By Heather Duncan, Sarah Parkhouse
This sensible publication, written by means of skilled practitioners, may help academics of scholars with designated academic wishes verify, checklist and increase the literacy abilities in their students. The ebook covers all facets of literacy improvement in the course of the Early and first Years together with early talents, studying, phonological talents, writing, spelling and handwriting. This source pack comprises suggestion and ideas on: *using the pack with the nationwide Literacy approach *record protecting and person schooling Plans *assessing scholars' abilities *strategies for destiny studying. It includes photocopiable checklists and overview sheets for either instructor and scholar to accomplish and has transparent child-friendly illustrated worksheets all through. An indispensible source for all school rooms.
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Additional info for Improving Literacy Skills for Children with Special Educational Needs
For children who experience difﬁculty in building up conﬁdence in spelling, it is useful to start off with words that are more phonically regular. Establishing which high frequency words they know can then help teachers focus on how next to develop their ability to spell both phonically regular and irregular words. Photocopiable Resource 34 34 Running head +LJK)UHTXHQF\:RUGV6HW$ High Frequency Words Set A D DQG KH ,LQLV RIWKDWWKH WRZDVLWDV DOODWEHPXP GDGFDWVDLG GRJEHG +LJK)UHTXHQF\ZRUGV6HW% High Frequency Words Set B Running head 35 EXWIRUDUH KLPKDGKDYH KLVQRWRQ RQHVRZH WKH\ZLWK\RX JRWKHOSUXQ Photocopiable Resource 35 36 Running head Photocopiable Resource 36 +LJK)UHTXHQF\:RUGV6HW& DQDERXWEHHQEDFN ELJE\EHIRUHFDOO FDPHFRPHFRXOGGLG GRGRZQIURPILUVW JHWJREDOOGRRU KRPHKRXVHKRZMXPS QDPHQRWSXVKVDZ VKRXOGVLVWHUXV Running head 37 +LJK)UHTXHQF\:RUGV6HW' KDVKHUKHUHLILQWR MXVWORRNOLWWOHOLNHPH PDNHPRUHPDGHP\PXFK PXVWQRQHZQRZRU ROGRXURQO\RXWRWKHU DZD\JRLQJGD\ER\\HV DJDLQDQRWKHUJLUOJRRG PXFKQH[WVFKRROWDNH Photocopiable Resource 37 Photocopiable Resource 38 +LJK)UHTXHQF\:RUGV6HW( 38 Running head RIIRYHUULJKWVHHVKH VRPHWKHPWKHQWKHLUWKHUH WKLVWZRXSZDQWWKH\ZHQW ZHUHZKHQZKRZKLFKZKHUH ZKDWZLOO\RXUEURWKHUFDQ·W GRQ·WKDOIODXJKOLYHORYH PDQ\PD\PRUHSHRSOHVHHQ WKUHHWLPHWRRWRRNWUHH YHU\ZD\ZDWHU Running head 39 Photocopiable Resource 39 +LJK)UHTXHQF\:RUGV6HW$DQG%5HFRUG6KHHW 1DPHBBBBBBBBBBBBBBBBBBBBBBBBBBBBB'DWHBBBBBBBBBBBB DDQGKH,LQLVRIWKDW WKHWRZDVLWDVDOODWEH PXPGDGFDWVDLGGRJEHGEXWIRU DUHKLPKDGKDYHKLVQRWRQRQH VRZHWKH\ZLWK\RXJRWKHOSUXQ Photocopiable Resource 40 40 Running head +LJK)UHTXHQF\:RUGV6HW&5HFRUG6KHHW High Frequency Words Set C: Record Sheet 1DPHBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB'DWHBBBBBBBBBB DQDERXWEHHQEDFNELJ E\EHIRUHFDOOFDPHFRPH FRXOGGLGGRGRZQIURP ILUVWJHWJREDOOGRRU KRPHKRXVHKRZMXPSQDPH QRWSXVKVDZVKRXOGVLVWHUXV Running head 41 High Frequency Words Set D: Record Sheet +LJK)UHTXHQF\:RUGV6HW'5HFRUG6KHHW 1DPHBBBBBBBBBBBBBBBBBBBBBBBBBB'DWHBBBBBBBBBBBBBBB KDVKHUKHUHLILQWR MXVWORRNOLWWOHOLNHPH PDNHPRUHPDGHP\PXFK PXVWQRQHZQRZRUROG RXURQO\RXWRWKHUDZD\JRLQJ GD\ER\\HVDJDLQDQRWKHUJLUO JRRGPXFKQH[WVFKRROWDNH Photocopiable Resource 41 Photocopiable Resource 42 42 Running head +LJK)UHTXHQF\:RUGV6HW(5HFRUG6KHHW 1DPHBBBBBBBBBBBBBBBBBBBBBBBBBBBBBB'DWHBBBBBBBBBBBBBB RIIRYHUULJKWVHHVKHVRPHWKHP WKHQWKHLUWKHUHWKLVWZRXSZDQW ZKHUHZKDWZLOO\RXUEURWKHUFDQ·W GRQ·WKDOIODXJKOLYHORYHPDQ\ PD\PRUHSHRSOHVHHQWKUHHWLPH WRRWRRNWUHHYHU\ZD\ZDWHU Name: Running head 43 Photocopiable Resource 43 I can read/spell these words a in he and is I at was it all as that the to be mum dad cat said but for dog bed are him have had his one so we they with not on you help run got of Photocopiable Resource 44 Running head 44 an be en home big should house by p jum pu sh name came not go c o uld come Name: ho w saw ca ll did down or do sister do ck us ba ba