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In the spring term of Reception Year, Lily's writing incorporates several Phase Two and Three tricky words. Given that phonic phases are porous and Lily’s progress is rapid, her learning reflects this, as she is also demonstrating some Phase Five alternative phonemes towards the end of her Reception Year. Throughout Year 1, Lily has the opportunity to embed her Phase Five learning further in her independent writing. There is also evidence of Phase Six application.
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Materials to support day 4 of a CPD course designed to support headteachers and senior leaders in the implementation of the Primary Framework for literacy and mathematics. The materials include session handouts and video clips of Lesson Study in action (00292-2009DOM-EN).
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In the spring term of Reception Year, Lily's writing incorporates several Phase Two and Three tricky words. Given that phonic phases are porous and Lily’s progress is rapid, her learning reflects this, as she is also demonstrating some Phase Five alternative phonemes towards the end of her Reception Year. Throughout Year 1, Lily has the opportunity to embed her Phase Five learning further in her independent writing. There is also evidence of Phase Six application.
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The progression and application of Courtney's phonics skills and knowledge are evidenced in these samples. Courtney responds well to dramatised stories and her writing includes several phase 2 tricky words.
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In the spring term of Reception Year, Lily's writing incorporates several Phase Two and Three tricky words. Given that phonic phases are porous and Lily’s progress is rapid, her learning reflects this, as she is also demonstrating some Phase Five alternative phonemes towards the end of her Reception Year. Throughout Year 1, Lily has the opportunity to embed her Phase Five learning further in her independent writing. There is also evidence of Phase Six application.
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Harry has made expected progress this academic year, and enjoys writing for a variety of purposes. For example, these independent samples include captions, instructions and even a letter to Goldilocks in the role-play area.
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In the spring term of Reception Year, Lily's writing incorporates several Phase Two and Three tricky words. Given that phonic phases are porous and Lily’s progress is rapid, her learning reflects this, as she is also demonstrating some Phase Five alternative phonemes towards the end of her Reception Year. Throughout Year 1, Lily has the opportunity to embed her Phase Five learning further in her independent writing. There is also evidence of Phase Six application.
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Lewis entered his Reception Year knowing some grapheme–phoneme correspondences and also understood that when these were placed together they represented words. In Year 1, Lewis' attempts at spelling are becoming more informed by the discrete daily teaching of phonics. In Year 2, Lewis' application of additional phonic skills and knowledge is evident.
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Libby's writing reflects a growing confidence in her application of phonics skills and knowledge as she progresses through her school year. One of the samples shows how she makes phonemically plausible attempts at words which contain alternative grapheme–phoneme correspondences not yet taught.
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In the spring term of Reception Year, Lily's writing incorporates several Phase Two and Three tricky words. Given that phonic phases are porous and Lily’s progress is rapid, her learning reflects this, as she is also demonstrating some Phase Five alternative phonemes towards the end of her Reception Year. Throughout Year 1, Lily has the opportunity to embed her Phase Five learning further in her independent writing. There is also evidence of Phase Six application.
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These samples reflect Matty's enthusiasm for annotating his findings across the curriculum, whether in the Computer Area or on the Challenge Table. As can be seen Matty has the confidence to attempt many complex words which contain grapheme–phoneme correspondences not yet taught.
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In the spring term of Reception Year, Lily's writing incorporates several Phase Two and Three tricky words. Given that phonic phases are porous and Lily’s progress is rapid, her learning reflects this, as she is also demonstrating some Phase Five alternative phonemes towards the end of her Reception Year. Throughout Year 1, Lily has the opportunity to embed her Phase Five learning further in her independent writing. There is also evidence of Phase Six application.
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Olivia is applying the skills and knowledge acquired within her daily discrete phonic sessions within her writing. She also enjoys the first-hand experience of, for example, making a sandwich which has informed her writing and application of phonics skills and knowledge therein.
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In the spring term of Reception Year, Lily's writing incorporates several Phase Two and Three tricky words. Given that phonic phases are porous and Lily’s progress is rapid, her learning reflects this, as she is also demonstrating some Phase Five alternative phonemes towards the end of her Reception Year. Throughout Year 1, Lily has the opportunity to embed her Phase Five learning further in her independent writing. There is also evidence of Phase Six application.
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In the spring term of Reception Year, Lily's writing incorporates several Phase Two and Three tricky words. Given that phonic phases are porous and Lily’s progress is rapid, her learning reflects this, as she is also demonstrating some Phase Five alternative phonemes towards the end of her Reception Year. Throughout Year 1, Lily has the opportunity to embed her Phase Five learning further in her independent writing. There is also evidence of Phase Six application.
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In the spring term of Reception Year, Lily's writing incorporates several Phase Two and Three tricky words. Given that phonic phases are porous and Lily’s progress is rapid, her learning reflects this, as she is also demonstrating some Phase Five alternative phonemes towards the end of her Reception Year. Throughout Year 1, Lily has the opportunity to embed her Phase Five learning further in her independent writing. There is also evidence of Phase Six application.
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From mark making to the incorporation of phonemically plausible attempts at words, progression in Tehniyat's phonic application into writing is evident. What is also shown is how she represents each sound in her attempts at polysyllabic words.
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In the spring term of Reception Year, Lily's writing incorporates several Phase Two and Three tricky words. Given that phonic phases are porous and Lily’s progress is rapid, her learning reflects this, as she is also demonstrating some Phase Five alternative phonemes towards the end of her Reception Year. Throughout Year 1, Lily has the opportunity to embed her Phase Five learning further in her independent writing. There is also evidence of Phase Six application.
