ADMINISTRATION GUIDE Phonics screening check - YEAR 1 - AISSA
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YEAR 1 Phonics screening check ADMINISTRATION GUIDE
Contents
1 Introduction 3
2 Principals’ responsibilities 3
3 Participating students 4
4 Preparing for the check 4
4.1 Receiving your materials 4
4.2 Adapting check materials 5
4.3 Teachers’ responsibilities 5
4.4 Preparing rooms 5
4.5 Students with special needs 5
4.6 Time for the check 6
5 Administering the check 6
5.1 Practice plus administration 6
5.2 Completing the answer sheet 6
5.3 Scoring the phonics screening check 6
6 Results and reporting 7
7 Sample script 8
8 Annotating student errors – example 9
TERMS OF USE
1. The Phonics Screening Check has been made available to AISSA with thanks to the Department for
Education and the Hon John Gardner MP, Minister for Education. This tool is provided to SA Independent
schools on the following terms, and any use of this tool, represents an acceptance of these terms:
2. The Phonics Screening Check Materials will only be accessed and used for the purposes of supporting
literacy learning and teaching in AISSA Member Schools.
3. The Phonics Screening Check is not to be copied, reproduced, transmitted, adapted, altered, added to,
varied, modified or published electronically without the prior written consent of AISSA.
4. The Phonics Screening Check is only to be used for internal purposes and is not to be sold, licensed,
transferred, supplied, provided or otherwise made available to any person, nor used to provide services to
any person without the prior written consent of AISSA.
5. The AISSA have no liability to any SA Independent school or other person (on any basis, including
negligence) for, and no representation or warranty (express or implied) is or has been made by AISSA or
any person on its behalf in relation to, the quality, accuracy, reliability, completeness, suitability, operation
or fitness for any purpose of the Phonics Screening Check.
6. SA Independent school users acknowledge that they use the Phonics Screening Check at their own risk
and that the AISSA and do not accept any liability in relation to their use of or reliance on it.
2 | Phonics screening check: administration guide1 | Introduction
This guidance is for schools administering the phonics screening check (PSC).
This guidance is for:
• school principals
• school leaders
• school staff.
The phonics screening check will be administered from Monday 31 August 2021. Students must only attempt
the check once during the school’s check window.
Instructions for scoring the phonics screening check will be included with the check materials.
The phonics screening check will confirm if students are developing the phonics knowledge they need to
be successful in their reading, spelling and writing programs. As a first step, teachers can respond to student
performance in the phonics screening check by reviewing their existing phonics program and then design
appropriate differentiated learning and intervention processes for reading, spelling and writing.
An understanding of phonics is foundational to the development of writing, spelling and reading skills and is
1 component of The ‘Big 6’ components of reading1. In the Australian Curriculum English language strand,
alphabet and phonic knowledge begins in Foundation (Reception) and continues through until the end of
year 6 but with ongoing application in years 7 to 10. From year 3 onwards, knowledge about phonological and
phonemic awareness will continue to be applied in written words as students develop their spelling knowledge.
The National Literacy Learning Progression2 maps the development of these skills. Phonics is an integral part
of writing, spelling and reading.
