Learning new words (vocabulary) and their meaning begins with earlier play opportunities. Activities, that use play-dough type modelling materials, are great for developing the language knowledge relating to touch, texture, actions and instructional language. Words such as: cold, warm, soft, hard, smooth, rough, gritty, roll, squeeze, squash and pull.
An added benefit to these types of activities is that they also support your child in developing their hand and finger strength, bilateral coordination, sensory perception and for learning and perfecting different grips for using tools.
So, why not make some great salt dough Christmas gifts and tree decorations with your child. Not only will they melt the hearts of those who receive them but you will be developing your child’s fine motor skills (needed for good handwriting) while having fun; can’t be bad!
For a salt dough recipe that I have found good to use with children go to our ‘More fun handwriting activities’ page (http://bit.ly/2kyeo3w ) in our Resources section of our Teach Handwriting website ( https://www.teachhandwriting.co.uk/ ) and just download the ‘Salt Dough Modelling’ pdf (http://bit.ly/2Y9pVcn ).
There are 7 ‘short’ vowel sounds, although children are usually only introduced to the 5 which are most commonly heard in simple CVC (consonant, vowel, consonant) words: /a,(æ)/ in cat, /e,(e)/ in peg, /i,(I)/ in pin, /o,(ɒ)/ in hot, /u,(ʌ)/ in bus.
The other two ‘short’ vowel sounds are: /oo(u),(Ʊ)/ in bull or could and /uh,(ǝ or schwa)/ heard as the final sound in the words: zebra, doctor and corner.
Our ‘Short Vowel’ Finger Chant can help you, and your child, to learn and remember the 7 ‘short vowel’ sounds: bit.ly/1lR4AiV
There are 24 consonant sounds in the English language. A consonant sound is made (produced) when the air flow is being restricted in some way, which means that the mouth doesn’t open as wide and so the jaw doesn’t drop noticeably, which is different from vowel sounds.
Here is a list of just some of the most commonly seen letter and letter combinations used to represent the 24 consonant sounds. For a more comprehensive lists check out our English Phoneme Chart or Alphabet Keyboard which can be found on our ‘Phonemes’ page: bit.ly/1Qgc9dA
- /b,(b)/ bin, rabbit
- /k,(k)/ cat, key, duck, queen, anchor, broccoli
- /ch,(ʧ)/ church, watch
- /d,(d)/ dog, ladder, towed
- /f,(f)/ fish, puffin, phone, laugh
- /g,(g)/ girl, digger, ghost
- /h,(h)/ hen, who
- /j,(ʤ)/ jigsaw, giant, bridge
- /l,(l)/ lion, llama
- /m,(m)/ man, hammer, lamb
- /n,(n)/ nest, penny, knife, gnome
- /ng,(ŋ)/ king, sink
- /p,(p)/ panda, hippo
- /r,(r)/ robin, lorry, wrist
- /s,(s)/ sun, dress, city, geese, castle
- /sh,(ʃ)/ ship, chef, delicious, initials, sugar
- /t,(t)/ tent, butterfly, jumped
- /th,(θ)/ thumb
- /th,(ð)/ feather, breathe
- /v,(v)/ van, sleeve, of
- /w,(w)/ well, whale, penguin
- /y,(j)/ yo-yo, euro
- /z,(z)/ zero, puzzle, sneeze, cheese, is
- /zh,(Ʒ)/ measure, television
Reading is the ability to first decode the letter sequence of the word (phonics) and then to place meaning to it in relation to the context in which it is being used.
Unfortunately, many children just decode, speak and do not actively listen to what they have said, so they do not gain meaning from the words they are reading (poor reading comprehension skills).
We ask children who are learning to read to ‘read out aloud’, but forget to tell them why. It is not just so we can hear they have decoded a word correctly. The important point is to encourage them to actively listen to what they are saying. The idea is that if they hear the words they will, if it is part of their vocabulary, understand their meaning and therefore fully comprehend the text they have read.
Poor reading comprehension skills may also occur because a child has a limited vocabulary usage and/or understanding. A language rich environment is vital to help support and develop a child’s vocabulary and linguistic comprehension, which in turn, will support their reading comprehension skills.
