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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Reading books are a tricky subject. If your child is at school, the books sent home may baffle you and confuse your child. This is not unique to your school, or your child. Help is at hand! Many parents ask: If the school is teaching my child to sound out words, then how comes s/he can not sound out the words in the books sent home? The answer, simply put, is that ideally each phonic scheme (e.g. Letters and Sounds) should have its own unique set of reading books, which match the order in which the sounds are introduced. Some do - but as far as I am aware, Letters and Sounds, used by many schools, does not. Therefore the schools often use a hotch potch of books from several schemes and group them into colour coded 'bands'. Most usually your child is given free choice from the colour band s/he is assigned to, depending on current ability. This is, from my point of view, not helpful to the child learning to read with phonics who needs a book that has words that can be sounded out - at the child's level. Why are schools satisfied with this? Well that is another story, but in short - many teachers still believe that phonics stilts reading and they hope that by using 'whole word' reading books that the child will have the best of both worlds. It doesnt work like that - it just leaves many children bewildered. No real need for reading books to start withHistorically, schools used graded reading books in conjunction with a look and say approach. These books at least had a controlled vocabulary and the child learnt words by memory, then learning enough to put into sentences and eventually in to paragraphs and more. Ladybird still sell a scheme that is popular. They gave children confidence, but children with any difficulty learning to read hit memory burn out at some point and their reading skills top-out. Phonics is by far a better method by which to learn, but each scheme must then have its own unique set of reading books. Reading Made Simple has its own set of FREE to download and print reading books. If you have a struggling reader who has so far failed to learn to read with phonics, then I can only suggest that you use my programme and reading books. It is proven to work where others have failed. How to use the school's reading books to best advantageIf the school has given your child books like Biff, Chip and Kipper of the Oxford Reading Tree, and they have learnt pretty much to look at the pictures and memorise the text, then gently start to draw the child's attention to words that can be read properly. The names themselves are a good place to start. If you think the book is beyond your child's ability, then simply read it to him/her and spend the rest of the time practising phonic skills. Don't let your child memorise the text! Remember, reading is taught by means of a systematic phonic programme, which eliminates guesswork and not by 'look and say'. Guessing is not the reading strategy you are taught it is: rather it is the road to illiteracy, Do not be fooled. A scheme at the end of the day is a means to an end. It builds up gradually until the child is a fluent reader. Modern schemes these days tend to put great emphasis on understanding the story. Alright, if you haven't got a clue what you are reading about there is not much point reading it! But to be honest - if you read books to your child and do things together, then you will have no need to worry about comprehension too much at this stage. It will come naturally. Often schools focus on the comprehension as they are making such a mess of actually getting the children decoding. Children need a strategy for working out what words say. Guessing doesn't work! Think of learning to drive - or any other new skill. At first you have to learn the skills and all your attention is taken up with them. Clutch down, change gear, lift clutch as accelerator is gently pressed down... phew that was a job thinking about it! Only when you have had a lot of practice does driving a car become gradually, more and more second nature so that you do it without thinking and concentrate on reading the road. So with reading. We need to understand why we want to learn - to see the end in sight so it's good to do all the things I said to give the child the idea that reading is worthwhile and good. But before s/he gets there, there are the skills to slowly learn and build up. Yes, do talk about what the child is reading to you, but make the actual 'sounding out' the main focus, until reading becomes automatic, when the child will really start to enjoy reading. To that end, phonics for reading needs to take as little as time as possible. You can have a child with a reading age of 12 by age 6 Schemes can be dull to some, but a life-line to othersMost children at this begining to read stage like to feel they are reading a book, but as this early stage passes quite quickly you don't want to spend lots of money buying special books. Some children will find a scheme helpful, others will find it dull - you know your child best. Find books with simple print and see what happens - get the child to read the words they can and you read the words they can't and gradually they will be able to decode more and more. If you would feel happier with a scheme then I highly recommend my own decodable phonic reading books on Reading Made Simple, which start with books with just CVC words, (like cat and dog,) building up through the basic sounds. Sight words that cannot be sounded out are introduced slowly. Reading Made Simple has its own reading booksOur books are all phonetic and can be sounded out using the phonic knowledge that has been introduced prior to the book being recommended. They will not work with other Phonic programmes unless you have carefully checked to make sure that your child knows all of the sounds needed to read each book. You can easily check this information. They are short booklets that can be printed in either colour or black and white. They can be found here. Have you see our FREE phonic reading scheme?Give your child a head start in reading today! What are initial sounds?
