At the beginning of the check
Teachers should introduce the check as consistently as possible, bearing in mind some children may require more explanation in order to understand the task.
The check materials include a double-sided practice sheet with four pseudo-words and four real words on each side. This can be used to familiarise children with the task. If a child is struggling to decode the words on the practice sheet you should stop the check and discuss with your headteacher whether the child should be disapplied, (see section 2.3.1).
During the practice, you can give further guidance to ensure children understand the task.
For example, you may remind the child that the word must be blended, which would not be allowed during the check itself.
The following text provides an example of how you could introduce the check.
? 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 four words which you should have come across before [at, in, beg and sum].
? The words on this side [turn over practice sheet] are not real words. They are names for types of 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 four 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 words for imaginary creatures.
? The first page has words for imaginary creatures and you can see their pictures.
? Can you start reading the words to me?