does your reception child know all 45 set words yet?

[emandjules]

and can read, write and spell them. Just being naughty and comparing to see how dd is doing. She was barely talking a year ago, so just wondering how she compares to her peers.

Isn't laugh in the Y1 list?

dd2 can read all those words that hula put up, plus more. she is midway through reception but is a 1st sept baby. so eldest in her class.

they have been doing the 'get reading right' scheme at their school. its the first time they have used it, and dd2 has done very well learning to read that way.

they also do ORT and songbirds. plus others as well.

OK, here is the longer list which covers the words expected for Y1-2 (to be read, not spelt):

about
after
again
an
another
as
back
ball
be
because
bed
been
boy
brother
b ut
by
call(ed)
came
can't
could
did
do
don't
dig
door
down
first
from
girl
good
got
had
half
has
have
help
her
here
him
his
home
house
how
if
jump
just
last
laugh
lit tle
live(d)
love
made
make
man
many
may
more
much
must
name
new
next
night
not
now
off
old
once
one
or
our
out
over
people
push
pull
put
ran
saw
school
seen
should
si ster
so
some
take
than
that
their
them
then
there
these
three
time
too
took
tree
two
us
very
want
water
way
were
what
when
where
who
will
with
would
your

Plus:

da ys of the week

months of the year

numbers to twenty

common colour words

pupil's name and address

name and address of school

hulababy, I don't know which list 'laugh' would be on because I've not been given a list. But it comes up on ORT level 4 books. I guess that's where this all becomes quite confusing. They're reading words in their books that aren't on the lists of what they're 'supposed' to read.

Is that a valid list for now then hulababy? Out of the words dd could read them all I think except because, would and half. She wouldn't be able to read days of the week, months, addresses and some colours though.

It is on the second list with is for Y1-2 (or Key stage 1). We don't get the lists either. I just know they are listed n the Government education pages.

IIRR from the ORT/Age comparison pages level 4 isn't expeced until Y1 really, so that would tie in with it being in the KS1 list, not reception.

No, the second list is like the first list. They are the high frequency words, which were the lists that schools used. They are still listed on the Government pages, and still used in schools AFAIK.

However apparently they have changed the system I think...will try and hunt out that link. I only heard about the new stuff via a MN thread a month or so ago.

Ah, I see. So the level 4 books are generally for Y1.

The other thing that confuses me is that dd reads ORT in guided reading and I read them with her at home (someone donated a lifetimes supply to me!) but the school give her completely varying home readers, often from a range called Storyworlds which I think are simpler than ORT.

Thanks. It's very interesting this education stuff isn't it? Am off on lunchbreak but will check in later.

DS1 (late July baby) had about 23 at the end of reception and he couldn't write or spell them (although they don't test spelling in Yr R in his school). He took off in Yr 1 and knew all the high freqency words for Yr1 and 2 six months later - there are 400 key words altogether. He's a great reader now.

You can't really compare in Yr R - reading ability can just take off at any time, but they all get there in the end.

We also have a wide range of books sent home. Have had the old Peter and Jane (Ladybird) books, Happy Families, New Way, Ginn, ORT and others too. The level ability varies witht hem all. They different schemes use different vocab and also introduced different forms of writing and approaches frm what I can gather.

I quite like it. DD is certainly making great progress, her reading vocab is very wide and I feel she is quite a conifdnet reader too. Seems far more so than one of her friends who has just been doign ORT on its own. Her friend is apprently on a higher level than DD (although DD isn't really doing the levels books at present anymore) but her friend's reading ability is much more limited, and she isn't very confident 9infact def lacks confident to try them even) when approaching other non ORT books.

\link{http://publications.teachernet.gov.uk/eOrderingDownload/Appendices.pdf\The new stuff

The new stuff

my dd has read the same readers apart from ort her school doesn't use them. she has also read some Ladybird Read it yourself from late 70's.

