I spent the week testing the children on the graphemes and reading of made-up words. Unlike the two weeks earlier where we tested a whole page of letter sounds, sounding graphemes and being able to blend the sounds – this week was a quick read of ten made up words.
Most of the children required reminding to remove the ‘er’ from their letter sounds whilst others seemed to get confused with the ‘b’ and ‘d’ when mixed into a word. They also forgot the digraph ‘ss’ and sounded the letters separately. When I showed them the previous weeks letters which listed them without other letters to blend, they were able to recognise the ‘ss’, ‘ff’ or ‘ll’ etc. and sound them correctly. However in a blend with other letters, they had trouble.
There were a few ways that I was aware of to help remember the difference between the ‘b’ and ‘d’ and one of those being: pretending the ‘b’ is kicking a ball so that it moving forward. Another I read on a forum was to think of the mouth movements used to say the letters: the ‘b’ uses the lips where as the ‘d’ uses the tongue, although this wasn’t as easy to explain to some of the children at this age. An alternative would be to think similarly to the ball where the ‘b’ walks forwards and the ‘d’ walks backwards.
What other ways do you know to help children remember?
The problem that I kept running into was how the children recognised the ‘b’ and ‘d’ individually but when in a blend with other letters, they had difficulty! Why is that? Dyslexia? immaturity? – at this age its only something that can/should be monitored and reviewed at a later date.
Another common mistake that kept popping up was when they read ‘E’ the letter instead of ‘e’ but this was another thing that we recapped on by looking at the previous weeks page. There were a couple of ‘O’s instead of ‘o’ and ‘j’ for ‘g’ but mainly they were consistent in their responses. There were three children who stood out who had trouble reading the words; they were made-up and they didn’t recognise them so added their own letters to help make them fit and match words that they knew. For example: ‘under’ for ‘nud’ or ‘over’ for ‘rov’.
Overall this was an easy task and most of the children had progressed a lot from when they first entered the year group.
- Identifying dyslexia in children and getting help (psychologymum.wordpress.com)
- Jolly Phonics Update (juniorinfantblog.wordpress.com)
- Graphemes and blending (aclassroomjournal.wordpress.com)
- Reading and Sounds (aclassroomjournal.wordpress.com)