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Primary education

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After two years at school, do you think my son should be able to spell....

35 replies

ohanotherone · 11/03/2012 17:30

words like keep, see, pick etc..???? Or is he woefully behind??? He is up to stage five in the Oxford Reading books and reads every night.

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IndigoBell · 12/03/2012 14:11

I agree. Learnandsay - lots of kids don't learn even after they've been shown. Even after they've been shown again and again.

A third of kids are on the SEN register, which means they have some kind of difficulties that affect their learning. A third!

What works for your DD won't work for lots and lots of kids.

learnandsay · 12/03/2012 15:20

I'm not sure that I understand. Surely there's a difference between not being able to do something and having forgotten how to do it. So far as this thread is concerned SEN hasn't been introduced as having been diagnosed.

Maybe it's the case. Shouldn't the school have assessed that, or be doing it? If you write simple-sounding three letter words, like the ones I've suggested down can he not take another letter and make a new word? Not even with the simplest of sounds like moo, coo, foo and so on?

I'm trying to remember how my daughter knew the difference between the simple sounds. She already knew her alphabet. But I think she learned to recognise the words themselves. We hadn't done any work on individual letter sounds. I'm sure of it. She recognised distinct words. And she could follow the pattern of me changing the initial letter and forming another word.

If your son can't do that, when you write simple three letter words down for him, what does he do?

bigTillyMint · 12/03/2012 15:32

If the school is teaching synthetic phonics, he would have been taught how to spell words with these phonemes in Reception. However, that doesn't mean he learned how to do it. Sadly, the synthetic phonics scemes go at a fast pace - fine if you are the kind of child who grasps this easily, but not fine for many children and especially not young boys.

If you find that he is struggling to hear and reproduce the sounds correctly, then I would advise you to speak to the class teacher / SENCO immediately and ask what they are going to do to ensure that he gets taught the next steps properly.

Does he know all his initial sounds - s, a, t,n, i, p, etc? Can he read and spell CVC words like cat, big, sun, correctly? Is he confident with short vowel sounds - like the ones in the previous words - say if you said net, would he spell it with an e or an i? If he can do all that, then he needs to be re-taught, with loads and loads of practice, the long vowelsounds like ai, ee, igh, oa. There are loads of free games on the internet to help with practice, as well as the schemes mentioned above.

IndigoBell · 12/03/2012 15:39

What's the difference between not being able to do so something and having forgotten how to do it?

If the teacher is concerned, it's fair to assume that the problem is not lack of teaching. (which is what you are implying)

It doesn't matter how your DD learnt. There is no reason to expect this child will learn in the same way as your DD.

learnandsay · 12/03/2012 15:51

Should we be assuming or finding out what's going on? You're doubtless right, Indigo, I'm sure my daughter is totally irrelevant. But my question is if you have simple sounds like coo, foo, moo and so on and then put a new letter in front like loo, then what happens?

Isn't this conceptual as much as anything to do will spelling. Let's forget about spelling for a minute.

If I say say b oo ook
now l oo ook
now t oo ook

That has nothing to do with spelling but it's asking can you understand that I'm making the same end sound and changing the initial letter?

Can you understand that I'm doing that, (or can you not understand it.)

Forget spelling. If you can't understand changes in sound then surely there's a problem there never mind anything else.

ohanotherone · 12/03/2012 16:59

I think it may be related to hearing/missing out on sounds as he was particularly deaf in reception year and had a teacher who just shouted at him, she told me that she did not believe he had hearing problems but just shouted at him anyway according to other pupils and teachers at the school. He is now in a different school for that reason but in a large class. I suppose I posted because I'm trying to work out if he is within a normal range or should I be pushing school for a specific plan of action.

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learnandsay · 12/03/2012 19:54

Ah, your question makes sense now!

Lougle · 12/03/2012 20:19

I think (speaking as a Mother of a child who goes to Special school, but was only 'picked up' by the system at the age of 2.9, after me raising concerns from 8 months of age) that if you think there is a problem, there probably is.

You are his Mother. You spend time with him in a way that no teacher can. A teacher may be able to see that, given 1:1 support your DS can 'do the activity' but that is not the same as being able to 'do the activity' independently, nor is it, crucially, the same as being able to reproduce the skills of the activity in a different context.

Assuming your DS is of average intelligence, that being not exceptionally below the average child of his age and not exceptionally above the average child of his age, it stands to reason that your DS will not be able to catch up the skills that he missed in YR by himself. Because all of his teaching at school will be building on the foundation of the teaching in YR, and he will be spending all his time trying to keep up with his peers. He would have to be making above average progress to both keep up with his peers and catch up on what he lost.

Be bold Smile ask his teacher to tell you where he is in relation to his cohort, and what they plan to do to help him make up for the lost ground due to his needs being 'somewhat unclear' during YR (in other words...what are they going to do about the fact that instead of helping him a teacher simply shouted at him).

sunnyday123 · 13/03/2012 17:46

dd is in Year 1 and their spellings for this week inc: time, there, were, who, you, are, my etc and she is ort stage 7 which is what some friends are on too. However there is a huge range in her class - her friend is on ort stage 3-4 and nothing has been said to say this is behind. I would have expected your teacher to have given you some indication.

ohanotherone · 14/03/2012 12:27

I had a word with the teacher this morning. They are working on basic sounds and reading with him and feel he is making progress. Also a friend said that her DS had to play catch after missing two terms and she was in despair but he has caught up doing jolly phonics so I feel hopeful!

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