Author: lucyteachchildren

Why Vocabulary Building with your Child is so Important!   

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Building your child’s vocabulary is a vital pre-reading skill. This is because schools teach what is referred to as the ‘The Simple View of Reading’.

This means that a child decodes the words using their phonics skills and their own vocabulary knowledge to help them understand the text they are reading.

So, for a child to have good reading skills they need to be able to speedily decode unknown words and recognize familiar printed words. And, understand the meaning and grammatical structure of the spoken language and then use this knowledge to understand the printed text.

This means that a child:

• Who does not fully understand the meaning of all the words and/or the grammatical structure of the spoken language (age appropriate) will also be unable to fully understand the printed text; even if they decoded it correctly.

• Whose ability to understand the spoken word is poor will also be unable to understand the printed text; even if they have managed to decode a few words.

Helping your child build their vocabulary is also vital, if they are to continue to develop good communication skills. Talking, explaining, sharing and playing are all important in developing your child’s vocabulary, their understanding of the words meaning in the context of the conversation and the grammatical conventions of our spoken language.

What is ‘The Simple View of Reading’?

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The term ‘Simple View of Reading’ used by schools may seem strange as there is nothing simple about learning to read.

‘The Simple View of Reading’ was adopted by the Government in 2007 and now underpins the English National Curriculum’s programmes of study for reading at Key Stage 1 and 2.

Even though reading, the ability to decode the word and extract the correct meaning of the words, is a complex set of skills; ‘the Simple View of Reading’ conceptual framework (Stuart et al. 2008, cited Hoover and Gough, 1986) reduces it down to two key components:

  • Word recognition – the ability to decode unknown words and recognise printed words.
  • Language comprehension – the ability to understand the spoken words and use this process to understand the written text.
Reading Comprehension = Decoding x Linguistic Comprehension

So in theory a child’s reading comprehension ability can be predicted by looking at their decoding and linguistic (spoken language) comprehension abilities (Johnston & Watson, 2007).

When using ‘the Simple View of Reading’ as the basis for teaching reading it becomes clearer as to why:

  • A high quality phonics scheme is required, which  the Rose Report (2006) explains ‘…is not a  ‘strategy’ so much as a body of knowledge, skills and understanding that has to be learned.’ (page 20) [This teaches children how to decode.]
  • A language rich environment to develop and encourage linguistic comprehension is vital.

Bibliography

Johnston.R. and Watson.J. ‘Teaching Synthetic Phonics’, 2007, Pub: Learning Matters, Sage Publication Ltd.

Rose.J. ’Independent review of the teaching of early reading: final report March 2006’ Pub: DfES Publications

‘The simple view of reading and evidence based practice’ Rhona Stainthorp Institute of Education, Reading University, Morag Stuart, Institute of Education, University of London (2008) Pdf downloaded from internet

The Importance of Using Letter Names for Developing Handwriting, Phonics and Reading Skills

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Here at Teach Children we have always promoted the importance and power of teaching the correct letter names to begin with; through our Teach Handwriting website, Schemes and Teach Phonics website. Unfortunately, some schools, teacher and parents still seem to be concerned that this is not consistent with the teaching of phonics, which is just not correct.

Learning the unique letter names of the alphabet is a pre-phonics skill; as well as an early learning goal. It has to be remembered that a letter is a shape which only represents a sound when it is placed within a word or sentence (has a context). Also, a letter or combination of letters can represent more than one sound and so the only unique way of identifying alphabet letters when we talk about them is to use their names.

It is important to remember that just because a child can correctly recite the ‘Alphabet’ song it does not mean they know the letters of the alphabet. It is surprising how many children can do this but when shown letters from the alphabet cannot name them at all. They may be able to tell you the sound the letter makes but have no idea of the letters name.

Learning the correct letter names helps to reinforce that when talking about the letter ‘a’ (ay) for example it has a set shape regardless of the sound that it will be representing in the word. This further supports children’s handwriting development as the communication of your requirements is unambiguous.