Look at these words. The first letter is the initial sound. When you say each word, your mouth, teeth and tongue move into position to make the initial sound.
cat man danger house zebra light
We don't stop to think about it as it happens instinctively. Learning to read through phonics means becoming aware of the sounds that make words.
In order to learn to read and spell with phonics, a child first needs to learn the sounds for which the letters of the alphabet stand for and which can be heard at the beginning of words - the initial sounds. Having learnt to read with phonics, children will eventually be able to read many words that they have never seen before, by themselves. Teaching by phonics is a powerful method! It creates readers. No wonder it has not been liked by many progressives through the years! Take care when teaching initial sounds
It is very important that care is taken to teach this stage well, as it is the foundation for the development of all future reading and spelling.
Three things are necessary when teaching a child the initial sounds:
If any of these three are neglected, or only partially taught, then the child will not make progress. Despite this seeming very simple, many teachers and parents go wrong at this point. Many children fail to learn the sounds that each letter stand for sufficiently well to be able to recall them instantly. Others learn the sounds the letters stand for, but do not hear them at the beginning of words. These children can then appear to be in need of catch up work - when the truth is they were not taught properly to start with. First, make sure that you yourself know the initial sounds.How to teach initial sounds
Progress is quickest when the above three aspects are taught hand in hand together.
As a sound is learnt the child can be taught to apply his/her knowledge to find things that begin with that sound. If the child is also taught to write the letter, this further reinforces his/her knowledge and helps to develop spelling skills as well. It is best is, once you have decided that your child is ready to start learning to read, to keep the momentum going by teaching one new sound a day, five days a week. Follow this simple procedure. You will need:
You can also use our video (below) which provides pictures for each letter of the alphabet and is phonetically correct. Pause the video on a sound. You can use it to say the alphabet rhyme each day too (see below).
1. Introduce the new sound on a flashcard, or in an alphabet book. Tell your child:
This is the letter '_' and it makes the sound '_'.
2. Then look and see how many things on the 'a' page begin with that sound (or if using flashcards, how many things you can think of between you beginning with that sound).
To begin with you will have to help – if not tell - your child which words begin with the given sound. Emphasise the first sound as you say a word.
Here is an apple. Apple begins with ă' (sound not name). ' a..a.....a...apple. ' 'Here is an arrow, a..a...arrow'. 'What can you see that starts with 'a'?' a...a.............. See if the pupil can fill in the blank with a word beginning with the sound 'a'. If the pupil says another word, not starting with 'a', say: 'Yes, I can see a house too, but listen...hhhhhouse. Does 'hhhouse start with 'aaaaa'? No it doesn't. Listen, aaaaapple, aaanchor. Here's a word. (Point to another picture starting with 'a'). What's this? Child: 'ant' Teacher: 'Yes!' aaant starts with 'a'. Some children will sit for a while happy to look, others will be eager to go! Either way, keep the session short. We don't expect pupils to grasp this in one lesson. What must happen is that the pupil starts to learn that this symbol stands for the sound 'a' and some words begin with that sound. Watch for signs that the child is beginning to hear the intial sound for him/herself. Optional: Jolly Phonics assigns an action to the sound which many children find helpful. You don't need to use the same actions as Jolly Phonics to do this; simply find a word that is meaningful to your student that can be mimed and make the action along with saying the alphabet sounds. My class used to mime eating an apple, or making an ant crawl up their arms. They would pretend to bounce a ball for 'b', drive a car for 'c' and so on. If you wish to use the Jolly Phonics actions you can find them free here.
