Support your child with spelling

 

Imagine trying to write in a different foreign language every time you wrote something. Think how difficult that would be. That’s how I heard reading and spelling described to be by one dyslexic learner.
A key point you need to remember before a child can start to learn to read or spell is that they need to recognise what each letter or blend of letters stands for. For most people reading or spelling the word ‘shout’ is probably fairly easy as it can be broken into manageable frequently used letter blends: sh/ou/t.
Ensuring your child has a confident knowledge of these blends will set you off in the right direction. If necessary go right back to the beginning and practice/learn the sounds that each individual letter in the alphabet makes. (At the end of this section I shall give you some ideas of games to play to assist you with this).
Once the child is confident with each individual letter; start working on the simpler, most common blends. By working through them in a systematic order will give your child confidence as it will support them in reading and spelling a larger number of words rather than choosing blends at random. You will no doubt find that your child is already familiar/ confident with some of the blends and you can skip over them fairly rapidly. Others you will need to spend more time on. Before you start looking at these blends please do ensure your child is confident with spelling simple cvc (consonant, vowel, consonant words; cat, dog, hen, ten…) as rushing too quickly ahead now will have detrimental effects as you try to progress on. Trying to run before you can walk, nearly always ends in failure.
Where to start:
1. Once you are confident your child is familiar with every individual sound in the alphabet and can spell simple cvc words, move on to double letter blends where each letter in the pair has the same sound: -ll, -ss…
Show them how to blend the sound (let the letters run into each other) before introducing them to words. Although there are obviously more, these two blends alone will assist with spelling/reading words such as:
Bell, bill, fill, hill, ill, kill, mill, pill, till, will, well, tell, wall, tall, fall, doll.
Boss, loss, toss, kiss, miss
This has already introduced the child to many new words.

2. Next move on to groups of words where the sounds are made up of single consonants such as: cl, tr, br, dr,
cl tr br dr
Clock
Click
Clever Trot
Tram
Brag
Drink
Drop
3. The next closely related group is –ck. Two different letters that create the same sound: duck, truck, muck, pack, sack, lock, dock

4. The next group of words are those which start with two consonants that make different sounds: st, sp, tr, gr, pl, fr, sl, tw, gl, sn, sw, dr, fl, sk, cl. As you can imagine this opens up endless new opportunities for words. In the table below are just a few examples from the many available:
st sp tr gr pl fr sl tw
Step
Stop
stun Spell
Spin
spot Trip
Trap
tram Grip
Grab
Grit Plod
Plot
plug frog Slam
Slip
slop Twin
Twig
gl sn sw dr fl sk cl
Glad
glum Snip
snap Swig
Swim
swam Drop
Drip
drag Flag
Flip
Flop skip Clip
Clap
clam

5. This then leads us on to words that end in two syllables that make a different sound. Again these open up endless possibilities: -st, -ck, -lt, -sk, -ft, -nt, -mp,
-st -ck -lt -sk -ft -nt -mp
Best
Vest
Rest
Nest Duck
Clock
Frock
Felt
Belt
Desk
Tusk
Dusk
Gift
Lift
Ant
Pant
Bent
Sent Camp
Damp
Stamp
Mint
6. Moving on we come to: sh, th and ch. Start with words that start with these sounds first, then look at words which end with these blends
7. Having mastered the above 3 blends, look at wh.
8. The next set of words is the ing words and this introduces many words which by now will be fairly easy to read: ring, sing, bring, fling, king, bling…
They will also notice that many of the doing words (verbs) end in ing: singing, bringing, talking, snowing, jumping and walking. Again the list is endless.
Here you will also need to point out that many of these doing words (verbs) double the last consonant when the ing is added: running, swimming, stopping, skipping and slipping.
Most of the time the rule:
Double the last letter when adding “ing”
will work, and is a great guide to go by.

9. Next come the vowel blends: ee, ea, oo.
“ee” and “ea” are tricky as they have the same sound, so start with ee and then move on to ea rather than trying to tackle both at once.

