'She'll be learning with the Phase 3 Letters and Sounds group'...

[Galena]

...but who are they?

On DD's IEP (statemented for medical needs, not educational) they've put something about Phase 3 Letters and Sounds, and the SENCO told me she'd be learning with the 'Phase 3 Letters and Sounds group'. Who will they be? What sort of age group are doing Phase 3 at this time of year? Mid YR? High YR? Low Y1? Mid Y1? High Y1? Low Y2? etc.

Ta

low Yr1? that is purely a guess though. mind if the school let the children do things as and when they are ready then it could be a mix of high reception and low Yr1.

My daughter had to sit through all phonics stuff and letters and sounds last year even though she could read fluently on starting. even now in Yr1 they aren't moving very fast, I think they are recapping on last year again to be honest.

Thanks, Peri, that's what I thought. DD has just started YR and I assumed she'd have to sit through all the phonics stuff (which, for the record, she loves!) but possibly not. Although today she's done 'i-i-i-i-i' and got put on the pink cloud, apparently!

I would have thought reception, maybe after Christmas?

It covers ch, sh, th and I can't remember the rest.

Also ai, ee, igh, or, er, ear and ure (there are others but I forget).

But yes as peri said it will be covered again in yr1.

I would say YR.

DS has just started YR on the 10/09 and I have just been told he will start phonics phase 3 next week.

Phase 3 letters and sounds should be taught 1st term of reception but it may be that the school is using the stupid bliddy phases to stream pupils for phonics and could contain mixed age groups.

Our reception class is split in half, one group do phase 2 and the other group do phase 3. Phase 3 is like 'sh' rather than the basic single letter sounds.

i-i-I sounds like phase 2 unless it was just revision.

They have started with satpin, although they are only up to i.

Not sure who she'll be with then. Never mind, eh? :) As long as she doesn't get bored and disruptive, I don't mind too much...

Does she need to start with satpin?

The phases were never meant to be used to stream ... I despair!

and leave groups of children floundering forever ...unable to read!

Nope, she doesn't need to start with satpin ( Here is a link to her reading a book she'd never seen before)

But, I am quite content for her to be enjoying doing satpin with her peer group as it helps her 'fit in'. She has a disability so will always have something there they can pick on her for - and she's bright. If she's also taken out of class to do 'special' work, it gives her something else to be 'different' about. She's loving doing the phonics and it won't hurt her to join in.

satpin is phase 2 not phase 3 so it may be that the school plan to move her groups

I agree she is best served with her peer group and learning phonics alongside them won't hurt in the slightest.

Mrz, I'm against streaming in reception as well, but how do you deal with the few children who are taking a long time to get "satpin" while the rest are lapping it up and moving on apace?

From presvious posts of yours, I gather you'd expose all the class to all the phases as fast as possible. But if some children have not yet grasped the first few sound/letter correspondances don't they get a bit lost?

Actually writing this has made me realise that a good teacher can be teaching "sh" and "ch" at the same time as consolidating the earlier letters. Shin, chin, inch, pinch come to mind along with a few words ending in "it" and "at"

Whereas "shout" and "ouch" could wait until you are doing the "ow" sounds.

We have never taught phases choccyp1g. Not moving on denies the opportunity to learn later sounds which they may find easy to recall and apply, any children who are really struggling would get extra phonics input with the sounds they are struggling to recall rather than held back.

My daughter didn't seem to mind redoing all the phonics - I was actually very pleased she did do them all with the rest of the class, it made sure she had a very thorough grounding in them, it gave her confidence, I expect it has helped her writing and it made sure that she hadn't missed anything (which given I didn't actually teach her them was very reassuring to me). Whilst I would have liked her to move on at her own pace I don't think it has done her any harm. This year as I say is quite slow again, sh, ch, th so far this term which she is saying is very easy but I am hoping the teacher is giving different groups different tasks within that. I will find out at parents evening in a month.

In reception they seemed to go through doing all of the phonemes and then by Feb all the children had been taught them all. Those who picked it all up easily moved on with their reading rapidly at this point and all children were checked on them. Then depending on their understanding of them some children moved on to doing more whilst others revisited the ones that were a problem to make sure they were sure of them before moving on.

Year 1 are doing phase 3 here. I did a day covering for the TA yesterday and we were revising the oa sound.

Year 1 are doing phase 3 here.

are you sure they weren't doing phase 5 and looking at different ways to spell the sound /oa/?

Year 1 here are now doing phase 3 according to the info sheet which came home yesterday. Although I feel that's more because they didn't do any new sounds for weeks during the last half of the summer term than because they should be doing them now. However, it works. And it's a mixed yr/y1 class so helps reinforce the earlier sounds by going through them with the r pupils.

My y2 DD has also been reading since before school, currently reading level 16 books, writing a L3. She came home today and said she's been in trouble for the first time ever for not listening. Apparently it was when the teacher was teaching them the 'th' sound!!! This thread has given me the courage to confront them tomorrow!

To update this, it looks like she is doing phonics with a group of children from a range of year groups who are doing phase 3 phonics (although the head mentioned phase 5 at one point too).

However, the head also mentioned she is already working at NC levels in literacy and numeracy, not at eyfs stage, and would like her to do lit/num with the y1s. She is happy to keep her in YR if we'd prefer, but feels she would be very isolated because there aren't any children at her level at the moment, and feels that in y1 there will be more children at her level now.

I'm both and

Yr1 here have done ch, sh and th this term! too much time spent on revision IMO. some children might need it but if they know some don't then they should be doing something else surely.