Our new books being used at the Sounds-write Reading Centre | Tami Reis-Frankfort

We’re delighted to see that our latest series That Dog! is being used by the Sounds-write Reading Centre.

These modern-day stories with contemporary illustrations are designed to engage older readers and follow the same phonic progression as our Magic Belt Series. The decodable text with a gradual increase in reading difficulty builds confidence whilst improving reading fluency as children begin to master the foundations of reading.

Supporting workbook

As with all our books, the series is accompanied by a extensive workbook. Activities include a mixture of blending, segmenting,…

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How to use decodable books | Tami Reis-Frankfort

How to use decodable books

Decodable books are controlled texts that beginner readers can read independently once they have been taught the spellings in the text.  Children learning to read with phonics benefit from reading decodable texts because they allow them to practice what they have been taught and experience success.  They also help children develop  effective and successful strategies for reading: sounding out letters and blending them into words.  Decodables books are fun decoding exercises.

Here are some tips about how to use decodable books:
Know your phonics programme…

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Comprehension is only as good as one’s vocabulary | Tami Reis-Frankfort

Comprehension is only as good as one’s vocabulary.

So, is there any point in comprehension exercises? Should we be focusing on building meaningful vocabulary?

Read this thought-provoking blog by Solomon Kingsworth.

 

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Using morphology to teach word structure. | Tami Reis-Frankfort

Do you have children who spell the word ‘jumped’ – like this: ‘jumpt’ and ‘wanted’ like this: ‘wantid’?

This is because they are listening to the sound/s at the end of the word. This is because we tell them to listen to the sounds when they spell. But sometimes it is very helpful to bring a bit of morphology into our teaching of spelling.

What children need to learn it that the suffix ‘-ed’ indicates that a verb is in the past tense. It can be pronounced three different ways:

1. In the word ‘lifted’ – ‘-ed’ spells ‘id’

2. In the word ‘jumped’ – ‘ed’ spells /t/

3 In the word…

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Talisman Card games win Primary Teacher Award! | Tami Reis-Frankfort

Talisman Card Games 11-20 have just been awarded a silver award from Primary Teacher.  These are beautifully illustrated card games that not only develop reading skills, but social skills too.  The Primary Teacher award gets teachers to try out and test products in their classrooms.  These games are a favourite with students and now teachers have given them their thumbs up too!

 

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What is the ‘Matthew effect’ when it comes to reading instruction? | Tami Reis-Frankfort

What is ‘The Matthew effect’ when it comes to reading instruction?

This idea (muted by Keith Stanovich) is that children who learn to read in the first three years of their education become fluent readers. They read more, learn more vocabulary which then enables them to read more and comprehend more advanced texts and so they advance further.

The children who fail to learn to read, read less, are less fluent, have a poorer vocabulary, comprehend less and the gap just keeps on growing. It is the principle of ‘The rich get richer and the poor get poorer’.

This is why is essential that all…

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