10. “-ar”, “-or” and “-er” are the next set of words to focus on. This set of blends includes words such as:
ar or er
Bar
Car
Far
Tar
Jar
Par
Arm
Farm
Barn
Art
Part
Start
Card
Shard
Hard Or
Fork
York
Stork
Port
Cord
North
Horse

Her
Herd
Silver
Sister
Brother
Herb
11. The “magic –e”.
This really is a tricky concept to understand that the e at the end of the word, is affecting the sound of the vowel with in the word. Normally, the rule is when a three letter word has an e at the end of it, the vowel name is used instead of the vowel sound (a becomes ay).
An example of this would be: hop +e = hope.
Again please do wait before introducing this concept to your child as it is an important one to grasp and rushing in too soon will just cause frustration and undo all your good work up to this point.
12. Finally we are left with the silent letters, augh (laugh) and ough (cough), ph when it sounds like f and the soft letters such as g in gentle.

How do we teach these sounds?
As the child learns these blends, point out to them how a word can be broken down into individual blends making it more manageable. Always, support them if required. Remember to build their confidence: as the theory of self-fulfilling prophesy suggests: if you believe you are able to do something you are more likely to succeed. Equally if you do not have this confidence in having the ability to succeed, the likelihood of success if dramatically reduced.
Below I have outlined some of the more popular games I have used in my lessons. Obviously you may want to tweak them to suit your child’s own individual needs. But hopefully they will give you food for thought:

Bingo:
Create two playing boards. On each one put a word belonging with that particular blend in each square. You then have two options:
1) Create a set of cards with the same words on as the ones you used on the playing boards, or
2) Create a set of cards which have a picture pair for the words mentioned above. Eg the word sheep would be matched up to a picture of a sheep.
You then lay all the individual playing cards face down in front of you. You turn it in turns to turn one over. The person who has the corresponding playing card on their playing board covers that word on their board. You may need to help read the words for the child. You don’t need to be a great artist to create this game as it can be done through simply pasting images from Google if it is for your own usage.

Pairs:
Similar to above except, this time all the cards are cut up into individual playing cards. They are all laid face down in front of you. You need to turn over a corresponding pair (2 matching words or a matching word and picture). Don’t use too many words as the game becomes too complicated and too timely. This is a great game for helping with short term memory issues.

Fishing game:
Again this is a similar idea to above. This time each word and picture is stuck to individual paper fish. Each fish has a paperclip slipped through it. Make a rod (I use short garden canes, with a piece of string attached to one end. At the other end of the piece of string I attach a small magnet which can be brought quite cheaply). Lay the fish out on the floor (I normally have them facing up, but this is entirely up to you) then take it in turns to “fish” out a corresponding pair of fish; matching word and picture or two matching words.
Riddles:
Write a selection of short riddles based around the blend you are learning. Ask the child to complete the riddle using the correct missing word. If you are doing this, it is always advisable to have the words written on the page so the child can copy them to assist with their spellings.
Word searches?
I’ve put a question mark next to this as some researchers argue that given a dyslexic child a jumble of letters and asking them to find specific words is not to be recommended. However, I have found that most children enjoy doing word searches, and if you do it yourself and set it at a level your child will not find too difficult they can then participate in activities similar to every other child. Work with their abilities.
Make a phonics book:
Buy or make a cheap notebook. On each page put a letter blend at the top of the page as a heading. Each time a child learns a new word or blend, ask them to write the word down on the appropriate page. Maybe they could draw a picture next to it, or cut out a relevant picture from an old magazine. This can also be adapted to making posters.
I have chosen these six activities as children I have worked with have enjoyed them. And, like I have said previously, I am a firm believer that if a child is enjoying themselves, they are more likely to be relaxed and to be in a suitable frame of mind to learn.
I have put together handmade phonics packs which include each of these activities (apart from the phonics books) and are available to buy through my website if preferable to making them yourself.