Teaching the correct letter names is important when supporting handwriting as this can in turn affect a child’s phonics understanding later on. For example, it can seem very easy when explaining to a child which letter to write when they ask which one is making a ‘kuh’ sound in a word such as cat to say a ‘curly kuh’. There is no such letter in the alphabet called ‘curly kuh’ it is the letter ‘c’ (cee). By adding the ‘kuh’ sound to the letter it reinforces incorrect phonics knowledge. The letter ‘c’ does not make a ‘kuh’ sound in words such as: city, circle, cycle and centre.

Some children will then only ever refer to the letter ‘c’ as ‘curly kuh’ and the letter ‘k’ as’ kicking kuh’. As I say these are not letter names of the alphabet and also devalue the power of phonics at the same time.

How can the education establishment get hot under the collar about not using the correct terminology in the teaching of English in schools such as: phonemes, graphemes, digraphs, modal verbs etc… yet still refer to the letter’s ‘c’ and ‘k’ as ‘curly or kicking kuh’!

Phonics is a powerful decoding and encoding tool. However, so is the alphabet letter naming system. Both need to working side by side to support our children, especially in those early years of their educational journey.

The English phonic system is very complex but this is why our language is so rich. Young children need to use letter names as an additional tool, as it takes many years for them to be introduced to the more complex phonics coding system. Alphabet Name animation (scroll to the bottom of the page): https://www.teachphonics.co.uk/phonics-graphemes.html

Back to School – Ways to Support Your Child’s Phonics Knowledge

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After such a long break from school it is good to take some time to check your child has not slipped back.

Playing some simple letter name and sound games can really help get your child (and you) back into school mode.

Some simple game ideas:

  • You can use words in books, cards, on labels or signs when out and about.  Ask your child to point to a particular letter in the word using the letter name. Then ask your child to say the word, or you can say it. Then ask them to tell you what sound the letter is making in that word.
  • Pick a card at random, using lower-case and capital letter flash cards (you can make your own); show your child and ask them to tell you the name of the letter on the card, and to give you a sound the letter makes. Ask older children to give you the other sounds the letter can make. For older children you can also use cards that have common digraphs (two letters representing one sound) and trigraphs (three letters representing one sound) on.
  • Play Pelmanism (Memory Game). How to Play:
    • You will need two sets of flash cards. The cards are thoroughly mixed and spread face down on the table or floor. They can be arranged in a regular pattern or randomly, but they must not overlap.
    • One player turns over a card, leaving it in the same place, they say what it is (letter name and/or sound) and then turn over another saying what it is. If the two cards match then the player keeps them and has another go. If the cards do not match then the cards are turned back over in the same location as before and it is the next players turn.
    • The game is finished when all the cards have been matched and the winner is the one with the most pairs.

If you are not sure of all the sounds a letter, or combination of letters, can represent then use our Alphabet Keyboard to help you find the sounds (phonemes):  https://www.teachphonics.co.uk/phonics-alphabet-chart.html

Back to School – What is Phonics?

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With the new school year under way or starting soon, some of you will have been introduced to phonics for the first time.

Phonics is the simple process of linking sounds to letters, its complexity comes from how many sound (phoneme) to letter (grapheme) combinations there are. So, to be good at phonics a child needs to know the 44 sounds and numerous letter and letter combinations of English and then learn the associations between the two.

Children can communicate orally from an early age; it is when they move to the written word that they need to learn how to decode text, to turn the letters into words they already know.  

Using phonics knowledge for reading entails:

  1. Identify the letter or letter combination, in a word, that represent a sound
  2. Associate the letter or letter combination to one of the 44 sounds
  3. Blend each of the sounds together to form the word
  4. Recognise the now oral word to extract its meaning

The theory supporting the teaching of reading using phonics, especially synthetic phonics, is that if a child can decode a word by associating individual sounds to a letter or combination of letters, they will then be able to blend those sounds together to form and say the word.

Once a word has been spoken, they will extract its meaning by using their far more extensive spoken language comprehension. Children are therefore using the same mental processes to understand written text and speech.

Summer Fun – Think more Play, Play and Play!!!

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The last thing you and your child probably want to think about right now is handwriting or phonics and getting ready for next term; and quite right too!

So, don’t think about it in the conventional way of practise, practise and practise.

Think more play, play and play!!!