PLUS - every day say the alphabet rhyme
Practice the sounds already taught by saying the Alphabet Rhyme before you teach the new sound. Go through the flashcards of the initial sounds taught and say the alphabet rhyme, stopping at the letter that was last taught, ready to learn a new one. So: Day 2: Show the 'a' flashcard: Together say: Ay says 'a'. And then learn about the sound 'b'. Day 3: Show the 'a' flashcard and together say: Ay says 'a'. Show the 'b' flashcard and say together: Bee says 'b' - and then learn about the sound 'c'. Day 4: As before: Ay says 'a', Bee says 'b', See says 'c' - and then learn about the sound 'd'. And so on, adding a new card each day until you are saying it all the way to 'z'! This repetition is vital to the success of the programme. Continue to recite the Alphabet Rhyme in this way while the knowledge is cemented and until you are sure the pupil can give you the correct letter for any sound you make, or tell you which sound each letter stands for.
Then:
1. Throughout the day keep emphasising ‘AY says 'a'. Encourage the pupil to finish the sentence: ’AY says…?’ Say it for the pupil if s/he can’t remember. Encourage your child to look for things around the house that start with each day’s sound. It is a good idea if you can be constantly emphasising the first sound of words at suitable moments. Here are some ideas: ‘Where is your bbball? ‘Are you playing with your dddoll?’ 'Time for bbbbed!' 'Where is your ccccup?' 2. When you see words around and about, point to the first letter of the word (if it says the right sound, e.g not 'c' for 'circle') and say (for example) : 'Look, 't' for tomato.' This will help to train the child's ear to hear initial sounds.
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Assessment is the key
a) the child is beginning to learn which letter stands for which sound
b) the child is hearing sounds at the beginning of words
Then do whatever is necessary to help the child grasp the bits s/he is having trouble with. There is a useful video here explaining how to help children who have trouble hearing initial sounds of words.
For example, if it is a particular sound, then focus on that sound. Paint it, draw it in the sand, pin it up around the house/classroom and make frequent reference to it. Use your imagination and think what will help THIS child to get this point.
**Do not try to teach the child to blend cvc words until you are sure s/he is hearing the initial sounds of words.** Otherwise you will risk confusing the child and stalling progress.
Go at the child's pace, not the pace of a 'curriculum'.
www.readingmadesimple.weebly.com
Our programme can be tailor fitted to any child. You are in control of how fast or slow you go and how you teach. We give guidance, but remember - when teaching phonics you need to fit the programme to the child, not the child to the programme.
Find a way of helping the child to reach the goals.
We help you to do just that - succeeding where others fail.
When I checked, the child had not been taught to apply her knowledge. She knew the sounds, but did not know how to hear the first sound in a word. It seemed that she was doing well - until she was asked to put the sounds together and it was a meaningless task for her.
What sound does this word start with. Listen carefully, I'll say it slowly: ___________.
mouse zip cotton goat lamp nail van
button yellow desk hair mop star wash
leg ant egg ink on tick
horse banana finger job plate up
For some children it might just mean that you need to spend more time making sure that they actually understand that these are sounds we use when we speak and that they are at the beginning of words. You can use ourgames to help you.
Tell your pupil that when we speak we use sounds. Words are sounds put together to make words. Each word is made up of sounds put together. First we need to learn to hear the first sound in a word.
Video to help children struggling to hear initial sounds
What do children need to know before learning to read?
Things your child does not need in order to begin reading
- A huge vocabulary - vocabulary can be taught as the child starts to read.
- To be able to speak well - many children learn to read alongside speech therapy - my own son included (age 4 plus). The child must be able to repeat back a word you say, in a way that you can recognise. As long as the child understands what you say - that is the main thing. Learning to read will begin by saying individual sounds. The sounds are then built into words.
- To be able to hold a pencil
Other things to do to help children enjoy reading
Read lots of books yourself and to your child
Make reading a plesaurable acitvity that you both enjoy. Read often to your child. Find books that promote good moral values in children and are beautiful to look at and listen to. Avoid the crude and ugly titles that seem to proliferate in libraries and book stores - many of which are linked to TV programmes. There are plenty of lovely books that you can enjoy with your child.
