year 1 phonics check

[SmileAndNod]

Does anyone know if this is done in the summer term, or is there no set time for it? Also what exactly is it they check? That they can decode a word rather than read? It was mentioned at the start of the year but nothing since!
Thank you

Look and say isn't about remembering pictures; it's about remembering words. The idea is to get children reading books and writing, not communicating by pictogram.

That would be hieroglyphics.

A word might as well be a picture if you dont know how the letters go together to make the word.
You are visualizing a set of letters together in one form ie a shape or a picture, as there is no instruction or rules. Some children work out those rules for themselves many don't. This has been explained over and over again on this thread. You cant read a book and enjoy it if you don't have the tools to work out new words.

A child that has learnt the words cat and dog by word recognition will not be able to read cog or tag.
A child that has learnt the phonics for c,a,t,d,o,g can read cat, dog,cog, tag, got, god, cod, cot

There are people who post on MN (or used to) who were taught by the whole words method, and have never made the leap to see the link to the phonemes behind the words. (This is why the whole words method fails people in learning to read). If they came across the word whiteboard for the first time written down they might be able to split the word whiteboard into 2 distinct shapes /white/ and /board/ but if they had not been explicitly taught that /white/ said white and /board/ said board then they wouldn't be able to read the word whiteboard in its entirety. They, therefore, are seeing the word as a complete picture, not made of any constituent parts. They wouldn't even be able to work out that the word would start with a /wh/ sound.
Whereas, if a child with knowledge of phonemes came across the word whiteboard they would split it into little packages to read it /wh/ /i-e/ /t/ /b/ /or/ /d/ (or something like that) they don't see the word as a picture as a whole.

I believe people can be dismissive of Masha as she has yet to tell us how many English speaking children she has taught to read/write in English within a classroom situation. I have asked her on occasion and been ignored. On the other hand there are several posters on this board who are currently primary school teachers who have been teaching a long time so have experience of teaching in both look and say and phonics as policies have changed over time.
She also posts long repetitive lists to show how words in English do not obey any rules, yet if the words in the list were changed in order many patterns would become immediately obvious.

A child that has learnt the words cat and dog by word recognition will not be able to read cog or tag. A child that has learnt the phonics for c,a,t,d,o,g can read cat, dog,cog, tag, got, god, cod, cot

Unless the child in question can actually read cog, tag, cot, tot and various other common words!

It is possible, if the child is a bit simple-minded (or hasn't been taught to spell, yet) that she can't read:

sog, gog, kog, vog, tob

and so on, because she hasn't worked out how to string random letters together in order to make pointless words. I'll grant you. But when she learns the power of spelling, even a look and say child can make up pointless wrds!

And how is she to learn the 'power of spelling' exactly?

Unless the child in question can actually read cog, tag, cot, tot and various other common word
and how they supposed to learn those words without relying on someone else to tell them? A child that has learnt just 6 phenomes doesnt need help to work out that words.

It is possible, if the child is a bit simple-minded (or hasn't been taught to spell, yet) that she can't read:

sog, gog, kog, vog, tob

Thats pretty insulting to many intelligent people like my DH who couldnt read those words until they finally introduced him to phonics at the age of 10.

It's what alphabetic fridge magnets are for. My daughter was spelling simple words with me long before I'd ever heard of phonics. She can still spell simple words and so can her sister. And her sister still hasn't heard of phonics. Her sister hasn't heard of much beyond goo goo gaga.

Is she working words out for herself or are you having toshow her every word

But was she spelling simple words without you, having discovered the 'power of spelling'? You haven't really explained what the 'power of spelling' is!

The power of spelling appears to work like bicycle stabilisers. For some time, possibly a year, my older daughter was unable to spell anything by herself. At some point she learned how to spell some words by herself. And at that point we would throw all the letters on the floor and compete as to who could build more words. We haven't played that game for quite a while now. It's pretty childish. But, I should imagine that before long we'll play it with her sister.

For some reason her first spelling words were Asia, off and of. She was obsessed for a while with the difference between off and of.

And it looks as if one of her sister's words is going to turn out to be farm. She seems pretty keen on the composition of that word at the moment. But it might wear off.

That doesnt answer the question. Can she approach new words that you havent shown her?

Actually ThreeTomatoes, masha's explanations make it all sound far more difficult than it actually is.

What does that question mean? If I say random things to her like:

can you spell paraffin, darling?

can she spell it correctly? No, probably not.

Why would you want to know that?

We are trying to work out how you think a child who hasnt been taught phonics will read a new word.

I'm not sure how we do it. There may even be an element of misreading going on whether the children have been taught phonics or not.

A child (of either persuasion) might read the word travesty one (or both) might have a stab at pronouncing it. But neither will know what it means.

So, where's the advantage in being able to take a guess at pronouncing an unknown word?

What people are saying is that a child taught to recognise the word cat and word dog can read cat and dog but may struggle when faced with a picture of a cat and the word Abyssinian or Korat or Mau or a picture of a dog and the word Samoyed, Papillion or Akita.

Well, yes. It's quite true, they might. Of course, a child who had learned phonics might struggle with a picture of a very old pooh and the word coprolite printed beneath it. They might even be able to pronounce it and still be no further forward. So, what have we learned?

No a child taught with phonics will ignore the picture and read the word - they have learnt a new word / extended their vocabulary.