneath the pie chart indicates green means ‘Got it’ and orange indicates ‘Not yet’.] 

3. Analysing group reports 

What to use: 

  • your group report 
  • the Word and code complexity continuum for group analysis 
  • green and orange highlighters 

[Image: Screenshot shows: the Year 1 Phonics Check home screen highlighting Reporting button; Word and code complexity continuum sheet; green and orange highlighters.] 

4. Analysing group reports 

Step 1: highlight words. 

Step 2: analyse categories. 

[Image: Screenshot shows the Word and code complexity continuum. The continuum shows a series of 10 steps, which move from simplest phonics skills to most advanced. Words from the Phonics Check are placed beneath each step, depending on their word type. The first step is CVC words. Phonics Check words are lig, mep, gax.  The second step is simple words with adjacent consonants (VCC, CVCC, CCVC). Phonics Check words are frex, tram, self, emp, haps.  The third step is consonant digraphs. Phonics Check words are beff, shup, criff, deck, phope, queen, chin, press, charb.  The fourth step is split vowel digraphs (CVCe). Phonics Check words are phope, stribe, wove, stroke. The fifth step is complex words with adjacent consonants. Phonics Check words are stroke, scram, drank, splam, stribe, glips, floost.  The sixth step is vowel digraphs. Phonics Check words are doil, woats, queen, floost, haunt, treats, arrow, keeps.  The seventh step is trigraphs. Phonics Check words are stair, jigh.  The eighth step is morphology. Phonics Check words are lied, treats, keeps, wishing, brighter.  The ninth step is r-controlled vowels. Phonics Check words are charb, rird, horn, barst.  The tenth step is multiple syllables. Phonics Check words are arrow, forest, brighter, wishing. 

Underlined words are pseudo words; words with an asterisk appear in more than one step.]  

5. Analysing group reports 

For each word, count the number of correct responses: 

  • 80% or more – highlight the word green 
  • less than 80% – highlight the word orange 

[Image: Screenshot shows sample group report, with analysis of the word ‘lig’ circled, showing five correct responses and two incorrect responses, and inset shows ‘lig’ on the Word and code complexity continuum highlighted green, indicating group mastery for this word.] 

6. Analysing group reports 

Step 1: highlight words. 

[Image: Screenshot shows Word and code complexity continuum with all 40 words highlighted either green or orange. Most categories to the left-hand side show green, moving gradually to more orange as the categories become more complex to the right.] 

7. Year 1 Phonics Check: Analysing group reports 

Step 2: analyse categories. 

Australian Curriculum v9 – Year 1 Achievement standard 

[Students] blend: 

  • short vowels 
  • consonants 
  • common long vowels 
  • digraphs 

to read:  

  • one- and two-syllable words 

[Image: Screenshot shows Word and code complexity continuum for this example class, with green ticks for each of first five categories of the stepped continuum and an orange arrow for the sixth step, Vowel digraphs, identifying this as the group point of instructional need.] 

8. Analysing group reports 

Identify strengths 

Categories:  

  • CVC words 
  • simple words with adjacent consonants 
  • consonant digraphs 
  • split vowel digraphs 
  • vowel digraphs 

Specific knowledge and skill areas 

  • single letter–sound correspondences 
  • three, four and five phoneme string blending 
  • ff, ss, ch, sh, ph, ck 
  • o_e, i_e 
  • ee, oo 

9. Analysing group reports 

Identify areas of need 

Categories: 

  • vowel digraphs 
  • trigraphs 
  • morphology 
  • r-controlled vowels 
  • multisyllabic words 

Outlier: stribe 

Specific knowledge and skill areas: 

  • oi, oa, au, ea, ow 
  • igh, air 
  • -s suffix (?), -er suffix (?) 
  • ar, er, ir, ur, or 
  • Three adjacent consonants, five-phoneme blending, split i_e digraph 

10. Analysing group reports 

Intervention considerations 

20% of students may require: 

  • Tier 2 intervention and/or 
  • Tier 3 intervention. 

Use individual reports for analysis of: 

  • strengths 
  • areas of need. 

[Image: Screenshot shows diagram of the Gradual release of responsibility across tiers of intervention model from Tier 1 to Tier 3. There is a triangle shape, narrow on the left increasing in size on the right, with three sections. The labels ‘I do’, ‘We do’ and ‘You do’ are written horizontally, one for each section. 

The ‘I do’ and ‘You do’ sections increase across the tiers, but the ‘We do’ section increases a lot more. 

Under Tier 1, there is a teacher icon with 20 student icons; 16 are green (the same colour as Tier 1); three are purple (the same colour as Tier 2); and one is yellow (the same colour as Tier 3). 

Under Tier 2, there is a teacher icon with four student icons; three are purple; and one is yellow. 

Under Tier 3, there is a teacher icon with one yellow student icon. 

Text beneath the model says: ‘Ongoing progress monitoring to inform instructional needs’, and an arrow pointing in both directions sits under the model showing this continual process.]