Year 1 Phonics Check: Responding to group analysis findings slide outlines

1. Responding to group analysis findings 

2. Supporting group strengths 

  • independent practice 
  • fluency building 
  • texts suitable for focus on reading comprehension 

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

3. Supporting group growth 

  • start at the earliest point of need 
  • use teacher notes to identify specific needs 

Use evidence-based instruction 

  • explicit instruction 
  • systematic synthetic phonics (SSP) approach 

Specific knowledge and skill areas 

  • oi, oa, au, ea, ow 
  • igh, air 
  • -s suffix (?), -er suffix (?) 

4. Further assessment for difficulties with decoding simple words 

Consonant-vowel-consonant (CVC) or simple words with adjacent consonants 

Letter–sound correspondence knowledge: Reading Rockets letter-name and letter-sound assessment 

Phonological and phonemic awareness skills: Quick Phonological Awareness Screening (QPAS) 

5. Students with phonological and phonemic awareness needs 

Literacy Hub resources: 

  • Phonological and phonemic awareness activity slides 
  • Phonemic awareness overview 

[Image: Screenshot shows nine thumbnail images of Literacy Hub slide deck resources for use with students.]  

6. Consider your approach to teaching phonics 

Review your instructional planning and practice: 

  • phonics progression 
  • explicit instruction 
  • systematic synthetic phonics (SSP) approach 

[Image: Screenshot shows the Literacy Hub’s Phonics instructional model, showing the Review and Explicit teaching phases, and on the right-hand side thumbnails of Phases 1 to 6 of the Literacy Hub’s Phonics progression.] 

7. Responding to areas of need 

  • Follow your progression. 
  • Follow an explicit instruction model for systematic synthetic phonics. 
  • Provide opportunities for structured reviews. 

[Image: 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. To the right-hand side is the Literacy Hub’s Phonics instructional model showing the Review and Explicit teaching phases of instruction.] 

8. Responding to areas of need 

Spelling generalisations can support students to master more-complex code. 

[Image: Screenshot shows sample page of the Literacy Hub’s Spelling generalisations document.] 

9. Responding to student needs 

Literacy Hub resources:  

  • Phonics progression 
  • Instructional model for phonics 
  • Decodable words and sentences 
  • Spelling generalisations 

Professional learning 

  • Implementing a systematic synthetic phonics approach 
  • Jocelyn Seamer video series: The Science of Reading and an SSP approach 

[Image: Screenshot shows the Literacy Hub’s Phonics instructional model, showing the Review and Explicit teaching phases, and on the right-hand side thumbnails of Phases 1 to 6 of the Literacy Hub’s phonics progression, and below is a thumbnail of the Spelling generalisations document.]