Transcript Listening to your child read.

Listening to your child read.
Sound Book
• Go through your child’s Sound Book a page at a
time.
• Don’t use it as a test but repeat the sounds
together.
• Try doing the sounds in a different order.
• Can they remember the sounds in different
contexts e.g when doing an alphabet puzzle.
Remember to make the sound with your child.
They will soon let you know if they are able to do
it on their own.
Blending Packs
• Now your child knows a few sounds, can they run these
sounds together and hear a word? E.g c-a-t cat
• Blending, as this is known, takes a lot of practise. It is
very common for children to be able to say the sounds
but not be able to hear the word at the end. E.g c-a-t
carrot
• You can help your child by repeating the sounds and
seeing if they can then hear the word. Try not to add
an uh after the sounds. T-a-p not tuh-a –puh
• Digraphs and trigraphs should be read as a whole not
individual sounds. e.g oa, ee, igh,
Tricky Words
• These are words that do not sound out easily.
• Always sound out the regular part then look at
the rest of the word.
• Tricky words have to be learnt as sight words.
• Regular practise helps. Say the words
together.
• Try to make it fun. Let a fairy hide the words
in the garden. Write them in chalk and use a
bean bag to aim for specific ones.
Reading Books (Decoding)
• Get your child to point to the words as they read
them.
• If they find this hard you can point to the words
for them.
• Encourage them to look at the words when they
are reading them.
• Your child will usually have had their Reading
Book read to them in school but if they are
finding it hard, model reading it to them first,
then let them have a go.
Reading/Library Books
(Comprehension)
• Talk about the pictures, characters, front
cover.
• What is their favourite part of the story?
• What might happen next in the story?
• How do we know it’s an information book?
• How do we read and look things up in
information books?
Segmenting
• Segmenting is when we say a word then robot
talk it. E.g cat c-a-t. Use robot arms!
• We use this skill when spelling so try to
develop this skill whenever possible. E.g Can
you find your c-oa-t. It’s time for b-e-d
• Later in the term your child will bring hope
some simple words to practise writing. This
will be followed by simple dictations. I will say
more about this later.
Have fun learning with your child.
• Remember it is not a race.
• Let your child lead their learning.
• Over practise never hurt anyone. Re read
books, practise sounds and tricky words. I
usually find a little and often is the best way
forward.