This approach has given her a very wide vocab and confidence to read chapter books and non-fiction etc on her own.

Thanks hulababy, I'll have a good look at that.

I agree with the different type of books. Dd loves the Ginn books and we've had New Way too.

Like a number of posters on here my DD (reception) hasn't had any words home although I believe that they have done some at school. They do have words on cards though because one fell out of a reading book we had home the other day, perhaps they do these in year 1.

All I would say is that I would just really like to understand the process they are using to teach them. How it is logically structured to flow and enable the children to develop at their own pace but in an organised and understandable way. At the moment it justs seems a muddle e.g its ok to send a reading book home with the word 'high' in even though we havent covered 'igh'. This also applies to learning through play, to me this can only really work when there are learning objectives and specific tasks. And before you all come down on me about play - I don't mean play play which they all do and all love and of course they should do it. I mean the structured learning through play that they are supposed to do.

Even learn through play seems have objectives and aims, and differentiation.

anmhi, it may be that your dd has reached a reading level higher than the level they've covered in the phonics teaching so far? I've wondered the same as you (as you know from another thread). Dd's had books home with the word 'thought' and 'laugh' which they definitely haven't covered in the class and which seem to be Y1 words according to hulababy's list here.

I guess maybe they aim to cover things in guided reading as that's tailored to each group's needs?

But I'm guessing. I'm mostly in the dark too.

dunno.
he goes to a preprep with v small class size and lovely dedicated teacher. if theres anything i worry about its them pushing him too hard, so i dont put on any pressure at home. i leave it all to them, they seem pretty intent on good achievment, im sure theyd let me know if anything was amiss.

should go and ask really

ALL of DD's books have had words in them that she couldn't sound out with the level of learning she had done n class, especially te first few weeks. She rought books home from day 2 so this had to eb the case. We just looked at them with her, explained any rules, and some she just learnt by sight.

ORT has lots of "hard" words in them - children are encoraged to use the picture and context to work them out.

Whereas many of the other reading schemes don't have words dd hasn't come across in form already. I've given dd a couple of the ORT phonics books to read and she finds them much harder than the regular ORT books.

My DD doesn't do guided reading - they are read with 1-1 twice a week with the TA and recently have also been reading with the teacher once a week (which I am very pleased abount).

As regards the books and doing words before they have learnt the sounds yes this is bound to happen when the school isn't using a complete scheme but this to me just shows that phonics has been rushed in and not prepared for. Either the government aren't providing the funding for this or the schools are using the money elsewhere or are choosing not to invest. I can see that if a scheme were used that supported what they were learning in school it would be much easier for the children, the school and the parents. The way it seems to be being done in many schools i.e. we'll teach phonics sounds (not necessarily even the action or song as well) but we won't have any supporting materials means that children who find reading difficult will still find it quite difficult. You can see from phonics that it is easy to control the speed at which the child develops, giving the ones that initially don't pick it up so well a chance to progress at their own pace. I do feel strongly about this, its ok for me and my DD - she has picked it up no problem and even works out tricky words by sounding them out and somehow working it out in her head. However I can see that those children who have parents who don't read to them, don't have phonic books to back up the work done at school will contineu to struggle.

We don't have guided reading either AFAIK - what is it? Is it reading as a group?

DD reads to either her teacher or TA every day.

Well, my ms came home with his yellow cards, which means those are the "last" words that they want all the Kids to know by the end of the year...he can read them all, but I don't think he could spell and write them all.
Today he got his first stage 2 book from the Oxford reading tree...we are happy with his progress, and he seems to enjoy school, too...!
I suppose, because my es had real problems with learning to read and write , I can really appreciate how well he is doing, compared to his brother at that age...and it certainly makes it easier on me...I used to hate having to read with es, because it would take so long to just get through some pages, and even if he had just done a word on one page, he had to work it out from scratch again when the same word appeared on the next and on the next page...very frustrating for all of us...luckily he has really caught up with reading now....