Oxford Learning Tree - yr 2 what stage?

[theoptimist]

hi all,
My DD1 starts year 2 in Sept; she's just 6yrs. I am wondering what stage other people's kids are when they enter this year?
My DD1 is still struggling with stage 1, although she's now on 3.
Also, does anyone have any tips on helping young kids to learn to read. I'm finding it hard work, and my DD1 is not remembering things. And English is flippin' confusing once you actually start trying to help kids at that level. For example, you tell them the rules such as the sound for ai, then you get words like said (sed) and you tell them e,makes a sound like A, but then you get words like vase (varz). Any tips would be great, as my DD1 is struggling and I'm struggling to help her. I don't think she's dislexic tho.
Thanks.

There was another thread last week - according to the website 3-5 was typical for end of Year 1 but there is huge variation.

I teach words such as "said" and "was" "people" "could" as tricky words then when children encounter other words such as "again" and "what" "should" I remind them of the words they know and we apply the rules.

Oxford Reading Tree books rely a lot on children reading lots of words by sight which isn't the best way to begin.
What phonics scheme do the school use?
How many sounds have been taught and has it been developed in Year 1?

sorry lots of questions.

LIZS Sorry, I do look down the lists, but didn't see the thread - will read it now.

mrz, What phonics schemes are there? I've just heard the synthetic phonics mentioned. But, to be honest, I think I have to get on and teach my DD myself to catch her up, as they're not going to cover what went well over her head again in year 2.

OK, so this file is useful - shows stage 3-5 for end of year 1 as you said. So it seems more than 50% of my DD's class are doing very well and my DD is just a little behind. Given she is the second youngest in class 2, and there were only a few summer children in her class, it's ok for her to be just at stage 3.

My DD doesn't seem to know a lot of the basics still, and I know I'm always telling her when she reads with me. The school must too. So I'm not sure how to get her to progress faster, to catch up - so she can actually cope with year 2. I know in year 2, a lot of worksheets are used, so she will need to read. Well, she still guesses a lot.

There are a huge number of different phonics schemes and to be honest there are an awful lot of teachers outside of reception who have very little experience of teaching phonics.
The Gov published Letters & Sounds which for a government publication is very good.
I have used Jolly Phonics for over ten years and find most young children enjoy the multi sensory approach - the actions help children to remember.
Read & Write Inc is increasingly used in school as it suits older pupils too.
Phonics International was published last year and is also a very comprehensive programme (I prefer it to read & writing inc)
Then there are rogrammes for the IWB such as Fast Phonics First and Big Cat Phonics

Thrass and Letterland (not keen on either programme myself)

www.phonicsinternational.com/

some online games to develop skills needed for reading and spelling HERE & HERE

Sorry to disagree shigella the words do follow the rules just a different rule. Words beginning wa usually have the sounds /w/ /o/ as in was and want just as words that begin wor have the /w/ /er/ sounds as in work and world.

Children are taught that the sh sound can be written "sh" "ti" "ch" "ci" "si" or "s"
ship education chef ancient vision sugar.

It's only when phonics teaching stops after the initial sounds have been taught that children have real difficulties.

But I agree reading together for enjoyment should always be a major part of every child's experience.

I am reading with interest.

My dd is 6 in Nov and started yr 1 yesterday.I feel like I have failed her in her reading,heres why.

She has always been a bright and mature little girls who loves to learn. I bought the Oxford Learning Tree when she was 3 and she had sailed through 1-5 by the time she went into reception. In the summer before she started reception the school held an evening for parents to explain how they would be teaching reading.It was am eye opener for me as I was taught with Peter and Jane (im 42) and phonics was a new thing for me. They told us not to teach by remembering words as this would confuse the child so I thought I would hand it over to the school whilst still encouraging reading at home, stories at bedtime and so on

My dd has gone from bad to worse.She had not taken to phonics (shes left handed so she often sees things back to front-her handwritting is not good too)she struggled with the word sheets all last year and although she progressed from pink to red rigby rocket books she came home tonight with a pink book that she read last february!!