2 | Principals’ responsibilities
Principals schools should ensure:
• the check materials are kept securely and treated as confidential until the test window opens
• year 1 students with disabilities are catered for (eg by modifying materials)
• the check is administered only once to each student within the check window
• the check is administered by the student’s teacher rather than another support person
• all year 1 teachers attend training prior to administering and scoring the check
• students’ responses are scored accurately and consistently
• teachers review results and reflect on the effectiveness of the present whole-school phonics program
• teachers plan differentiated learning for their students
• that any students who did not perform well in the check receive appropriate support in phonics
1
https://tinyurl.com/ykm598n6
2
http://tiny.cc/AClitProgression
Phonics screening check: administration guide | 33 | Participating students • The phonics screening check should be administered to year 1 students by the classroom teacher. • The principal, with advice from the classroom teacher, decides if it is not appropriate for a student to participate in the check. Students who do not formally participate in the screening check could be provided with a similar experience – eg modify the ‘practice sheet’ to include only single letters or simple 2-letter blends so that students can demonstrate their skills. 4 | Preparing for the check 4.1 | Receiving your materials Materials are provided via the AISSA website www.ais.sa.edu.au. Each year 1 teacher will need: • 1 copy of the ‘Phonics screening check: student materials’ • multiple copies (1 per student) of the ‘Phonics screening check: answer sheet’ • 1 copy of the ‘Phonics screening check: practice sheet’ • 1 copy of the ‘Phonics screening check: scoring guidance’. You can download previous phonics screening check materials to see what the check looks like from the AISSA website Phonics Screening Check page. 4.2 | Adapting check materials Check materials are provided in the Beginner’s Alphabet for SA Modern Cursive. We expect most students will use standard versions of the phonics screening check, but you may adapt check materials to meet students’ specific needs. Examples of modifications may include: • changing the font • changing the font size • having fewer words per page • removing the imaginary creatures for any students that might find them distracting 4.3 | Teachers’ responsibilities • Teachers must administer the check on a one-to-one basis. • Be familiar with the sample materials. • Ensure they understand and feel confident about: – administering the check – amending the check for students with special needs, eg font size, background colour – dealing with administration issues (such as rest breaks) during the check – scoring the check (see section 5.3). • Plan differentiated learning for your students. 4 | Phonics screening check: administration guide
4.4 | Preparing rooms
Administer the check in a quiet space, which is comfortable and well-lit.
4.5 | Students with special needs
• For students with special needs, make adjustments for your students based on normal classroom practice.
• Changes should not unfairly benefit individual students.
• It may be helpful to use the practice sheet with students before administering the check as this may indicate
if modifications need to be made – eg fewer words per page, changing font or font size, allow for a rest break.
• The sample script (see section 7) can be modified if required but teachers must not refer to words in the
actual check.
4.6 | Time for the check
• There is not a time limit for completing the phonics screening check.
• Most students take between 5 to 7 minutes to complete the check.
• Give students enough time to respond to each word (10 seconds is usually enough).
• If needed, give individual students short rest breaks but finish the check on the same day.
Phonics screening check: administration guide | 55 | Administering the check 5.1 | Practice plus administration • Introduce the phonics screening check to each student as consistently as possible, providing enough information to those students who do not initially understand the task. • Use the double-sided ‘practice sheet’ to familiarise students with the task. It has 4 pseudo-words and 4 real words on each side. • Provide further guidance using the practice sheet, if needed, to ensure students understand the task. Remind the student the sounds must be blended together to say the whole word. Demonstrate what you mean using 1 of the practice words. (However, this instruction must not be given during the actual check.) • It is important to tell students if there are real words or made up words for imaginary creatures on each page. • You may prompt the student to move to the next word but be careful not to do so while they are in the process of decoding the word. • You can indicate which word comes next but be careful not to provide decoding clues, eg pointing left to right. • Offer encouragement and support during the check but do not indicate whether the student has decoded the word correctly or not. • Most students should be able to attempt all the words in the check. If they make errors but still want to continue, you will gain valuable information from their attempts. • You know your students best and hence you will recognise when it is appropriate to take a rest break or when it is appropriate to completely cease the screening check, eg if the student requires frequent, lengthy rest breaks or becomes distressed, consider stopping the check completely. Record the score for what they have attempted. However, before you decide to stop the check completely, make sure the student has been given every opportunity to show what they can do. • See section 7 for an example of how you could introduce the check. • Students should only undertake the check once during the checking window. 5.2 | Completing the answer sheet • Use the answer sheets to record each student’s responses. • Add your own comments to help you plan future phonics teaching, eg blending was difficult, grapheme was unknown. It is important to record both the errors and the nature of the errors. See section 8 for an example of common annotations and the types of errors students may make. 5.3 | Scoring the phonics screening check • Refer to the scoring guidance sheet for acceptable pronunciations of the check’s pseudo-words, eg blan this uses the ‘bl’ from ‘black’ and rhymes with ‘pan’. • Record on the answer sheet whether the student said the word correctly or not. Students score 1 point for the correct decoding of each word, for a total score out of 40. • Take into consideration the following points when scoring the student’s response: 6 | Phonics screening check: administration guide
Score as correct Score as incorrect
Sounds out the phonemes, or names the letters, Sounds out the phonemes but does not blend the
and then says the word word (no prompting allowed)
Elongates the phonemes but then blends them Elongates the phonemes but leaves gaps and
to form the word doesn’t blend them
Uses alternative pronunciations of graphemes in Inappropriate pronunciations of real words, eg
pseudo-words reading ‘blow’ to rhyme with ‘cow’
Corrects initial attempts and finishes with the Correctly attempts a word but then recorrects and
correct pronunciation finishes with an incorrect pronunciation
Pronunciation difficulties, eg student usually says
‘fw’ for ‘th’
Words pronounced with the student’s accent
6 | Results and reporting
The most valuable use of the phonics screening check results will be at the classroom level. Teachers can
access a spreadsheet from the intranet to record the results for students in their class. This tool will help them
analyse their data.