Learning is Not Just Measurable. It’s Emotional

Starr Tutoring Guest Blog.
Lois Letchford
www.loisletchford.com
https://www.youtube.com/watch?v=nF-H07Ct7R0
I’ve written a book Reversed: A Memoir mostly my son Nicholas Letchford and his learning journey.

Today his title is Dr. Nicholas Letchford, D.Phil. (Oxf) BSc (Hons) BEng (Hons) (UTas).

 

Indie Author News - Lois Letchford - Reversed A Memoir - NR

But, he was once the “worst child seen in 20 years of teaching.” The school diagnostician branded him with this label…at seven years old.

Nicholas, now thirty, is a confident, delightful, knowledgeable man, and married to an equally wonderful woman, Lakshmi. He talks with passion about mathematics, engineering, and the challenges of the modern world.
It is only when I ask him about his early schooling education that he shut down.
In 1994, Nicholas learning, as a first grader hit rock bottom. He withdrew in class, a place where his teacher shouted at him. He stared into space, which earned him even more shouting, and by the end of the year, he could only read ten words. In hindsight, his teacher destroyed him.
Finally, there was a turning point. In 1995, my husband had study leave in Oxford. Our family joined in, leaving our home in Australia. I decided to teach Nicholas at home. Of course, my initial efforts at teaching regular phonics instruction ended in failure—abject failure. I was no different than his classroom teacher.
It was at this point—the turning point—when my mother-in-law said to me,

“Lois, make learning fun.”

Her words caused me to re-evaluate what I was doing. I began writing poems; simple rhyming poetry which Nicholas and his grandmother then illustrated. My teaching transformed as we investigated simple poems, then expanding to follow more complex ideas, like the changing map of the world. He was beginning to make different connections while appreciating maps and world history. This became our inquiry project. By tapping into Nicholas’s curiosity, immersing him in language and learning, as well as providing meaningful experiences through seeing various museums, artifacts, and libraries, his love of learning grew.
I found a series of books which helped me teach him to decode words: Hear it, See it, Say it, Do it! by Mary Atkinson. The books were brilliant, and Nicholas and I were finally able to connect through the multi-sensory word games.
Nicholas and I enjoyed this learning—both in the short and, amazingly, the long term.
Yet, long-term—like today—still brings up painful memories. I recently asked Nicholas about his early learning experiences and he dissolved into tears.

Twenty three years after his poor schooling, he still could not talk about the pain or the scars left from those years.

When I asked about his reading teacher, he responded with a quick, “I don’t remember her!”
“Nicholas,” I said, “You visited her four days a week, for 30 mins a day…for four years!”
“Ahh,” he said, searching for this memory. “Yes…she was a witch.”
Recalling his early learning from living in Oxford in 1995, Nicholas talked about a growing passion for knowledge, a lifetime love of mapping, and relishing poetry. He remembered some of the poems, the fun he had illustrating, and thinking beyond the poetry. He even remembered that he wrote ingredients for a witches spell!
With this type of education, he became emotionally involved, and this time in our lives determined the trajectory for his future.

So, when we have these young lives in our hands, we know what has to be completed in terms of learning. But how are we doing to do it? What memories are we creating today for our students to recall tomorrow?

Make Spelling Fun!

Learning needs to be an enjoyable past time because it is something that we will inevitably do through out our entire lives!

3 varied games to help your child learn to spell

For some people an ability to spell correctly seems to be instinctive. For others spelling seems to be an uphill struggle.

We can all try and encourage our children to find a love for books and reading but for some parents you might as well just bang your head against a brick wall!

There are other ways to help your child’s confidence boost when it comes to spelling and that’s through playing spelling games with them.
In the following lines / video I will show you 3 of my favourite games that I use as a tutor to help children improve their spellings.

 

Before we get onto that though, I’d like to quickly explain how games can be so important when it comes to helping your child learn.