Receptive language is how we take in and understand language; it is what we hear, see and read. This also includes body language and environmental clues. All these elements help us to interpret a situation and give it its meaning, so that we can understand what is being communicated. We do not need to be able to produce language to receive and understand it, so infants and toddlers understand far more than they can express (expressive language).
Expressive language is our ability to put our thoughts, needs and wants into words and sentences in a way that makes sense and is grammatically correct. A baby’s expressive language to begin with is based on cries and gestures and then moves to sound making, gestures and body language signals. We use this expressive language when we speak and write. When babies and toddlers move to speaking words, they have a limited vocabulary which is why they can get frustrated when we do not understand them.
A good word awareness (receptive and expressive language) is a key phonics skill.
Helping a child build their vocabulary (word awareness – receptive & expressive language) is vital if they are to continue to develop good communication skills. Talking, explaining, sharing and playing are all important as well as making sure that you pronounce words clearly and correctly for a child to hear. A child may not have developed all the skills needed to copy you accurately but they will store the sound pattern information for later use. The more they hear the correct sound patterns the sooner they will start to use them themselves.
Click the link for ‘Tips to Help Develop Word Awareness (Receptive & Expressive Language)’: http://bit.ly/29LajVk
Last week we started to explain some of the technical language associated with the teaching of phonics, which some new parents may have little or no knowledge of. So, we thought it would be a good idea to continue with this over next couple of weeks to further support you in helping your child.
Graphemes are the alphabet letters, or letter combinations, that represent a single sound (phoneme) in a written word.
An example of a single letter (grapheme) representing a single sound (a phoneme) can be seen in the following words: sat, pat and dog.
Some sounds are represented by two letters and are called digraphs such as the ‘ch’ in ‘chip’ or ‘sh’ in ‘shop’ or ‘ea’ in ‘head’ and the ‘ai’ in ‘rain’.
Other sounds can be represented by 3 (trigraphs) or 4 (quadgraphs) letter combinations such as ‘igh’ in ‘light’ and ‘eigh’ in ‘eight’.
Phonemes are the smallest units of sound of a language; which we blend together to form words.
The English Language has 44 phonemes, 24 consonants and 20 vowels, represented by the unique symbols of the International Phonetic Alphabet (IPA).
The 44 phonemes of English (UK) are represented by more than 280 letter or letter combinations. Most letters therefore never make just one sound and that sound can be made by more than one letter or letter combination.
We have created over 1,000 videos that split words into their individual phonemes, showing which letters are making which sound in each word. You can access these videos in two ways:
- If you want to know which letter or letter combination represents a sound, click on the relevant phoneme button on the English Phoneme Chart;
- If you want to know what sound a letter or letter combination makes and see supporting animations, click on the relevant letter or letter combination on the Alphabet Keyboard.
We hope you find these useful.
With the new school year well under way many new parents are being introduced to the world of phonics and the all the technical language associated with it. So we thought we would take this opportunity to demystify some of that technical language.
Phonics is the association of sounds (phonemes) to written alphabet letters (graphemes). For reading (decoding) the phonics coding system is used to convert the written word into sounds. For spelling (encoding) the same phonic coding system is used to covert sounds heard into letters to form written words.
Phonemic awareness is our ability to split words into their smallest sound units (individual phonemes) and to manipulate these sounds through segmentation, blending, substitution, re-ordering and deletion. This is based on what we hear and say, not the written word.
These are developed further later on when phonics is introduced, sound to letter association.
- Segmentation – being able to split words into their individual sounds, for example ‘cat’ into c-a-t.
- Blending – being able to blend individual sounds together to say a word, for example d-o-g into dog.
- Substitution – being able to swap one sound/letter association for another in a word, for example swapping the /k,(k)/ sound in the word ‘cat’ with a /h,(h)/ sound to say the word ‘hat’.
- Reordering – being able to swap the sounds/letter association around to create a new word, for example changing the order of the letters in the word ‘cat’ to form the new word ‘act’.
- Deletion (omission) – being able to remove a sound/letter association from a word to create a new word, for example removing the /t,(t)/ sound from the word ‘cart’ to say the new word ‘car’.
Good phonemic awareness is the vital skill required before phonics can be introduced successfully as a tool for learning to read and spell.
Watch our ‘Single Word Reading’ animation to see these manipulation skills in action: bit.ly/20JAHSa