Is your child struggling to read fluently or are you trying to teach a young child to blend and having trouble? Maybe your child has been taught the letter sounds and maybe even many letter combinations (e.g. ai, igh, ee etc...) and you cannot understand why your child cannot read well.
Why is my child doing these things? In short, your child, even if s/he has been taught phonics, is not blending, but guessing. This means that whoever taught your child phonics did not ensure that the child was hearing and feeling sounds in words to the point where s/he could easily sound out words to spell them: c-a-t, AND put them back together again to read them: c-a-t- = CAT. Other typical signs that this is the case include:
What is blending? Blending is the word we use to describe the putting of sounds together to make words. For example, a child may sound out a word: d-i-g. The child then needs to be able to hear that when we hear d-i-g it is the word DIG. Some children, for various reasons, do not do this automatically, as others might. This leads the child to learn words by heart and then, if s/he sees a word with similar letter patterns, s/he will presume that it is the same word, and rather than check the sounds in the word, will guess. It also has to be borne in mind that this is a two -way process and a child may be able to do it one way (most often to spell), but not the other (most often to read). If the parent sees a child sounding out accurately for spelling words such as BUS and CUT, then s/he can be forgiven for thinking that the child must also be able to sound out such words to read them. However, this again is not automatically the case. In my work with pupils who are struggling to read I often find that one is easier than the other, at least initially. Do not be too hard on yourself, if you taught your child to read - it is a mistake that even many teachers make. See below for the remedy. I thought guessing was a reading strategy Sadly, some teachers have mislead parents to believe that looking at pictures and guessing what the text says under the picture, is a way to learn to read. Sadly, the opposite is true: guessing is an enemy to learning to read. Although phonics is taught in UK schools, sometimes a child is given reading books that do not contain words that a child can decode. This can lead a child to guess and some teachers may not notice what is happening until the habit has been formed. How can I help my child? If your child is just learning to read for the first time - understand the pitfalls of teaching a child to read; understand that once a child knows all of the letter sounds and can hear the beginning sound of words, then the child must now learn to hear sounds in words and take them apart to spell (we call this segmenting words) and put them back together again to read (what we call blending). This stage may take much time and much patience be needed. It is helpful if teachers/parents a child's ear to hear sounds in words, before introducing the child to written words as otherwise a child may memorise the words before learning the skill. If you have an older child who has already memorised small words, like CAT and BUG then again, start with pictures, and then use nonsense words first orally and later to decode. This pack of 3 FREE to download Oral Blending Activities may help you. They are based on hearing sounds, but not seeing words. Here are three simple activities that you can do with either a younger or an older child. They are both listening activities, so the child will not be expected to spell or read the words. With just a little time spent each day, doing these activities, your child will hopefully soon be hearing sounds in words - separating them out as if to spell and putting them back together ready to sound out text.. The secret is to keep practising and to have a lot of patience. One day it will happen. Once the child can blend, see Reading Made Simple, my 100% FREE systematic Phonic Programme to teach reading, spelling and writing. For a small price you can check your child's progress at this level with my Phonic Diagnostic Assessment tool kit. This will help you to detect where your child is having difficulties. It may be individual letter sounds that are weak, or blending words such as MAT and TUB, or those with consonant blends such as FROG and MILK. Once the weakness has been identified you can begin work to remedy the situation. To be able to read, first a child must hear initial sounds, and then s/he must be able to hear sounds in words - in the middle and at the end in order for him/her to be able to read words such as d-o-g. A Suitable method of teaching oral blending for all childrenNot all children will need intensive help to blend sounds, but others will. Teaching should go at the speed of the child, not at an arbitrary speed set by a programme. Therefore, these strategies can be used by all children of any ability, but some will quickly grasp what is required and not need to spend much time at all at this stage and will be able to move on to sounding out cvc words. I like to start oral blending by using syllables, starting with words with just two syllables. Actions Actions can be very helpful to emphasise the different parts of the word. There are various strategies used by teachers, and you can find one that works for your child. Some use the arm, touching the shoulder for the first sound, the front of the elbow for the second and the wrist for the third and then sweep down the arm as the whole word is said. For children with coordination difficulties, which is many children with a special need of some kind, I like to use big movements, and I use the head, shoulders and stomach. Always work in this way. 1. Explain to the child that you are going to say a word together and tell the child the word. For example robot. This is because we are going to talk like a robot. 2. Demonstrate to the child how to touch the head as you say 'ro' and the shoulders as you say 'bot'. Leave a gap of about one second between the two parts of the word. Have the child do it with you several times. 