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Letters and sounds pulling my hair out! HELP


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Hi all

Can I ask which phase are the majority of your children working in when they leave reception. At the moment majority of my children are in phase 3. Some of theses will make it into phase 4 by the end if the year but I would think the majority will stay at phase 3. We seem to hit a big brick wall when we get to diagraphs and trigraphs. They recognise them as a sounds but do not read them as a digraph or trigraph in words.

Any help or advice would be gratefully received.

 

Lou

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It sounds like you are doing well!! The typical expectation of letters and sounds is to be secure in phase 3 but as phase 4 has no new teach and just extends into ccvc/cvcc words then they can be doing this in parallel. Phase 4 is just a transitional phase really into Yr1. Children are then expected to be secure phase 5 by end of Yr1 and phase 6 by end of Yr 2.

The skills of the ELG and also yellow book band are broadly aligned with secure phase 3.

You could use the sound button long line to model if not doing that already??

Cx

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My current class have just finished phase 3 in the sense of having covered everything and as per usual the digraphs and trigraphs are sticking. I will probably spend the first half term after Easter focusing on learning/practising those sounds they are weakest in and then in the last half term of the year will start phase 4 but with lots of continued focus on the tricky bits of phase 3.

I know exactly what you mean about them not recognising the digraphs when reading words but do they read the words accurately even when they sound out individual letters? I will often have children who would sound out b-o-a-t rather than b-oa-t but read it fine! I just keep plugging the sounding out of digraphs/trigraphs when I'm working with them.

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The skills of the ELG and also yellow book band are broadly aligned with secure phase 3.

You could use the sound button long line to model if not doing that already??

Had to do some research and learned that:

- the 'sound button long line' is when there is a dot under each syllable and a line under the di- or trigraph

- the yellow book band is the third stage in the Oxford Reading Tree series

http://fdslive.oup.com/www.oup.com/oxed/primary/literacy/ort/ORT_Chart_for_web_.pdf?region=uk

Edited by Wildflowers
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Wildflowers

Thanks, I really like the word set that you posted a link for please could you say where it is from as I wondered if there were any more for the other digraph sand trigrahps.

 

Thanks

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I really like the word set that you posted a link for please could you say where it is from as I wondered if there were any more for the other digraphs and trigrahps.

I've made it myself (and am sending you a message).

Edited by Wildflowers
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Had to do some research and learned that:

- the 'sound button long line' is when there is a dot under each syllable and a line under the di- or trigraph

- the yellow book band is the third stage in the Oxford Reading Tree series

http://fdslive.oup.com/www.oup.com/oxed/primary/literacy/ort/ORT_Chart_for_web_.pdf?region=uk

Sorry, the yellow book band I was referring to is the one developed by Centre for Language in Primary Education as a way of banding ALL reading schemes so you can match up different sets but still have the same expectations.

http://www.ioe.ac.uk/about/5826.html

But research is a good way to learn!!

Cx

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I find that my children work well until graphemes and most are showing understanding with digraphs at this moment. I highlight the digraphs. Nevertheless, lots of them find that CVCC, CCV and CVCC, CCVCC words are much easier for them than digraphs and trigraphs. What could be the reason and how can I help them more? Most of my children arrive to school without any English.

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