Just in time for our thank-goodness-winter-is-over school holidays, here’s a dozen more vowel-sound-focussed playing card decks, including two freebies, to download and print.
These decks are a little more advanced than the previous ones available here, here and here. They reflect the teaching sequence used in the Phonic Books Talisman 1/Rescue Series and the Sounds-Write program‘s Extended Code section and books, but can be used with other synthetic phonics teaching sequences and programs.
The decks work from sound to print, and focus on the following sound-spelling relationships:
- /ay/ as in “mistake”, “contain”, “holiday”, “navy”, “obey” and “great”.
- /ee/ as in “coffee”, “disease”, “secret”, “carry”, “believe”, “protein” and “compete”.
- /oe/ as in “remote”, “roast”, “follow”, “hero” and “mangoes”.
- /er/ as in “swerve”, “circle”, “burnt”, “search” and “worth”.
- /ou/ as in “aloud” and “trowel”, and /oy/ as in “point” and “destroy”.
- /oo/ as in “smooth”, “rule”, “true”, “fluid”, “jewel” and “group”.
- /igh/ as in “delight”, “despite”, “crisis”, “apply” and “allies”.
- /or/ as in “porch”, “before” and “drawn”.
- /or/ as in “stall”, “chalk”, “brought”, “daughter”, “author” and “warm” (there were so many spellings of this sound they wouldn’t fit in a single deck).
- /air/ as in “chair”, “declare”, “bear”, “where” and “their”.
- /ar/ as in “charm”, “past”, “calm”, “heart” and “aunt”.
- One deck of high-frequency words with a mixture of the above sound-spelling relationships (not available separately, but included to bring this set up to a dozen decks).
The decks can be downloaded individually (starting from the third item here) or as a discounted bundle of 12. We suggest printing the cards on A4 200gsm cardboard, available from major stationery shops, which can be used in most printers/photocopiers.
If you plan to use the cards a lot, we suggest laminating them, though this is not essential if you’d rather not add to the planetary plastic overload. We recommend that children be encouraged to practise their scissor skills by cutting them up, rounding the corners if a more professional look is sought.
All the decks can be used for any card game requiring a standard deck of cards, from very simple games of chance like War to complex strategic ones like Mancala. See this previous blog post for videos of other suggested games.
We hope these cards give many children many hours of well-targeted, high-intensity repeated reading practice, cleverly disguised as fun. Thanks once again to Caitlin Stephenson for the original idea and design.
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.
Use these cards to play any of the games shown in videos in this previous blog post, or any other game you like requiring a standard deck of playing cards. Continue reading
I wrote an opinion piece in The Age newspaper this week called “Premiers’ Reading Challenge no fun for kids who can’t read“, arguing we need to close the gap between research and practice in early literacy education, so more kids can enjoy, not dread, the Premiers’ Reading Challenge.
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.
I’m sorry they didn’t include my link to Emily Hanford’s great “Hard Words: why aren’t kids being taught to read” audio documentary, but otherwise happy with it, especially the mention of David Kilpatrick’s seminar on 19 August at Melbourne Town Hall (have you signed up yet? He will also speak in Perth and Cairns, and Sydney and Adelaide, but they’re booked out).
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
This year I have some excellent new colleagues, and one of them, Caitlin Stephenson, is queen of making therapy fun for kids.
She grew up playing cards with abundant siblings, and came up with the idea of phonics playing cards.
For an affordable, fun, social, portable phonics activity that can be tailored to a range of ages and abilities, they’re hard to beat.
Caitlin and I have so far collaborated to create over 50 decks of downloadable phonics playing cards, and so far I’ve put 30 of them in the Spelfabet shop. Continue reading
I’ve been faffing around for ages trying to improve on my old word-building card games, and finally have a new set of three decks of download-and-print cards I’m happy with.
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:
On telly’s Today show last week, celebrated children’s fiction author Mem Fox talked about the importance of reading to children, something with which absolutely everyone agrees.
Mem Fox’s missionary parents took her to Southern Rhodesia as an infant. They were, she explains, “very keen on Australian books being read to us, and our reading Australian books”. TV hadn’t been invented, so she developed a love of reading. She thanks three years at drama school in London for her understanding of language and thus ability to write books. I suspect this training may also have contributed to her storytime drama skills.
All good. Then, about three minutes into the interview, I thought I heard Ms Fox say that young children are increasingly unable to communicate effectively using spoken language.
I did a double-take. I’m a paediatric speech pathologist. You’d think I’d know about this, if it were true. I don’t recall any mention of a general decline in young children’s ability to communicate at this year’s Speech Pathology Australia conference, or in any of the journals I’ve read lately.
I rewound the video, and Ms Fox’s exact words were:
“You know if children don’t have language, if they can’t talk by the time they get to school, and I know that will sound extraordinary, people will say ‘what, they can’t talk when they get to school?!’, if children can’t talk by the age of four, or can’t make themselves clearly understood by the age of four, and that is, increasingly, you know, happening, they can’t learn to read. If you can’t, you know if you don’t have language, obviously you can’t learn to read language. So reading aloud is very, very important for education.” Continue reading
The MSL Club is a four-day non-residential camp for children in Years 1 to 8 with, or at risk of, reading and spelling difficulties. Many, but not all, have dyslexia diagnoses.
Such kids can often feel a bit like a fish out of water in mainstream schools, especially if they don’t know other kids their age with similar difficulties.
It can be a great relief to meet many other kids just like them, learn and play together and form friendships.
The camp aims to help these children feel less isolated, and more supported and celebrated. Continue reading