DS has learnt the Jolly Phonics 72 tricky words - which words next?

[bluebobbin]

DS has SEN and learning these 72 tricky words has been quite an achievement for him. He wants to learn more tricky words (!?!) but I don't know which words he should do next - can anyone advise me? I can ask his teacher but if there is a list that I can use, it will save me bothering her and I think I might feel a bit pushy asking her anyway!

Does his school follow the "Letters and sounds" programme, bluebobbin? I would ask his teacher what phase they are learning as a class and take it from there next.

His school doesn't do that (at least I don't think so!). I think I will ask her then, I just wondered if there was a standard set of words next.

What year group is he in?

www.amazon.co.uk/gp/product/images/1870946790/ref=dp_image_0?ie=UTF8&n=266239&s=books

mrz, he's in reception and he is on ORT level 2 if that's relevant

mrz,

You're not encouraging 'word learning' are you?

I'm curious to know about this child's learning of letter/sound correspondences and decoding and blending.

The link is for Jolly Phonics maizieD

In Reception (at this stage) they should (age related) be revising Letter and Sounds Phase 3 and maybe beginning Phase 4 - that's what happens in our Reception class, although everyone is different. I teach Y1 and still have about 6 children learning Phase 3. Ask your teacher for a copy of the 'tricky words' for each L&S phase. There aren't many in each phase, especially Phase 4 as it's only 4 weeks long.
However, I would concentrate on identifying sounds in words he hears, knowing grapheme/phoneme correspondence and being able to blend the sounds together to build whole words.
If he has SEN, usually it is likely that they need plenty of Phase 1 activities which is about listening to and identifying different sounds. Phase 1 activities SHOULD run alongside Phases 2 to 6 (YR through possibly to Y3).

What if the school isn't using Letters and Sounds (many don't, you know)?

And why should 'SEN' mean that he is overdosed with that irrelevant 'Phase 1' stuff? Children learn to discriminate the phonemes in words by being taught them and getting plenty of decoding, blending and segmenting practice. There is no research evidence for 'Phase 1'...

mrz. Your link was to a JP 'Word Book' - it was slightly worrying.

Bluebobbin, The most useful tricky words to learn are the ones among the 300 most used English words, as they occur repeatedly in every text, and I will paste them into this post.
Should u want more after your ds has learnt those as well, go to
[englishspellingproblems.co.uk/html/sight_words.html]
For words with the main English spellings and regular sounds see
Learning to Read at [www.EnglishSpellingProblems.co.uk]

The 300 most used English words in children's reading (from Letters and Sounds). The phonically straightforward words are in capitals:

CAT DAD GRAN GRANDAD HAD HAS HAT MAN ? ANIMALS--
any many after all asked called can?t fast last plants said saw small
WANT WANTED WAS WHAT WATER ---
BABY CAME GAVE MADE MAKE PLACE TAKE are have BECAUSE laughed --
the be he he?s me she we we?re
EVEN HERE THESE ever every everyone never there there?s were where eyes key
EACH EAT PLEASE TEA great head ready bear-

BIG CHILDREN DID DIDN?T FISH HIM HIS IF IN IS IT IT?S ITS KING LITTLE MISS STILL THING THINK THIS WHICH WILL WIND WISH WITH find I?ll I?m
I?VE INSIDE LIKE LIKED TIME WHILE live lived river CRIED friends
BOX DOG FOX FROM GOT HOT LONG LOTS NOT OF OFF ON STOP STOPPED TOP FLOPPY ACROSS ALONG--
cold old told another coming don?t most mother oh once only other work
GO GOING NO SO do into to two who
CLOTHES HOME OVER one come some something gone
BUT DUCK FUN JUMPED JUST MUCH MUM MUST RUN SUN UNDER UP US pulled put
ABOUT AROUND FOUND HOUSE MOUSE OUR OUT ROUND SHOUTED --
could couldn?t thought through would you your --
FOOD ROOM SCHOOL SOON TOO- book door good look looked looking looks took
down how now town grow know snow window
GIVE giant people - BOY-- Mr Mrs narrator SUDDENLY .

My school doesn't use Letters and Sounds as MaizieD says many don't.

The JP word book contains both the 72 tricky words the Op mentioned plus hundreds of decodable words that can be spelt by practising segmenting skills. Mine is a very old copy that Sue Lloyd gave me many years ago and should be used as part of the whole JP (phonics) approach not as whole words (sorry OP I was lazy posting a link without an explanation). Repetition repetition repetition is the key I'm afraid.

Aaahh, all made clear now, mrz. I can stop worrying...