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Where are your foundation starters at phonics?(10 Posts)
I know comparison is a bad thing but how are your foundation children progressing with their reading and writing?
My dd knows about half the phase 2 sounds. Still can't write her name and if for example you asked her the sounds in 'CAT' she wouldn't be able to seperate the sounds.
I don't know if I should be worrying
DS's school is going pretty slowly too, they have done the first 15 sounds.
DS is a bit further on in that he could write his name and recognise most of the alphabet before starting (nursery taught him his name and the Teach your Monster to Read app his letters over the summer when he suddenly got interested in it). Having just asked him he can segment cat, he thinks the rest of his class is about the same as him but no idea if that's accurate.
Just do blending and segmenting when you read a book to her.
Dc school did a-z reading anf writing by half term then got books.
Can I ask what you mean by "foundation"--are you in Wales, where they have the "foundation phase"?
Names are often very hard, unless their name is "Sam" or "Jen." I would wonder why she can't separate the sounds in a simple CVC word, as this is supposed to be the absolute beginnings of phonics.
I wouldn’t worry yet.
If she can’t segment cat by Easter I’d talk to the teacher. But not yet.
I think it depends on the child and the teacher. DS1 had a very experienced nursery teacher, and is quite good at literacy (he's 13 now and still is!). He was blending sounds when he entered reception, and in Y1 his teacher extended him by getting him to write book reports. He was reading Roald Dahl. DS2 at the same point was struggling with sounding out and high frequency words. Couldn't get bs and ds the right way round until yr 3. Still doesn't seem to be able to differentiate between there, they're and their in y5! But is reading Harry Potter so coping ok. I really know nothing about education but I think my point is, my 2 were vastly different in their progress but have both ended up satisfactorily.
Sorry posted too soon. If dd is only in reception I wouldn't worry and just try to support her. If Y2 I would be having a conversation I think....
The children in my class who are at a similar stage to your daughter are unlikely to achieve ELG in reading and writing at the end of the year. I will be giving them additional support to help them, but yes, at this point in the year they need to be able to blend sounds orally. If you google phase 2 blending and segmenting games, there are plenty of ideas.
I listen to reception DC read.... There is a big range of ability from the DC who is only just learning to say the letter sounds, to the DC who can segment, blend and can read some high frequency and tricky words. It's all normal and children learn at different rates.
My ds was a slow starter, an August baby who had no interest in writing or reading. It wasn't until midway through yr 1 that he found his feet and started to enjoy it. He's recently passed a grammar school test without tutoring...so slow start doesn't mean they will always be slow to learn.
Are they teaching jolly phonics? You can you tube jolly phonics and watch the songs together.
Thank you. She's a November born so is one of the eldest. She does have speech sound errors which she receives SALT for.
Her SEN targets for reading and writing are to be able to recognise S A T P I N M D G O C K within autumn term. She can recognise them but can't reliably write them. No closer to being able to sound out. I know she has speech related SEN but if there is additional SEN I don't know at what point this may start to show.
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