Children learn so much through just playing; developing physical, mental, communication and vocabulary strengths and skills, which all support them at school and with learning.

Once introduced to a new game or activity children will very often take it and make it their own, making new rules and introducing extra characters or challenges.

The skill as a parent is remembering to let go of your preconceived ideas about how a game should be played and letting your child take the initiative.

If you provide the opportunities, it is amazing how they will take on the challenge of inventing a new game or (in their eyes) improving an existing one.

This does not have to cost a penny; use the toys they already have or make games using empty plastic bottles or cardboard tubes.

The following types of play can support and develop the key strengths and skills your child needs for handwriting and you have not had to mention school or homework.

  • The local play park is a fantastic free resource; running, jumping, crawling and climbing can all be encouraged. If your child is a little reluctant then it may well be that they are unsure how to do some of these activities. Explain when jumping that they needed to land on their feet and bend their knees as they land. Start small and as their confidence grows so does the height or distance they jump. Climbing can be scary for some children so again explain how to climb, moving one hand or foot at a time so that there are always three other points of contact.
  • If you are lucky enough to have a garden then mud play is messy but so much fun, it can be contained in a small area and will not only make you a cool adult but, if you join in, it will knock years off you (have a go, it is a great free therapy session).
  • Skittle games are always fun, extend the activity by decorating the skittles (plastic bottles or cardboard tubes) using anything from crayons, paint or even dress them up as people or animals.

Water, water everywhere!  

The SUN is meant to be out which makes it time for the water fights and games to begin.

It is August so the weather should be perfect, so why not set up water squirting games in the garden. The kids are waterproof and everything else will dry out, eventually!

How can water fights and games, where you can get wet, be handwriting and phonics homework?

You will be encouraging your child to develop their hand strength, co-ordination and eye tracking skills (all handwriting skills). However, these games are also fantastic for developing sound and word awareness skills.

Try mimicking the sounds that the water makes as it drips on to the floor or hits the targets; use directional language to support your child’s aiming skills; describe how the objects move when hit: bouncing, rolling or flying and talk through the emotions evoked through playing the games.

As well as supporting your child in developing a whole range of physical and language skills you will also increase your cool adult status.

Some fun water games:

  • Try setting up a target wall, using chalk to draw the targets.
    • How many of the targets can you hit with water squirted from a water pistol or squeeze bottle in a set time.
    • How many targets can be washed off.
  • Set up a skittles range.
    • Each skittle hit with water can be worth a certain number of points, or the distance of the skittles may affect their value.
    • A time trial game to hit all the skittles. If you are using plastic bottles as skittles try making some of them a little heavier by putting sand or dirt in them to make it a bit harder to knock them over.
  • Move the object race games.
    • A light toy/ball has to be moved by squirts of water over a distance.
    • A range of objects moved in to target areas to gain points.

The only limitation is you and your child’s imagination and trust me kids never tire of finding new ways to play with water (but then again neither do many adults)!

Homework has never been so much FUN!

Developing Speaking and Listening Skills: Play – the great starting point!

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Developing good speaking and listening skills along with a wide vocabulary knowledge is an important part of your child’s phonological awareness development and phonics pre-skills base. So, it is not surprising that if a child has a weakness in these areas, they may struggle in learning to read and write.

The summer holidays are the perfect time to start working on supporting your child to develop the skill sets needed for learning to read.

How do we do this?

PLAY!!!

Last week we looked at the importance of different types of play. By giving your child, the opportunity to experience the different types of play you will also be supporting them to build their speaking and listening skills as well as broadening their vocabulary.

Developing these skills is not all about paper and pencil worksheet activities (though this helps later on).

For fun game ideas go to our ‘Big to small’ (https://teachhandwriting.co.uk/big-to-small.html) or games (https://teachhandwriting.co.uk/games.html)sections.

All these can be found in our Learning Through Play in the new parents’ area of the website: https://teachhandwriting.co.uk/parents.html

Enjoy the summer break with your child and learn to play again.

Turn Taking Skills for Play

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This week we will look at turn taking in play a skill children need to learn to take part in meaningful interaction with others. These interactions are a vital part of children’s physical, emotional, social and intellectual growth and wellbeing.