Build a library for your children in your hown home
Encourage your child to play
No-one is ever too old to learn, but we can stifle the love of learning.
Our modern technological world does just that. But it does not need to be this way! Parents hold the key to unlock a world of adventure and knowledge for their children.
Play needn’t be expensive. Some of the simplest toys give maximum play potential. An old cardboard box can become many things – a ship, a dolls house, a cooker, etc…children will more than happily ‘pretend’. In fact – don’t buy lots of plastic for them – as that too will stop them using their imagination. The more ‘pretend’ the better. Avoid toys (and books) linked to Media - Star Wars, Peppa Pig etc. as these are marketing ploys and restrict children's imagination to what they have seen on the screen. Rather buy/make dolls and dolls houses, Playmobil (wonderful for real world play), wooden train sets, vehicles, puzzles... all the old fashioned toys that have stood the test of time.
Obviously, as we have already seen, learning to read means recognising shapes of letters. Therefore, shape matching activites and puzzles are good toys to develop readiness for reading in very young babies.
Talk to your children
If a child is to understand what s/he is reading, then the words that are read must be meaningful. Phonics is powerful. Children will be able to sound out and read many words - even words they do not understand. In order for the child to then make good progress in reading in the early years, the child must have been introduced to a wide vocaulary, or progress will be stunted as the child will not be able to enjoy reading. Every activity has its own vocabulary.
The advice here is to take an active interest in your child and enjoy doing things together. Hopefully you will talk with your children as you enjoy time together.
Bake, go to the park, scoot, bike, swim, go for lots of muddy puddle walks in the woods/park (dress in waterproofs - I loved these - and there won’t be so many dirty clothes to wash) - boys especially need lots of time outdoors with space - but girls love and need it too ... running, jumping, seeing what their bodies can do now, testing themselves, giving themselves challenges. These are all very important for growing up.
Use your eyes, point things out. Don’t be afraid to be ignorant, just look and talk and question. What’s this? Why that? Look things up on the internet when you get home if you have no other reference books.
See our nature website for ideas as to how to introduce your young child to the natural world.
Develop concentration skills
I know it is very tempting to have the television on all the time for background noise, or to stick the young ones in front of the DVD while you cook tea and use media as a baby-sitter - I've done it myself - but do try and limit how often you do it. Try and turn the televeision off for most of the time.
When you do allow a DVD, put on one that you know your children can sit and watch through (i.e. not too long so that the children lose concentration and wander off). If possible, sit and watch it with your children so you can talk about what's happening. Your aim is to teach them that they sit and watch what is in front of them - not just learn to ignore it - or they will have a hard job learning how to sit and listen to a teacher. Keep the sessions short - then switch it off at the end.
The role of Technology in the teaching of reading
Learning to read is not easy. It requires the utmost concentration and many hours of practice to become a good reader. Many apps teach reading with jingly tunes. Reading real books does not come with jingly entertaining tunes! So if you teach children to read with jingly tunes, then reading books will be very tame by comparison! Be careful what you train your child's brain to like as it will be very difficult to train him/her off it later and you might regret what you have done when s/he doesn't want to learn. Technology can have a good place in our lives but we all need self control to keep it in it's place. Model that to your child.
In addition to this, all true learning must take place from books. The internet is great, but it is not a source or reliable information. In days gone by it took a lot of money to publish material, and although not so good things were published, on the whole they were of a more noble quality. Books that said untrue things by and large did not sell and so there was no profit to be made from them. By contrast, anyone can publish anything on the internet - and make a profit, and you need a degreee in every subject to be able to discern fact from opinion and discern what is true and what is not. Error abounds in these days when right is wrong and wrong is right. Therefore, aim that your child will learn to read from real books and the best way of doing this is to teach your child to read using physical books.
