Year 1 Phonics Check: Responding to analysis findings slide outlines

1. Responding to analysis findings 

2. Supporting strengths 

Use the green highlighted code and word types for independent practice.  

Can the student also spell these words?  

[Image: student’s highlighted Word and code complexity marking sheet showing ‘Got it!’ green highlighted words and ‘Not yet’ orange highlighted words.] 

3. Supporting strengths 

Independent practice ideas:  

  • word-level decoding games 
  • decodable sentences and continuous text 
  • spelling at word level 
  • writing sentences and continuous text  

[Image: screenshot of the Phonics Check Word and code complexity continuum with the first three step categories circled showing areas of student strength.] 

4. Supporting growth 

  • Earliest point of need 
  • Specific goals 
  • Systematic synthetic phonics 
  • Explicit direct instruction 

[Image: screenshot of the Phonics Check Word and code complexity continuum with the fourth step category [Split vowel digraphs] circled showing point of instruction.] 

5. 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) 

6. Students with phonological and phonemic awareness needs 


  • Phonological and phonemic awareness activity slides 
  • Phonemic awareness overview 

[Image: sample phonological and phonemic awareness activity slides from the Literacy Hub.]  

7. Supporting growth 

  • Earliest point of need 
  • Specific goals 
  • Systematic synthetic phonics 
  • Explicit direct instruction 

[Image: student’s highlighted word and code complexity continuum with arrows showing words and areas where the student has missed words to identify this student’s point of need in instruction (which is split vowel digraphs, step four on the continuum).] 

8. Consider – approach to teaching phonics 

Review instructional planning and practice: 

  • phonics progression 
  • explicit direct instruction 
  • systematic synthetic phonics approach 

[Image: screenshot of Phases 9 and 10 of the Literacy Hub’s phonics progression.] 

9. Consider – how pronounced are the student’s needs? 

Look to the curriculum for the student’s learning needs: 

  • whole class (Tier 1) 
  • small group (Tier 2) 
  • one-on-one (Tier 3) 

[Image: diagram showing the Gradual release of responsibility, illustrating levels of intervention 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.] 

10. Responding to student needs (example student) 

[Image: table with three columns named (from left to right) Explicit teaching (Tier 2); Review (Tier 1); Future learning (Tier 1). Items in the first column, Explicit teaching: split e digraphs, a_e, e_e, i_e, o_e, u_e*. Items in the second column, Review: a says /a/, u says /u/. Items in the third column, Future learning: ph digraph, r-controlled vowels. The first column, Explicit teaching, is identified as the main goal (reading and spelling).]  

11. Responding to student needs 

  • Find the point of need in your progression. 
  • Follow an explicit direct instruction model for systematic synthetic phonics. 

[Image: screenshots of Phases 1 to 4 of the phonics progression and review of the phonics instructional model showing the Review section and the Explicit teaching section.  

The Review section is the ‘You do’ part of the model where the teacher provides corrective feedback. It is comprised of: Grapheme level: read and spell; Word level: read and spell; Sentence level: read and spell.  

The Explicit teaching section is the ‘I do’ and ‘We do’ section. It is comprised of: Learning intention and success criteria; Read and spelling at the grapheme level, word level, then sentence level; Check for understanding; followed by ‘You do’ (Independent practice) or Teacher-led focus group.] 

12. Responding to student needs 

Literacy Hub resources: 

  • Phonics progression 
  • Instructional model for phonics 
  • Spelling generalisations  
  • And much more! 

Literacy Hub Professional learning: 

  • Implementing a systematic synthetic phonics approach 

2023 topics 

  • Getting started with a phonics progression 
  • Explicit direct instruction for phonics – an instructional model 
  • Choosing and using decodable texts 
  • Fluency and progress monitoring
  • Aligning assessment and intervention with an SSP approach
  • Supporting SSP with spelling generalisations 
  • Supporting SSP with morphology instruction