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Jargon buster

Below is a breakdown of some common terms and phrases used in schools, for a guide to English grammatical terms, download our Grammar, Punctuation and Spelling Jargon Buster.

Education jargon buster

For phrases you might hear your child's teacher mention.

Alphabetic code
The code shows us the relationship between the sounds of our speech and the written letter(s) of the alphabet and how these are used to match those sounds.

Baseline Test
Many schools will carry out a short test on entry to Reception. Children are tested in the core areas of literacy and numeracy so that they can be supported to reach their goals by the end of the year. The test information will be used alongside a wide range of other activities such as home visits, observations of children and reports to create a helpful and accurate picture of your child’s potential and progress in terms of ‘expected’, ‘emerging’ or ‘exceeding’.

'Buddy' reading
Children read in pairs. The buddy is often an older child.

Blending
To say the individual sounds that make up a word and blend them together to hear the whole word for reading e.g. s-a-t becomes sat. We say you blend to read and segment (see below) to spell.

Book Bands
A system of grouping books in bands of colour to represent different levels of reading difficulty.

Catch Up
It is often used as a term for an intervention programme but it is also a not-for-profit organisation that provides training techniques to support teachers to help children identified as underachieving. www.catchup.org

Colour coded
Books are sometimes colour coded in schools so that children choose a book from a similar level. The colours represent different levels of reading difficulty. Popular colour coding systems include Book Bands or Oxford Reading Tree, for example.

Comprehension
The understanding of a text; at its simplest this may be an understanding of what the text makes explicit (e.g. the story is about a pumpkin) and at its most sophisticated, it is an understanding of what lies beneath a text (e.g. the authors' experience, historical context, themes and so on) which is often referred to as the deeper levels of meaning, inferential comprehension or higher order reading skills.

Decodable (books)
Books which have been specifically written, using a cumulative structured introduction of phonics, so that children can practise their developing reading skills.

Decoding
To read a word by saying the sounds then joining, or blending, those sounds together to form the word.

Dyslexia
Dyslexia is a specific learning difficulty which mainly affects the development of literacy and language related skills. For further information visit www.bdadyslexia.org.uk

EYFS
The Early Years Foundation Stage sets standards for the learning, development and care of children from birth to 5 years old.

Flashcards
Cards to use in games to help children practise recognizing, at speed, a letter, group of letters, words and/or pictures.

Fred Talk
To say the individual sounds that make up a word in the Read Write Inc. Phonics reading programme. Elsewhere sometimes called Robot Talk or Sound Talk.

Group reading
Similar to guided reading, but children take it in turns to read aloud from the same book whilst the teacher listens and supports.

GPS
An abbreviation often used in schools for grammar, punctuation and spelling. Also sometimes referred to as SPAG.

Guided reading
About 6 children, grouped by reading ability, read aloud from the same book at the same time whilst the teacher listens in and draws out teaching points. At junior levels children may read a book, or part of it, away from the session and then focus on particular aspects of understanding.

High frequency words
These are the words that occur most commonly in the English language. Some are 'decodable' like much (see above) whilst others are 'tricky' like the (see below).

Home books
Reading books sent home from school for your child to read. These may be from a reading series so your child can practise early reading skills or from the library so you can share and discuss.

Individual reading
Reading 1:1 or alone as it suggests.

Information books
Books that contain facts or information including reference books such as dictionaries, atlases and encyclopaedias.

Levelled books
Books from a reading series that have been written in levels of difficulty to enable a child to take small but steady steps to reading success. As children's skills increase so children read more and the need for such control lessens.

Mnemonics
Memory joggers such as a rhyme, a phrase or a shape. For example, seeing a dinosaur in the shape of a letter d to help your child to associate the dinosaur with the letter and sound d.

Non-fiction
A broad category of texts that includes anything that isn't story (information books, reference materials, newspapers, biography, Wikipedia etc.).

OFSTED
The Office for Standards in Education, Children’s Services and Skills and is the organisation appointed by the government to inspect schools in England.

Phonic book(s)
see decodable books.

Phonics
A method of teaching children to read and write the English Language. It teaches children that the sounds of English are represented by letters or groups of letters (see also synthetic phonics).

Phonemes
The smallest unit of sounds in a word represented by letters or groups of letters.

Picture book(s)
Books in which the pictures play a major part in the story and the text is not levelled by difficulty e.g. The Gruffalo by Julia Donaldson. Picture books are not necessarily just for the very young and they can support the understanding of quite complex ideas e.g. Shaun Tan's The Lost Thing.

Quiet reading
Children read by themselves for a short time.

Reading age
This is an average reading level we would usually 'expect' for a child of any specified age. It is only a guide.

Read at Home/Take Home
The books that the children bring home to practise reading with you.

Reading fluency
When children are reading easily with confidence and intonation and at pace.

Reading Recovery
Reading Recovery is a short-term teaching programme of one-to-one tutoring for children identified as underachieving at 7 years of age.

Reading stamina
A child's ability to read substantial and often more challenging books for a longer period of time or in one sitting.

SATs
SATs stands for Standard Assessment Tasks. These are national tests in reading, grammar, punctuation and spelling and maths taken in May/June by children in their final year of primary school in England, Wales and Northern Ireland. There is a teacher assessment of maths, reading, writing, and science.Writing is assessed by the teacher.

Self-assessment/peer assessment
Children check their own work against a set of answers or criteria or swap with a partner to mark each other's work before then discussing the marking or comments. Proven to be an effective tool for learning.

Segmenting
To write or spell a word by listening for the sounds in the word and deciding which letters represent those sounds. We say you blend to read and segment to spell.

Shared reading
A teacher reads and discusses a text with the whole class, demonstrating how to be a good reader.

Sight words
Words you need to learn by sight because they cannot be easily sounded out. (see also Tricky words).

Sound Talk
To say the individual sounds that make up a word (see also Fred Talk).

Sounding out
To say the individual sounds that make up a word (sometimes also called Fred Talk or Robot Talk).

Special Needs
A term used to cover a wide range of needs that may need additional support whether a child is falling behind or far exceeding normal expectations. Also sometimes referred to as SEN (special educational needs).

Story time
The teacher reads a story aloud to the whole class.

Synthesising sounds
Blending or merging the sounds in a word together in speech so you can read the word.

Synthetic phonics
Synthetic Phonics is a way of teaching reading. Children are taught to read letters or groups of letters by saying the sound(s) they represent – so, they are taught that the letter m sounds like mmmm ... when we say it. Children can then start to read words by blending (synthesising) the sounds together to make a word. Read more about phonics.



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