Firstly, when we need to retain some information there will inevitably be a certain amount of repetition involved. This can be boring and a lot of children will lose interest at this point.
However, if you are able to make the learning activities enjoyable the child will be less resistant. The less resistant the child is the more susceptible they will be to taking and retaining new information.

 

The other benefit of playing games is that through playing a range of games we create a wider variety of memories. That means that when we need to recall the information, our brain has more places to find it. This makes it more likely that we will get the spelling that we need correct.

These 3 games range from taking no preparation, from costing nothing more than a piece of paper and a pen/ pencil to purchasing a truly addictive word game.

I hope they inspire you, I’d love to hear your comments below or for you to share it with a friend if you think they would benefit from the ideas.

Pairs:

make learning fun
This can be played in a few ways depending on the age/ability of your child and the words that you are focusing on.

The first method is to create two sets of cards.
The first set of cards will clearly have the word displayed. For this version it will probably be a noun (person, place or thing).
The second set of cards will have images of the words used in set one.
Lay all the cards face down on the table.
Then take it in turns to pick up two cards. If they are a corresponding picture and word, keep the pair and have another go.
If they don’t match, place them back down and the other person has a turn.
It is the person with the most pairs at the end of the game that is considered the winner.

The other version of the game involves writing the words out in fairly big text. Then cut each word in half.
These will be your playing cards.
Place each of these “cards” face down on the table.
The first person will turn over 2 cards. If they choose a corresponding beginning and end to a word, they win the pair. They then have another go.
If the 2 parts of the word don’t belong together, lay them back on the table and the other person has a go.

Once again, the person with the most pairs at the end is the winner.

 

Rummikub Word

This game is addictive. I was first introduced to Rummikub by my daughter a couple of years ago as a suggestion to take on holiday. By the time we came home I was 100% hooked.
I then discovered the game “Rummikub Word” which is equally addictive!
I can’t show you a picture of the one I own personally as it is so bashed and battered from the amount of use it gets.
The purpose of the game is to create words out of the 14 letters you choose at random. The winner is the first person to use all of their counters. You can manipulate the other persons words by adding or subtracting letters from it to create new words.
This game also seems to be seriously enjoyed by dyslexic learners. The ability to physically move the letters around to create new words seems to make the creation of words considerably easier than when they are fixed to a piece of paper. (I have found many times over the years with various games the ability to move the letters makes spelling words significantly easier).
If you have the ability to buy a game that will support your child with both spelling and vocabulary, I strongly suggest you make it this one.

Funny Pictures

Funny pictures mini

I’ve saved my best to last. I love this game!
Fortunately, the ability to draw well is not a priority. Nothing more than a stick person is really necessary though if you can go slightly beyond that it will help.
In the video I will explain to you how to make the game.

 


The purpose behind Funny Pictures
Once you have drawn your image and stuck it on to a piece of paper you need to think of as many words as you can to describe him.
So, for example for the image above I might state:
Long neck,
Round body,
Stick arms
Knobbly knees, etc
Spiky hair, etc

For older children or more capable children you may make it more challenging. You can do this by writing the letters A to Z down the side of the picture.
The aim is then to think of a word starting with each letter of the alphabet to describe the funny picture.
In this instance you might go:
Angular nose
Big feet
Curved body
Delightfully big eyes

In order to achieve all the letters, the level of the vocabulary you use, really has to go up a level. It will stretch your abilities to think of various adjectives and stretch your vocabulary.

I’ve put together a great course demonstrating 6 more of my favourite games that support spellings including which witch, lily pads and my own take on battleships. You will be able to download an updated version of the book I had published a couple of years ago. The e-book goes into far more depth of the importance of using a range of learning styles, the need to reinforce your child’s learning with praise and how we all learn differently.

If you want more details when they are available, fill in the box below and I’ll keep you posted:

 

 

 

Please don’t forget to share and comment on this blog if you have found the ideas beneficial to you and you think someone else might benefit from them as well.

 

Enjoy