Children need to learn the importance of waiting for their turn when playing with others, something many find hard to understand to begin with. 

Like most skills it needs to be taught and practised and is part of our phonological awareness development as it requires us to learn an associated vocabulary along with facial and other physical cue.

A child who is taught and given lots of practise at taking turns will find interacting and playing with others easier later on.

Turn taking is easy to implement into everyday activities and play and something you probably do anyway, without even thinking about it

Here are some ideas to help you to support your child:

  • Try to use the phrase “My turn”, “Your turn” or “Daddy’s turn” (name a third person) when playing or doing an activity such as sharing a book.
  • Toddlers have a short attention span so keep the turn short to start with.
  • Physical games such as rolling and kicking a ball or running and jumping activities can help to encourage turn taking and learning to wait for your turn. Again, don’t make the turns too long and to help keep your child engaged while you have your turn, talk with them about what you are doing during your turn and when they are having theirs.
  • Count Down or Up – To help young children develop an understanding that if they wait, they will get their turn, explain that you will count to 10 and then it is time to swap and someone else has a turn, count to 10 again and return the toy or wanted object to your child. It won’t take long for them to understand that they will get their turn without a fuss.
  • Turn Time – As your child gets older try using a timer/clock to help them increase the time scale between taking turns. Try not to make the gaps between turns too long to start with, as young children find the concept of time very difficult, 1 minute might as well be an hour in their eyes. Show clearly a start point and the finish point for the time scale so your child can watch or come back and check the passing of time. Don’t be tempted to ignore the timer if it is your child’s turn, make sure they are offered the toy or turn that is due to them, otherwise they will feel cheated and some of the trust is lost.
  • As children get older, playing card and board games helps to further develop their turn taking skills.

Different Types of Play and their Importance

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We are always being shown how important play is in the development of young animals’ survival and hunting skills. How many times have you thought how cute or lovely when watching kittens, puppies or polar bears playing?

Humans are also animals which thrive and develop through play; in fact, play is so important the United Nations High Commission for Human Rights state it as a right for every child (Ginsburg, 2013).

We often think of play as a frivolous pastime rather than a practical and meaningful one. However, here at Teach Children we see play as a vital part of a child’s physical, emotional, social and intellectual growth and well-being.

There has been considerable research over the years on play, which supports our point of view, with the consensus being that children need to experience five different types of play (Dr.D Whitebread, 2012). These five types of play are roughly based on the developmental opportunities they provide, especially if it is child driven rather than adult lead:

Physical Play – active exercise (running, jumping, skipping etc..), rough & tumble and fine motor skills activities to develop whole body and hand and eye co-ordination strength and endurance. The outdoor element of such play develops independence, resourcefulness and self-regulation while the fine motor skills activities support the development of concentration and perseverance.

Play with Objects – starts as soon as a child can grasp and hold an object; mouthing, biting, turning, stroking, hitting and dropping. It’s how we all learn through the exploration of our senses (sensory-motor play). This type of play develops our abilities to; physically manipulate items, think, reason and problem solve, to set challenges and goals as well as to monitor our own progress.

Symbolic Play – refers to the development of spoken language, visual symbols such as letters and numbers, music, painting, drawing and other media used for communication of thought and ideas. This type of play allows children to develop the abilities to express and reflect on experiences, ideas and emotions. Sound and language play develops phonological awareness required for literacy, while number play that relates to real life situations supports numeracy skills.

Pretence/socio-dramatic Play – Pretend play provides the opportunity to develop cognitive, social, self-regulatory and academic skills. This kind of play means children have to learn and pick up on unspoken rules of interaction, taking on the role of a character and playing within the expected confines of that role.

Games with Rules – physical games such as chase, hide & seek, sport, board and computer games. Develop social skills and the emotional skills of taking turns, winning and losing as well as other people’s perspectives.

                                                             So, to play is to learn!

