Reception Key Words

[chinstrap]

I understand that the 45 key words that Reception children focus on have recently changed - perhaps in the last 2 years. I'm trying topout together a little game to help my DD. Keep going round in circles to find them via various curriculum web sites (Early Years Foundation Stage, DFES ect). Can anyone help?

[handbagqueen]

Year R Key Words
I for going come dad she
up he they day all see
look is away the get it
we said play dog i n yes
like go a big went can
and you am my was
on are cat mum of
at this to no me

[chinstrap]

Thanks for that, handbagqueen. Would seem that they haven't changed since DD1 was in Reception 3 years ago after all!

[Pawslikepaddington]

We haven't had these yet-argh! Dd knows what a qu is-does that count?

[chinstrap]

That will help!! My DD also knows ph as her teacher's name starts with that. Sort of learning phonics by accident.

[Hulababy]

I thought the key words/high frequency words thing had gone now under the newer letters and Sounds framework.

The Letters and Sounds framework breaks it all down into 6 phases and each phase has suggested list of words, decodable and tricky.

Have a look on this site Sparklebox to get some ideas. Click on the different phases to get downloadable lists for each phase.

Phase 1

Phase 2

Phase 3

Phase 4

Phase 5

Phase 6

About letters and souds

[chinstrap]

Thank you, Hulababy - that was really helpful.

[maverick]

Hulababy is correct -the key /high frequency words should no longer be memorised as whole units i.e 'sight words'.

'Even the core of high frequency words which are not transparently decodable using known grapheme?phoneme correspondences usually contain at least one GPC that is familiar. Rather than approach these words as though they were unique entities, it is advisable to start from what is known and register the ?tricky bit? in the word. Even the word yacht, often considered one of the most irregular of English words, has two of the three phonemes represented with regular graphemes' (Letters &Sounds. Notes of Guidance p16)