There’s a new set of downloadable phonics playing cards in the Spelfabet shop, including a couple of free decks. These add a few new sound-spelling relationships and syllable types as well as mixing and reviewing patterns covered earlier. Spaced practice, people.
The sequence broadly matches the Phonic Books (last bit of Magic Belt/That Dog, and most of Alba/Totem) and Sounds-Write teaching sequence, but the cards should be able to be used with most other phonics teaching sequences. All four of us at Spelfabet have done some work on these, after Caitlin Stephenson had the original idea.
Registrations close shortly for this month’s LDA seminars by David Kilpatrick. I’m not sure exactly when they close for Perth and Cairns, but Melbourne’s close on 8th August. Adelaide & Sydney are already sold out. The seminar on the 19th at Melbourne Town Hall will include 17 supplier displays (details below) to browse from 8.15-9.00am and during the breaks.
I recently assessed a teenager with the kind of reading and spelling difficulties I hope these seminars will soon help stamp out. He’s a classic Compensator. Intelligent, hard-working, with good oral language skills, but very poor phonemic awareness and proficiency (<1st percentile on the CTOPP-2 Elision subtest) and thus weak word-level reading and spelling.
He finds it hard to sound out unfamiliar words, tending to look at the start and end of words and guess the middles. If you give him a wordlist including similar-looking words like “complete” and “compete”, he probably won’t notice they’re different.
His teachers aren’t aware of the extent of his reading difficulties because they don’t test word-level reading or phonemic awareness, and when this student reads connected text he gets most of the words right, by compensating for his poor decoding with his good oral language. They notice his poor spelling, and try to help him with it, but it’s not really their area of expertise. Continue reading →
I hope it’s helped put another nail in the coffin of common, but extremely poor, literacy-teaching practices like rote wordlist-memorisation (the “magic words” etc) without regard to their structure, incidental-not-systematic phonics, and encouraging kids to guess words from first letter, sentence structure and context/pictures.
I hope it also helps kill off the idea that reading is natural, and replace educational blah-blah about reader identity and teacher literacy philosophy with more interesting discussions about what science tells us about how to best teach reading.
Of course letters to the editor appeared the next day disagreeing with me. People who agree with something they read in the paper don’t generally rush to write to the editor. Editors don’t usually give a right of reply to these letters, so I’m giving myself one here. Continue reading →
These games are intended to provide practice blending and manipulating sounds in one-syllable words, and learning their spellings.
The basic games are lot simpler, and young children can play them more successfully, as the less-common spellings are now in the harder games. The colour scheme has been revised thanks to feedback from people with red-green colour-blindness (oops, sorry).
The basic “short” vowels game can be used by six-year-olds who know the alphabet and a few consonant digraphs. Two players or teams each build five words using the five vowel cards, then change each other’s words into new words. Here’s how to play it:
If you’re one of the over 3000 people who have downloaded my free Letters and Sounds Phase 2 workbook since the start of the year, your learner(s) might have finished it by now, and you might want another one.
You’re in luck. I’ve finally finished the Phase 3 book, which teaches at least one spelling for each of the remaining sounds of English.
It’s not free like the first one, but at AUD$10 plus GST it’s super-cheap for a printable, colour workbook of 101 pages. Make as many copies as you need.
The aim of these books is to help people try explicitly and systematically teaching young kids about the sounds of speech and how we write them, even if they don’t have many suitable resources, or much cash to buy them.
I thought teachers could print the workbooks on school photocopiers, make them up using the school laminator (for the moveable alphabet included with suggested sequences) and binding machine, and use them with the super-cheap leaflet-size Pocket Rocket decodable books. That would let them start using a sound-to-print teaching approach on a shoestring.
Book sized Pocket Rockets are also now available, and other decodable books which follow the same teaching sequence as this workbook include the Junior Learning Phase 3 Fiction and Nonfiction books, and the Oxford Project X Hero Academy books. Many other teaching resources follow this sequence too, just google “Letters and Sounds Phase 3” to find them.
I’m pretty sure that once teachers try this teaching approach, they’ll soon be hooked on the success it brings, find it makes complete sense, and want to learn more and invest in more polished and extensive resources. But the first step is getting them to dip their toes in the explicit, systematic synthetic phonics water, and often finances are a barrier.
I hope you like the Phase 3 workbook, find it helps kids understand how sounds and letters work, and that it complements all the other good language and literacy things you’re doubtless doing, like reading lots of stories aloud.
Last month at our office we had the pleasure of hosting Speech Pathology legend Roslyn Neilson for a talk about her newish early literacy assessment, the FELA.
The FELA is intended to supersede two of Ros’s previous tests, the SPAT-R and SEAPART, and help teachers, therapists and others assess phonemic awareness and alphabetic knowledge, which are vital, teachable early literacy skills.
The FELA can be used in preschool screening as well as progress monitoring through the early years of primary school.
On the day, we decided to video the session, as we could only fit 30 people into our biggest room (which Ros scarily called a Conference Centre), and had to turn a few people away, plus many other interested people were too far off or too busy to come.
Here’s the video, with my apologies that it’s blurry at the start and there is a short break and you might need to turn up the volume towards the end (camera malfunction). Ros’s slides can be downloaded here.
Thanks so much to Ros for freely sharing her time and expertise so generously, and for the chocolates, which we are still enjoying. The FELA is available from Ros’s website, takes up to 30 minutes per child and I think is very reasonably priced at $198 inc GST. If you’d like to take a look at it and you’re in Melbourne, Ros has left us a copy, and you’d be welcome to browse it.
Thanks also to fab Spelfabet staff Renee Vlahos, Caitlin Stephenson and Tessa Weadman (yes, I am going to put them on the website soon) for their help, and to my brother for the huge bag of apples that got me making easy, delicious apple cake (here’s the recipe, but I microwaved and drained the apples, and beat the eggs). After I bought my Goodwill Wine I found out they raise funds for Code Read Dyslexia Network. Please consider when next ordering wine.
My brother just gave me ANOTHER huge bag of apples, so maybe that means I should invite another speaker. Ros is a pretty hard act to follow, but let me know if you have ideas/suggestions.