I think it illustrates that just because the DFES issues 'guidance' it doesn't mean that it will be correctly interpreted or taught
I'd be interested in comments.
The person who posted this on TES posts on this forum too, under a different name. I'm sure she won't mind me posting this here.
http://community.tes.co.uk/forums/p/552 ... px#7281219I teach letters and sounds my way! The biggest issue I have with it is that there is so little on applying the sounds taught. It seems there is a bigger and bigger push to teach different phases in certain year groups whether the children are ready or not. We are getting children in year 2 who have had 2 years plus teaching of Letters and Sounds who still cannot read. They are a class of blenders and segmenters but not a clue when it comes to reading a book or writing. They blend their way through every word in a book without any understanding of what they have read.It is all this rushing that is doing it. Rushing to learn and read the sounds as fast as possible. Hence I have a large group of year 2s who cannot read who have done phase 3 3 times now and still don't have the sounds. I am going much slower with teaching the sounds and spending more time practising and applying sounds. I know some won't agree but I teach a maximum of 2 sounds in a week. They are at last making progress.
As for the ccvc or cvcc words Maizie there does seem to be a time in phonics teaching when children are ready to take this on board. Thinking of my littlies, out of a group of 7 children 2 are hearing that extra consonant in ccvc or cvcc words the rest will need to be taught it. They are slightly better at blending them but I do include the teaching of this within phase 3. Phase 4 is a complete nonsense phase. I think most young children certainly at my school would not be able to blend or segment ccvc or cvcc words after only learning 6 sounds.