ll fro m get s ha before st ﬁr about next take our much if now girl boy away only another again day other good yes going out old or my here new look no just her must Name: into has much school Running head 45 Photocopiable Resource 45 46 Running head Photocopiable Resource Name: I can read/spell these words 46 1DPH&ODVV 63(//,1*5(&25'6+((7 Running head 47 Photocopiable Resource 47 Photocopiable Resource 48 Running head 48 push should (none) irregular what where who white regular when Digraph ‘wh’ irregular regular Digraph ‘sh’ March irregular going regular (none) irregular Final ‘ng’ much regular Digraph ‘ch’ than that them this with regular their there these three they brother another irregular Digraph ‘th’ SUGGESTED ORDER FOR INTRODUCTION OF HIGH FREQUENCY WORDS Running head 49 Photocopiable Resource 49 irregular have can’t was many a am at cat an can ran man as has had Dad and bed yes get red went help next regular irregular put pull you come some one once love up us but Mum short vowel ‘u’ it if in is his him big dig did regular will live lived I irregular short vowel ‘i’ regular be we he she the very irregular short vowel ‘e’ on off not of got dog regular to do no so go old come some one love irregular short vowel ‘o’ 50 regular short vowel ‘a’ SUGGESTED ORDER FOR INTRODUCTION OF HIGH FREQUENCY WORDS Photocopiable Resource 50 Running head off will (none) jump all call pull irregular regular irregular brother tree regular from irregular Double consonants play (none) regular ‘r’ blends Final ‘mp’ blends irregular regular ‘I’ blends (none) just must last back black regular (none) irregular Final ‘ck’ irregular regular Final ‘s’ blends and went regular can’t don’t want irregular Final ‘n’ blends SUGGESTED ORDER FOR INTRODUCTION OF HIGH FREQUENCY WORDS Running head 51 Photocopiable Resource 51 door school too push pull put look good took irregular you your could should would yellow regular about home our out down now how Vowel phonemes ‘ou’, ‘ow’ irregular regular Vowel phoneme ‘oo’ called orange laugh because irregular irregular (none) regular boy Vowel phonemes ‘oi’/ ‘oy’ all ball call saw or for more door regular Vowel phonemes ‘au’ ‘aw’, ‘or’, ‘al’ here there where their ﬁrst girl her were over sister water irregular are there their regular (none) Vowel phonemes ‘are’, ‘air’ irregular regular Phonemes ‘ir’ SUGGESTED ORDER FOR INTRODUCTION OF HIGH FREQUENCY WORDS Photocopiable Resource 52 Running head 52 Improving Literacy Skills 53 Suggested strategies to build knowledge of high frequency words In order for words to become part of a childs’ visual memory, they need to see them in different contexts.
The ability to accomplish these subskills makes a signiﬁcant difference to the child’s ability to manipulate sounds. Teachers should use the information gathered in their assessment of the child’s phonological skills to identify the ‘next step’ in the learning programme. g. ‘ Little Miss Kelly likes to eat jelly’ Find the two words that rhyme out of three: dog/log/hat Alliteration/letter sound recognition • • • • • • • • • • • • ‘Feely’ bag of pairs of objects which start with the same sound Name stories: Smiling Sid, Happy Hamila Tongue twisters ‘Zany zebras zoom through Zanzibar’ Lotto: six pictures and cards starting with initial sounds ‘I went to market and bought a bat’.
Can they recognise words that start or end with the same sound? ‘Which words start the same: bed, bag, bat and rabbit’? • Can the child match sounds within words? ‘Is there a ‘k’ in the word milk’? • Can the child segment words into sounds? ‘Give me the sounds in “red’’? • Can the child blend sounds into words? ‘Tell me what this word is – b-e-d’? 24 Improving Literacy Skills • Can the child blend syllables to make a word? ‘What words am I saying – el-e-phant, com-pu-ter’? • Can the child identify the number of syllables in words?