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Discussion in 'Primary' started by debbiehep, Sep 1, 2012.

  1. I cannot give you a brief overview - but I can provide you with much free information about phonics teaching and free resources.
    Google Phonics International.
    There is a free guidance and information booklet at the top of the Unit 1 webpage. Click on the Free Resources button down the left-hand menu bar.
  2. Waiguoren

    Waiguoren Occasional commenter

    This might be useful - the levels explained in simple overviews, showing all the areas your friend's son is expected to achieve in. You can see what level he is at, what he has learned and what he will need to work on next:
  3. Thank you for your replies.
  4. For teaching one to one, nothing has changed really. Pupils have to learn the main sounds of the main English graphemes to begin with

    Cat; --- plate, plain, play; --- air; --- car; --- sauce, saw; --- bed; --- /at/ot/ut, comic, kite/kept, pick,
    at, catch; --- dog; --- end; --- eel, funny; ---
    ouse; ---
    ink; --- bite, by; ---
    jug, gentle, bridge, oblige; --- lips; --- an; --- nose, ring; ---
    pot, want, quarrel; --- bone, old, toe; --- coin, toy; --- food; --- good; --- order, wart, quarter, more; --- out, now; ---
    un, face, idiocy; --- shop, station, special; --- ap, delicate; --- this; --- thing; ---
    up; --- cube, cue; --- van, have; --- indow; --- fix; --- yes; ---
    zip, wise; --- vision, treasure (bitter - biter)
    followed by common alternative pronunciations for them (read now - read yesterday).
    See http://englishspellingproblems.blogspot.com/2009/12/reading-problems.html
    <font face="Times New Roman" size="3">for all of them.</font>
    <font face="Times New Roman" size="3">It's the latter that keep tripping children up.</font>
    <font face="Times New Roman" size="3">When teaching one to one, it's easy to help pupils decode words with them, </font><font face="Times New Roman" size="3">but also to make a note of those which trip them up during a particular session of listening to them read a few pages, and to go over them again and the end of the session, and again at the start of the next one. </font>
    <font face="Times New Roman" size="3">The basic process remains the same: helping children to build up the number of words they can recognise instantly, as we do. The ones with tricky spellings pose more of a challenge. </font>


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