Parent Interview FOR: Jarlath Lyons

PARENT NAMES: Danielle Reed

LITERACY
• Currently reading: decodable readers – Lizards
READING
• Needs reminders to bring back his readers/ will LEARNING GOALS
say he is still reading them.

• Knows all letter single phonemes and most Reading goal: Sounding
INITIALIT
digraphs taught. Working towards recognising
out each word as he is
digraphs and trigraphs in words.
• Screener 34% - Tricky Words, reading digraphs reading. Re-reading
and spelling words with digraphs.
sentence to practise
• Cumulative Review 1 65% - Focus area: Reading
passage with tricky words and words with digraph fluency.
ea. Spelling words with different spelling choices.
Writing goal: Use our
TRICKY WORDS • Making good progress with tricky word reading.
• Currently up to Set 8. super sentence template
• Once Jarlath has mastered reading the tricky
to edit my work. Having a
words, the next step is to be able to spell them.
go and sounding out each
WRITING • Spelling some familiar words correctly
• Working on transferring tricky word knowledge word.
into his writing.
• Struggles to write complete sentences. Finds it
hard to break up the sounds in words (Heggerty
will assist this).

HANDWRITING • Sometimes needs reminders about correct starting

points.
• B/D reversal (i.e. will read b-o-g as dog)

Intervention • Currently accessing both Phonics Intervention (4 x

30 minutes intensive) and Heggerty Intervention (4
x 10 minutes)
• Phonics Screener Check in Week 7 of this term.
Sound cards sent home need to be practised about
4-5 times a week.
• Heggerty Improvements – can isolate initial
phonemes, blend phonemes into words and add
initial phonemes to the beginning of rimes.

NUMERACY
3, 5
REVERSALS
• Can create, continue and repeat simple and complex patterns using a variety
LEARNING
of different objects.
GOALS • Can identify most numbers to 30.
• Can write numbers to 17 without reversals.
• Will write his teen numbers with the ones in the tens column.
• Can count beyond 20 however, struggles with his confidence.
• Can skip count by 10s, struggles with 5s and 2s.
 • Beginning to remember his double facts and his friends of ten. Working
towards consistently remembering friends to 20.
• Addition and subtraction worded problems.
• With support, can represent and partition two digit numbers with base 10
blocks.

SOCIAL EMOTIONAL & WORK HABITS

• Kind. Helpful, Quiet member of the class.
• Reading – will complain if text is too small…? When was last eye test?
• Can get distracted by his peers, when sitting next good role models works hard.
• Struggles to give activities a go without adult/ peer support. Particularly with his writing.
• Can be emotional, in Term 1 was seeing a lot of tears between drop offs. This has settled down as
the year has gone on.
• Social connections – has a nice group of boys he plays football with at Recess and Lunch, however
will need reminders to use safe hands. If something goes wrong, he will leave game and hang by
himself.
• Loves to do jobs for the teacher. Responsible and can be trusted to do so.

PARENT FEEDBACK

Isolating Medial Sounds in

Deleting initial phonemes

Blending Phonemes into

Final Phoneme Isolation

Adding initial phonemes

Segmenting words into
Onset Fluency: Initial

Achieved (out of 8)
Phoneme Isolation

Substituting initial
Date Tested

phonemes

phonemes
words

words
Group

Room
Name

Year

Jarlath Lyons 03/05/2023 1 27 5 5 1 4 4 5 3 4 3