I agree that teachers can tend to be a bit 'laminate-happy' nowadays.
For my own purposes (re teacher-training and advising), I am going to go through all the programme's resources to see 'which' are the key ones which are useful for laminating.
The programme is so flexible that sometimes a strand is great either in paper form, or laminated - or in some cases 'both'.
For example, my Reception teacher daughter uses paper word-strip word lists from the Early Years Starter Package.
When she does her Basic Phonics Lessons, the children look at graphemes already taught along the top of her whiteboard (laminated Grapheme Tiles with sticky-backed magnetic tape) and 'say the sounds' and then when she says the sounds, they 'point to the graphemes'.
Then, my daughter introduces the new letter/s-sound correspondence and adds that Grapheme Tile onto the board. They look at the Picture Posters from the full PI programme and she finger tracks under the printed words whilst saying the words and they look at the pictures, say the whole word and then segment the whole word into its individiual sounds from beginning to end of the word.
They then do some very simple blending of words made up with the magnetic Grapheme Tiles. They get a paper Grapheme Tile of the new sound (or new grapheme) and glue it into their 'sounds books' which are actually little exercise books that they can glue in, write in and draw pictures of key words with the focus sound.
They draw a focus picture under or near the Grapheme Tile. They practise writing the new letter shape/s.
Then, once children have been introduced to blending and are on their way to being able to blend, they also start to glue in the word-strip word lists to rehearse saying the sounds from left to right in the words and then 'hearing' the focus word. They practise by themselves and take it in turns to read to the adult and they can 'tick' the words they blended.
This 'sounds book' then goes to and fro' home in a book bag. This informs the parents what is being taught and the children can have a little practice at home as well.
The information for parents is provided at the top of the Early Years Starter Package webpage in the form of some instructions and a little chart to be stuck into the 'sounds book'.
This exercise book is the equivalent of the full PI programme's Sounds Book Activity Sheet. It is important, however, that teachers and parents who use the exercise book also rehearse oral segmenting and spelling routines as well. This can be done in the 'sounds book' and children can attempt to write the words direct in the book, and/or use Grapheme Tiles to spell the word.
Oops - I've gone a bit off topic I'm afraid. But we were talking about 'wet fingers' - in other words our 'littlies' doing the phonics activities!
By the way, the Basic Phonics Lesson I have referred to above is described in the guidance book available at the top of the webpage of the Early Years Starter Package.
I think schools which have bought the full PI programme in the past, but not the EYSP, will be very pleased to see the package included in the full PI programme now.
Please do take a look at the
Early Years Starter Package because I think schools will find the materials in there useful for their youngest children and for children who need to take smaller steps or revise previous teaching.