Bibliography

Kenneth R. Ginsburg, MD, MSEd, 25/07/2013; ‘The Importance of Play in Promoting Healthy Child Development and Maintaining Strong Parent-Child Bonds’: THE AMERICAN ACADEMY OF PEDIATRICS: http://pediatrics.aappublications.org/content/119/1/182.full

Dr.D. Whitebread, April 2012: ‘The Importance of Play’; Commissioned for the Toy Industries of Europe:  http://www.importanceofplay.eu/IMG/pdf/dr_david_whitebread_-_the_importance_of_play.pdf                            

Developing and Supporting Your Child’s Reading Journey – Week 6

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Letter Knowledge

Letter knowledge is understanding;

  • That the same letter can look different, for example, a lower-case letter ‘b’ looks different from a capital letter ‘B’. Letters will also look different depending on which font type is being used or if it is handwritten, for example, an Arial font letter ‘g’ looks different from a Calibri font ‘g’.
  • That letters have names and the same name is used for that letter even when they look different, so the lower-case letter ‘a’ and its capital letter form ‘A’ are both called ‘ay’.
  • That letters (graphemes) are used to represent sounds (phonemes) in words. Teaching the unique letter names of the alphabet is an important pre-phonics skill. A letter or combination of letters can represent more than one sound and so the only way of identifying alphabet letters when we talk about them is to use their unique names.

Developing Letter Knowledge:

Through Play:

  • Sorting and Matching Games- use plastic or wooden letters, alphabet letter flash cards; can they group all the lower-case letters together, or all the capital letters or all the different letter ‘ay’s’ together.
  • Kim’s Games – use plastic or wooden letters, alphabet letter flash cards. Using a few letters at a time, place 5 to 10 on a tray and let your child look at them and talk through which letters are there. Cover with a tea towel and ask your child to look away, then remove 1 or 2 of the letters. Then ask your child to look back and remove the tea towel. Can they spot which letters are missing.
  • Detective Games– focus on identifying individual letters of the alphabet and naming them, this can be played at home or when out and about.
  • Leap Frog – use the letters of the alphabet on home-made paper lily pads. Use the letter names to identify the target lily pad for your child to either jump onto or to throw a bean bag/soft toy on to.
  • Skittles and Throwing Games – use letters of the alphabet on the targets and use the letter names as a way of identifying which of the targets your child is aiming for.

Through Drawing/Writing:

  • Making lists of things to do or a shopping list. Their version of the list may be just squiggles and dots (so don’t rely on this for your shopping trip) but it is the beginning. I would keep the list and get them to tick off things done or items purchased as part of the experience so that it has a genuine purpose (children really like this).
  • Making and drawing their own story book.
  • Learning to write letters correctly (see our Teach Handwriting Website: https://teachhandwriting.co.uk/parents.html )

Through Songs/Nursery Rhymes:

  • Singing Alphabet Songs, try singing it to different tunes.
  • Make up Your Own Rap – point to the letters as the rap is said.

Through Talk:

  • Talk about letters as being shapes made up of straight, curves and diagonal lines.
  • Look at the letters in your child’s name, talk about the fact that the first letter in their name is always a capital letter and that normally the other letters are lower-case letters.
  • Point out, especially for slightly older children, that lower-case letters are about half the size of the capital letters.
  • Compare letters looking at what is the same and different about them.
  • When taking about letters use the letter name as well as the sound it is making in the word, remember a letter is often used to represent more than one sound. The letter ‘a’ can be used to represent different sounds in the following words: ant, apron, was, and any (just 4 of the eight sounds it is used to represent).

Through Book Sharing:

What books to choose?

  • Books with shapes
  • Books where you have to find things (like I spy)
  • Alphabet books
  • Books which use different font styles in the pictures and text.

Book Sharing Tips:

  • Alphabet books do not need to be read from cover to cover. Let your child choose which letters they want to look at.
  • Trace the letters with your finger or let your child trace it (make sure you trace the letter using the correct formation orientation, encourage your child to do the same).
  • Talk about the pictures in alphabet books before focusing on the letter, its name and the sound it can make.
  • Show your child the first letter in their name and then look for that letter in the book.
  • Show and talk about how some letters are in their capital form and others in their lower-case form. Can they find other examples of the letters?
  • Choose two letters to talk about: How do they look alike? How do they look different? What shapes/line styles are they made up of?