Annotated samples of a child's writing, demonstrating how his independent phonic knowledge and skills are applied. Ayub learns English as an additional language (EAL). These samples show his writing progression through Reception.
Reception
Ayub's first writing sample, like many Reception children, shows evidence of emergent writing, which needs to be mediated to be understood. Ayub thrives in his daily systematic synthetic phonics teaching which emerges in his writing.
Once Ayub is able to tune in to all the phonemes within words, he can making phonemically plausible attempts, for example, 'don’t' shown as 'downt' and later on 'rainbow' shown as 'ranbow'. There also follows the emergence of several consonant–vowel–consonant (CVC) words which include 'but' and 'hot' and a phase four consonant–consonant–vowel–consonant (CCVC) word too.
Ayub likes football and his teacher follows these interests to engage him in meaningful writing experiences that illuminate what grapheme–phoneme correspondences he is able to independently apply.
Ayub: Reception – Sample 1
Ayub's writing about his holidays in the first half of the autumn term in Reception. This annotated sample demonstrates phase two application of phonic knowledge.
Ayub: Reception – Sample 2
Ayub's writing about Arctic animals in the second half of the autumn term in Reception. This annotated sample demonstrates phase two application of phonic knowledge.
Ayub: Reception – Sample 3
Ayub's writing about fire safety in the second half of the spring term in Reception. This annotated sample demonstrates phase two application of phonic knowledge.
Ayub: Reception – Sample 4
Ayub's writing about the weather in the first half of the summer term in Reception. This annotated sample demonstrates phase two application of phonic knowledge.
Ayub: Reception – Sample 5
Ayub's writing about football in the second half of the summer term in Reception. This annotated sample demonstrates phase four application of phonic knowledge.
