Ability To Identify And Manipulate Sounds In Language-No Print Needed Teaching Children to Read and Spell – Learning Objectives for the Teaching of First Six Sounds

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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, as recommended by all government reports of the last decade, is a “systematic phonics” approach combined with combined activities to promote phonological awareness.

If parents are teaching their children to read, write and spell at home, they can choose an “early speech sound group”, for example, the sounds chosen in the popular synthetic phonics program Jolly Phonics. These sounds are s,a,t,i,p and n, with children taught to hear the sounds of speech in words, and to recognize these “pics of speech sounds” as a way of representing this speech sound . For example, “s” is a sound picture for the voice sound “sss” (there are 8)

Why start with this particular group of speech sounds? This is because the word “sat”, for example, can be “sounded” to read and also spell, which allows children to quickly learn to read, write and spell words using only these letters, for example, tan, tin , pan, pat, sit, sat. , at, in. With the introduction of a few “tricky” words children can be read, write and spell whole sentences in a short time- for example I, was, the. Readers can be made so that children are really “reading” books with illustrations. Many are available online for free from non-profit organizations such as Fantastic Phonics and SPELD SA.

When parents know what their children need to know before moving on to learning new sound pictures (letter sounds) the following list can help, as a “checklist”. Using this list, parents can ensure that the child has understood the important concepts and is able to demonstrate the skills necessary for early reading and the acquisition of spelling, i.e. code knowledge, blending, phoneme segmentation and manipulation.

When children can decode a word, they can begin to learn its meaning. Fluency, comprehension and vocabulary come after decoding. If a child cannot process the word (that is, read the word) he cannot begin to understand it in sentences. If he can’t hear speech sounds, he can’t encode (spell new words) easily. So parents should focus first on teaching children how to decode and then expand their teaching to include fluency, comprehension and vocabulary. However, as can be seen from the following list, this can happen very quickly, and these additional skills (fluency, vocabulary and comprehension) are incorporated into teaching alongside phonics and phonemic awareness training.

At the end of the initial speech of the sound group the children should be;

* “hear” speech sounds in words – beginning, end middle

* recognize pictures of sound in pictures – and knowing which speech sound they correspond to.

* form the letters correctly (this is undoubtedly less important than the other concepts, before starting school because they can “spell” words and form sentences with magnetic letters, etc.)

* mixing oral speech sounds into words – and while “reading” sound-to-word pictures on paper (knowing that they do this from left to right)

* “read” words by decoding sound pictures from left to right – and blending the sounds into words – also exploring what the word means and how we use it in our language.

* ‘spelling words by listening to speech sounds in order – and (the next step) knowing how to order / mix on paper (using letters and also forming the letters themselves – they can use a pencil and even a keyboard with lowercase letters )

* “read” the words (sat, it, at, in, pin, tin, sit, pat, nip, spin, tan etc) and then understand the meaning of the word and the sentence if the words are written in a sentence (and in this case knowing that we read the words from left to right)

* learn some “difficult” words for example “I” “was” “the” – to recognize them as high frequency sight words

They can also read the sentences – using online decodable readers with these sound groups (also initial sound group in Jolly Phonics).

What next?

If ready, they can be moved to digraphs – learning that 2 or more sounds can make a new sound (s, h and sh – 3 sounds) You can use bold text to show children where the “chunks” are in words – or “Sound Pics’. Therefore, the store will be shown as having 3 sounds and 3 sound pictures – sh+o+p.

After the first group of speech sound pictures, children can move on to learn that sounds in our spoken language can be represented in many ways (f could be ff as in gruff, ph as in telephone , etc.)

And that some sounds on paper can represent more than one sound in our language- ow- as in cow or as in tow.

Parents should focus a lot on speech sounds first to develop phonological awareness, rather than the picture. When we start with what children know how to do – ie how to speak – then it is easier for them to understand how to crack the code. When they are encouraged to hear the sounds of the speech in the words, and to know where they are placed, then it is easier for the children to learn that there are “pictures of sound” that are just pictures of voice sounds. So “s” is simply a representation on paper of the sound “s”, and why they can be called “sound pictures” to make it easier for children to understand the concept. Even before children can learn to hear how many sounds are in words, even if they have not been introduced to the picture. For example, to hear that “ship” has 3 voice sounds and therefore would have 3 pictures of speech sounds. You will then put 3 lines on paper and the children can discover which sound picture is 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 develop a love for learning and words. The Reading Whisperer is often heard telling parents: “Knowing how to read and spell even before they start school will give them self-confidence, and they can start ‘reading to learn’ much earlier than most others children, who are still “learning to read”.

What parent wouldn’t want that for their child?

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