3. Finish by saying the complete word 'robot'. So: ro (touch head) - bot (touch shoulders) : robot. Let's do it again, ready? ro (touch head) - bot (touch shoulders): robot. Then choose another word. Find one that is meaningful to your pupil. You can use compound words like 'foot -ball', or any other two syllable word. Here are some my pupils like: rocket Lego story rainbow table seven snowman donkey sausage rabbit Once your pupil has the idea, try just saying the word with the actions, and see if the child can say the whole word without being told. Once this happens consistently, we know it is time to move on to the next stage. Oral blend words with two soundsNow we can break one syllable words into two parts. I like to use words with long vowel sounds to start with. Use the same approach and the same actions, but use words like these, broken as indicated: t-ie p-ay s-ea g-o (go) t-oe p-ie s-ay d-ay t-ea p-ea s-o (so) m-e (me) Oral blend words with three syllablesOnce these are being heard consistently, go back to syllables again, but this time use words with three syllables: tel-e-phone cho-co-late sat-ur-day com-pu-ter bu-ter-fly ham-bur-ger Now oral blend word with three soundsNow you can take the plunge and try breaking words into three syllables. Here are some ways to try. With special needs children particularly it can be a matter of finding out what works with your child. I like to start with words with the short vowel 'a' and a nice clear ending sound of 't', to help to make it easier for the child to hear the word. You might also decide it is best to start with words with initial sounds that can be held on to like: m-a-t s-i-t s-a-t f-i-t r-a-t v-e-t Then you can move onto other words with other final/middle sounds, such as m-a-n, m-a-p, v-a-n, m-e-n, r-u-n, m- o-p etc..., still with an initial sound that can be held on to. Some children have more success with some final/middle letters better than others, so keep trying different words and noting the response. One lad I taught, with severe needs, found any words ending with 'g' easy, even if they did not start with a sound that could be held onto: big, dig for example. You may find that your child hears the final two sounds, e.g 'at' of c-a-t, but not the first sound, in which case, help him/her to put the initial sound with 'at': c-at, m-at, etc... and then another day try again. If the child guesses too much, then revert back to a stage of oral blending from above in which s/he was successful. Always aim to build confidence. Try again in a few days time, after more practice at a previous stage. In all situations be patient! Always praise and be ready to change tactic, to put it aside for the day if the child still does not grasp what is necessary. You are sowing seeds, showing the child what can be done, but you might not see a 'shoot' for a while yet. But never think nothing is happening. One day it will, but it might take many weeks. Moving on to sounding out wordsOnce you feel that your child is consistently oral blending these cvc words, it is time to start introducing him/her to more words. If you want help to do this please see our video below. Our CVC words gamesHead over to our CVC words games to find ways to take the tedium out of learning. Our games are all free and have been made for real children who have needed help. I hope you find something to help your pupil! Do let others know if they work, and tell us if they don't!
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These free to download and print games have been designed to be played once children have got the grasp of blending three sounds to read them. They follow on from our cvc reading games. They are intended to help the child to hear all three sounds in order to be able to spell the words.
The first game gives extra practice in hearing the middle vowel sound. This is necessary as the vowels are all sounds made at the back of the throat and for some children they can be difficult to tell apart. These games all have a short vowel in the middle- that is, a vowel saying its sound not its name. For example 'a' as in apple, not 'ay'.
The second game helps children to hear the final sound in a three letter word. The child simply needs to match the intial blend with the final sound. Hearing all three sounds in a cvc word is a vital skill for spelling. Some children need a lot of practice. Children enjoy these games so much that they will not notice how many times they play: more play - more practice! Win - win!
Who are they for?
All ages, including special needs and ESL students. Students who are having difficulty hearing all three sounds in a cvc word. So easy to make... Print out the game pages - not my terms and conditions! I like to print on card. Laminating the baseboards will make them last longer, or you can use A4 plastic wallets. Then:
So easy to play... Missing vowel Game:
Final Sound Game:
Some teaching tips for cvc words...
Young readers need to hear the 'breaking-up into sounds' process modelled to them many times. Sound out your words as you read them. Get used to saying each sound separately, like 'c..a...t' and then saying the whole word 'cat'. Drag out the vowel sound so that it is easier for the child to hear how the sounds join to make a word: 'c....aaaaaa....t'. If they hear you doing it, they will be more inclined to try for themselves. Make some mistakes sometimes and correct yourself. This might seem odd, but actually, you will find your student peering over your shoulder to help you! Being the teacher really helps children to think through what they know! Resources to help you make the games...
If you like these games, then rather than having your computer cluttered up with separate files, why not purchase this compendium, for a small price, and have all 6 games in one file? Find FREE-to-download Decodable CVC reading books here.Download your FREE cvc spelling games here:
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This is a series of CVC phonics games for helping children to learn to blend three sounds - that is: a consonant, a vowel and a consonant - CVC.
They are free for you to download and print. CVC words all have a short vowel sound - that's a vowel saying its sound, not it's name. So 'a' as in apple, not 'ay'. It is a simple matching game which the child could either do themselves or play as a game with an adult (which is much more fun!). c a t
consonant vowel consonant
These CVC phonics games have been designed to be enjoyed again and again - swap boards, play with Mum, then Dad, Gran, Grandad, brother and sister! The more the better, providing plenty of blending practice with heaps of fun. You can even mix and match between the games - just make sure you have the right words for the boards you choose!
From the 'a' family game
Who are the CVC phonics games for?
Everyone! These games have worked well with toddlers through to adults learning English as a second language. So easy to make... All you have to do is:
From the 'All vowels Game' which can be played in two ways, with either pictures or words as a base board.
From the 'All vowels Game' which can be played in two ways,
with either pictures or words as a base board.
So easy to play...
Have you seen our set of 16 CVC graded Phonic reading books?
Give your child's reading a head start with these books. Even suitable for special needs children!
You can purchase these game in ONE FILE for convenience - great for high users like schools. Or you can download the games singly for FREE below.
Some resources to help you make your games..
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WelcomeHello, I'm Lilibette, qualified teacher (B.Ed Hons). I have taught phonics in mainstream education, followed by have home-educated my two sons to 18, and am now a private tutor. Categories
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