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Teaching Children to Read and Spell – Learning Objectives for the Teaching of First Six Sounds
When teaching children to read and spell in the early years, the most effective method is a ‘systematic phonics’ approach, combined with integrated activities to develop phonological awareness, as recommended in all government reports of the last decade.
If parents are teaching their children to read, write and spell at home, they can choose an “early speech sound set”, such as the sounds selected in the popular synthetic phonics program Jolly Phonics. These sounds are s,a,t,i,p and n, teaching children to hear the speech sounds in words and to recognize these “speech sound pictures” as a way to represent that speech sound. For example, ‘s’ is a phoneme for the speech sound ‘sss’ (there are 8)
Why should you start with this particular group of speech sounds? This could be because, for example, the word ‘sit’ is ‘sounded out’ for reading and also for spelling, allowing children to quickly learn to read, write and spell words using only these letters, eg tan, tin, pan, pat , sit, sit, throw, in. With the introduction of a few “difficult” words, children can read, write and write whole sentences in no time – for example I, was, the. Readers can be designed so that children actually “read” books with illustrations. Many are available online for free, not for commercial organizations such as Fantastic Phonics and SPELD SA.
When parents want to know what their children need to know before they start learning new sound pictures (letter sounds), the list below can help them as a “checklist”. By using this list, parents can ensure that the child understands important concepts and can demonstrate the skills required for early reading and spelling, such as code knowledge, blending, phoneme segmentation, and manipulation.
When children can decipher a word, they can begin to learn its meaning. Fluency, comprehension, and vocabulary come after decoding. If a child can’t use a word (that is, can’t read a word), he can’t begin to understand it in sentences. If he can’t hear speech sounds, he can’t encode (write new words) easily. Thus, parents should first focus on teaching children how to decode, and then expand their teaching to include fluency, comprehension, and vocabulary. But as the list below shows, this can happen very quickly, and these additional skills (fluency, vocabulary and comprehension) should be included in teaching alongside phonics and phonemic awareness training.
At the end of the initial speech, the vocal group should be children;
* ‘hearing’ speech sounds in words – beginning, middle end
* Recognizing sound pictures in print and knowing which speech sound they correspond to.
* form the letters correctly (this is not as important as other concepts before starting school, as they can “spell” words using magnetic letters and make sentences, etc.)
* the blending of spoken speech sounds into words- and as they “read” the sound pictures in the words on paper (knowing that they do this from left to right)
* ‘reading’ words by decoding sound pictures from left to right and blending sounds into words – we also explore what a word means and how we use it in our language.
* ‘writing words by listening to speech sounds in sequence – and (next step) knowing how to order/shuffle them on paper (using letters and also forming the letters themselves – you can use a pen and a keyboard with small letters)
* ‘reading’ the words (sat, it, at, in, pin, tin, sit, pat, nip, spin, tan, etc.) and then understanding the meaning of the word and the sentence if the words are written within a sentence (and in this case the words from left to right knowing we read)
* learning some ‘difficult’ words eg ‘I’ ‘ws’ ‘the’ – recognize as high frequency sight words
They will also be able to read sentences – using readers that can be deciphered according to these sound groups (also the primary sound group in Jolly Phonics).
If ready, they can be copied into digraphs – learning how 2 or more sounds can make a new sound (s, h and sh – 3 sounds) You can use bold text to show children where ‘pieces’ are in words – or ‘ Sound Pictures’. So the store will be displayed as having 3 sounds and 3 sound images – sh+o+p.
After the sound pictures of the first speech, the group of children can continue to learn that sounds in our spoken language can be represented in several ways (can be f, gruff, ph, phone, etc.)
Some sounds on paper can represent more than one sound in our language – as in cow or tow.
Parents should first pay close attention to speech sounds—rather than print—to develop phonological awareness. If we start with what children know how to do, that is, talk, it will be easier for them to understand how to crack the code. When encouraged to hear the speech sounds in words and know where they are placed, it is easier for children to learn that there are “sound pictures”, which are simply pictures of speech sounds. So ‘s’ is just a representation of the ‘s’ sound on paper and why call them ‘sound pictures’ to make it easier for children to understand the concept. Even early children can learn to hear how many sounds are in words, even if they are not yet familiar with the picture. For example, hearing that ‘ship’ has 3 speech sounds and therefore getting the image of 3 speech sounds. You will then draw 3 lines on the paper and the children can work out which sound picture sits on which line to build the word.
Teaching your child to read and spell early is one of the greatest gifts you can give your child. It should be fun and help you learn and develop a love for words. The Reading Whisper is often heard telling parents that “Being able to read and spell before they start school will give them confidence and they can start ‘reading to learn’ earlier than most other children who are still in the process of learning. “Learning to read”.
What parent wouldn’t want that for their child?
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