She was in the top group and now is in the bottom. I have been crying all evening as she is so bright (people often mistake her for a much older child) and I cant figure out whats going on and how I can help her

'So I'm not sure how to get her to progress faster, to catch up - so she can actually cope with year 2. I know in year 2, a lot of worksheets are used, so she will need to read. Well, she still guesses a lot.'

The school should be offering some kind of intervention to help her catch up. Go in to talk to a teacher to see what you can both do together. Lessons should be differentiated and a multi-sensory approach used, so that less able readers can access what is being taught.

As a Y2 teacher, I'm quite surprised that the school is using a lot of worksheets.

I'm one of those very late mothers who is so flaming old that when they had the reception talk two years ago and said that now they learnt phonics was able to say 'Ah yes ah, buh, curly c' - 'Oh but they went out in the 70s' - 'Did they?' But the point is that way back then we did phonics - I vividly remember having to spell out words phonically - AND word recognition - Peter and Jane and dare I even say Janet and John. And we somehow didn't get 'confused'. So I'm afraid I let the school get on with its phonics and also did (a little) good old-fashioned word recognition. And shoot me down in flames oh teachers but when they know the bare bones of the sentence it all comes easier to them. Quite a few common English words simply don't read out properly using phonics.

NB You can still get P&J - a bit sexist yes, but not too awful. But when they reissued a couple of J&Js recently there was slightly too much emphasis on the 'fluffy little kittens' - a bit creepy!

DD learnt to read with Peter and Jane (she is 7y) and loved them! lol

I would strongly recommend the oxford reading tree songbird phonics. Written by Julia Donalson of the Gruffalo and so lots of rhymes and not too dry. DS1 learnt to read using them and he gained so much confidence from being able to read a whole book using purely phonetic words. When he then started on the Kipper Chip and Biff Magic key ones he then had the confidence to cope with the unusual words.

One other thing Chocolatepeanut (apart from the fact that 42 is certainly not old in my book) - I wouldn't get too upset that your DD brought home a book that she read last February. I presume that she now has a new teacher and that in the start of term confusion/trying to find level this could easily happen. And cheers to Hulababy - yes I too did the P&Js up to (I think) level 5 - mainly in holidays so as not to interfere with the school books, and then I just let her get on with Kipper and co. It didn't confuse DD. And I hasten to add that, at start of Yr 2, she is not racing through Harry Potter and just about to start the Complete Works of Shakespeare. She is not the class genius. She's just fine and I'm absolutely happy with that.

Hello all! This is my first posting so I hope I don't go on! My daughter has just gone into Year 2 - being the youngest in the year. She struggles with reading at school and has been put into the assisted learning class with children who do have difficulties! My problem is that at home she reads great with masses of enthusiasm but at school she's frightened to read out loud and as such I feel she's being kept back. Haven't got any argument with the teachers because they don't see her at home so for all they know I could be telling fibs about her abilities! She's coming home with books from Key Stage 1+ to Key Stage 3 but she reads Stages 6/7 with me! We too have labelled everything in our home so it looks like postit heaven!! But as she climbs the stairs she spells the word and it has been a great help with all the unconventional words. We started with Jolly Phonics fom Reception but this can only take you so far because to phonetically sound out some words can make it all the more confusing - such as frightened - !! If anyone can suggest a method to help my little'un with more confidence to read out loud at school - I couldn't thank them enough!!

I hate ORT (i am so happy when the "magic key begins to glow" because this means there is only a couple of pages left) but i have to say that it has really suited ds. He trusts that he will know most of the words and that the ones he doesn't he will be able to sound out or guess. It has given him the confidence to read

OP - A good teacher will differentiate everything properly so that a child who can't read or write is still catered for in their class.

Now, your teacher may or may not be a good one :) But this is what you need to keep on top of. Not only 'if she is learning to read' - but 'is the work she is doing at school appropriate for her'

My DD is in Y3 and can't read or write but she is very well catered for in class. So just being unable to read should not mean that there is a problem 'accessing learning in the classroom' :)

If you have reason to think she isn't dyslexic then you also have every reason to believe that she'll learn to read this year.