number and reading attainments after 1 term of Primary 1

[wafflerinchief]

dd is finishing the end of term 1 at primary. We find it hard to get any homework done with her because we both work FT and she's exhausted by the time 6pm comes round and can't concentrate. It's hard to get a sense from the end of term report whether she's ok or not - they don't seem concerned. She's ok with L2 on the Oxford Reading Tree and not great with numbers 11-20 (reverse ordering or finding the missing one). No idea if that's bad or not? I'd ask the teacher but they always seem very busy whenever I do drop off.

[WaitingForSnow]

Watching with interest.

[mrz]

Who said 3 sounds a week is correct teaching using Jolly Phonics? [surprised]

[wafflerinchief]

Thanks angels on that basis it doesn't sound as though there's reason to worry about progress we're trying to practice more in the mornings but it's not a consistent day in day out thing

[WaitingForSnow]

Mrz what level reason should they be in at this stage in year one?

[WaitingForSnow]

Reading

[mrz]

Sue Lloyd who wrote the programme advocates six a week (which presumably is teaching Jolly Phonics correctly as the author intended). 😉

[mrz]

Waitingforsnow in Y1 most children will be reading yellow book band upwards but obviously it varies.

[mrz]

Not really

[indyandlara]

My DD worked through 4 a week in P1. That was a good pace. Friday seemed to be for consolidation of the week.

[Thecatisatwat]

So should YR have covered all the JP sounds by now? I go in to listen to children read and the teacher told me a couple of weeks ago that they'd covered S A P I N T so far and I was surprised. No wonder I've heard reports that the Y1 teacher tears her hair out when the class move up to her.

[catkind]

P1 is the first year they learn to read, right? Then ORT level 2 by Christmas is fine I think. I don't think DS class had got into teen numbers particularly in the first term either. It does depend what they've actually spent the time on though, and different schools seem to take different approaches. They also take different approaches to when to move a child up levels for reading - DS was held at level 2 till he was reading pretty much everything at sight, but the yr 1 class I read with many are still sounding out every word at level 4.

There's a massive range of abilities in reception, and a massive range of where they're at when they start. I think the main thing is have they progressed from where they started? And is the work/reading books coming home at an appropriate level for her?

[WaitingForSnow]

They learn to read in reception. I do t know the equivalent for p years.

[wafflerinchief]

I do think that the homework is appropriate because when we do it she gets most right but still needs the repetition, I was trying to gauge how much to stress myself out making sure she does both the numbers and the reading every day somehow. Dd has definitely made progress this term - she wouldn't sit and do sounds last year (when she was at nursery) when I tried to do jp and now she does know them and starting to blend so I do definitely thing some progress. School push snake slide letters a lot - she's left handed and finds those difficult to remember

[wafflerinchief]

Btw she turned 5 at the end of Oct!

[mrz]

It's a great excuse TheTroubleWith but no basis in reality. Many schools in areas of high deprivation have no problem teaching a sound a day.

[mrz]

No it was you who claimed your way is the correct way 😉

[mrz]

🎄🎄🎄🎄🎄🎄🎄🎄🎄🎄🎄

[mrz]

Thecatisatwat it's possible to cover all the Jolly Phonics sounds in a half term (one of the key expectations of the programme is pace). To have only taught the first six sounds by the end of the first term is very slow and if they continue at that pace they won't have covered half the programme by the end of the year.