The expected achievement level of 28 out of 40 items provides teachers with a sense of what is reasonable
to expect for year 1 students, given the time of year and the requirements of the Australian Curriculum. Please
note that this is not a pass/fail mark. Rather it is an indication of the score a student might achieve if their
phonics learning is progressing as expected.
Please refer to the ‘Phonics screening check: analysing and responding to results’ booklet when designing
learning following the screening check. This document will provide a more detailed analysis for students who
are struggling with learning to decode words.
Phonics screening check: administration guide | 77 | Sample script Introducing the phonics screening check: example In this activity, I am going to ask you to read some words aloud. You may have seen some of the words before and others will be new to you. You should try to read each word but don’t worry if you can’t. If it helps you, you may sound out the letters before trying to say the word. This ‘practice sheet’ shows you what the words will look like. Have a go at reading out loud these 4 words which you may have come across before [at, in, beg and sum]. The words on this side [turn over ‘practice sheet’] are not real words. They are made up names for imaginary creatures. You can see a picture of the creature next to each word. Can you read out the words on this page for me [ot, vap, osk and ect]? Ok, now we are going to start reading out the words in this booklet and I’m going to write down what you say on my sheet. In this booklet there are 4 words on each page. I will tell you at the start of each page whether they are real words that you may have seen before or made up names for imaginary creatures. The first page has made up names for imaginary creatures and you can see their pictures. Can you start reading the words to me? 8 | Phonics screening check: administration guide
8 | Annotating student errors – example
Recording incorrect responses in a meaningful way will give teachers a clearer means of analysing the data
collected from the phonics screening check. Below is a sample of 1 way of annotating student errors when
decoding a word.
Example annotation
Student response Notation
Correct Incorrect
correctly sounded Mark each correctly sounded letter with 333
a tick l i g
omission of sound Strike through the omitted letter sound floost
substitution Write the substituted letter above the g 3333
letter in the word c r i f f
insertion – with sounding out Add the sound and place a caret where 333m 3
the sound was added s h u p
^
insertion – without sounding Some students will just say the word m
out with the additional sound included – s h u p
so just record the insertion ^
self-corrected Write SC above the corrected letter SC
(or after the corrected word, eg student d
says ‘brast’ then ‘barst’ SC) b a r s t
repeated sound Write an R above the repeated sound 33 R 333
or after the repeated word s t r i b e
s t r i b e R
incorrectly blended Write the incorrect word in the incorrect 33333
column of the answer sheet w o a t s wats
letter name said instead Mark the letter as a capital M33
of sound mep
digraph read as 2 separate Write the sounds with a\between them 3o\i3
sounds doil
reversal of adjacent letters Make a curved arrow between reversed 3 33
sounds letter sounds tram
Phonics screening check: administration guide | 9Notes 10 | Phonics screening check: administration guide
The covers and the font used in the phonics screening check materials have been adapted with the permission of the Standards and Testing Agency of the UK Government – © Crown copyright and Crown information 2016. Administration Guide: © 2021 Association of Independent Schools of South Australia Adapted with permission from the Department for Education 2021 Administration Guide by the Association of Independent Schools of South Australia Excluded from NEALS July 2021
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