There is another reason to limit the use of technology when educating your children, be it teaching them to read or leaning maths, and that is that pictures flicking across a screen take no effort to watch and no brain power to think about. When the child is then expected to sit and learn, learning is hard work and children would prefer not to have to think - as it is hard work! Train your child to learn to think early on!
Conclusion
It is absolutely essential that reading be taught by phonics and not by the so-called "look-say" methods currently in vogue in the public schools. If the child is not taught to read correctly, then the entire school program which follows will be so difficult that the child will have a very great disadvantage.
Many children coming through the school system think they can read-but all they are doing is memorizing certain words using a look-say method. This leads to very poor reading which will top out at a certain level, yet typically the student will not seek help because he thinks he knows how to read. He just thinks he does not enjoy reading.
After the child can read, then he or she should be encouraged to read several hours each day in books of gradually increasing difficulty in order to build reading skills and confidence." Dr. Arthur Robinson
Not only can we speak, but we are able to write down what we say so that other people can 'hear'
our words in our absence. We call that 'reading' and the acquisition of this skill provides the gateway into every kind of learning and understanding.
It ought to be easy to learn to speak and to read. Babies soon begin to copy the speech sounds they hear around them, especially as parents or siblings help them to discern which sounds are most important. Learning to read can begin at that stage too as very young children imitate those specific speech sounds which are the building blocks of written language.
Altogether, when we speak we utter 44 phonemes: 26 of these are easily learnt as pupils learn to match the letters of the alphabet to objects that begin with that sound, 'a' for 'apple', 'b' for 'ball', etc. saying the sound the letter stands for, not it's name. Eventually pupils learn that the phonemes 'a', 'e', 'i', 'o', 'u' as they are used in some words, stand for the name of the letter and not it's sound: gate, here, ride, home, tune, for example. Later they will discover that more new phonemes are made when 2 or 3 letters work together. Five of these new sounds are made with two consonants, 'sh', 'ch', 'th', 'ck', 'ng'. Boat, girl and book are examples of vowel sounds and vowel consonant combinations.
All of these phonemes are dealt with individually and this website will help you to know how to go about blending them into words.
There are only 44 phonemes, but they can be represented by many more combinations of letters. This means simply that sometimes there is more than one way of expressing the same phoneme in writing. The 'ai' sound looks different in 'rain', 'play', 'eight' and 'plate'.
So learning these phonemes is a bit like learning to unlock a code. Rather than having to learn lots of individual words by heart, we teach children the code and then they can unlock many words, even if they have never seen them before. This is why a good phonic system is empowering.
Therefore, although the main teaching session each day is short, the careful teacher will be constantly looking for opportunities to apply the lessons to their students daily activities. This will ensure maximum progress.
An easy to use, FREE phonics reading and spelling programme
Amazing things. Two year olds reading. The whole of Peter and Jane finished by age 5 if not sooner - which in case you don't know would enable the reader to pick up the Authorised Version of the Bible and pretty much be able to read any passage from it. That's the age most children are when they start to learn their alphabet sounds!
Most phonics programmes teach either reading or spelling. We aim to teach both. We take one tiny step at a time and build the next step carefully onto it, building success, often where others have failed. Not all phonics programmes are equal.
Don't be put off if your child has speech problems. A phonic programme fits well with speech therapy. Teach your child to read as s/he learns to talk. My son was able to finish Peter and Jane by six and a half, having only started talking aged 3 and half with a couple of words. He could read better than he spoke, but his reading then brought his speaking on.
FAQ
The phonic language (phonemes, graphemes, digraphs etc...) is so complicated - do the children need to know it?
No - and nor do you! It only complicates what should be simple. I deliberately refer to them all simply as 'sounds'. Little children (unless they become graduate linguists) will not need to remember this vocabulary - it serves no purpose in the process of learning to read and spell.
Can all children learn with phonics?
There are a very few children/adults who can not hear the phonic sounds. I repeat - a very few. In most cases of phonics failing, it is due to the teaching method/the teacher's lack of experience, not the fault of phonics per se.
Phonics works with all children regardless, when taught well, as even those very few who do not hear the sounds, benefit from a good phonic programme teaching reading and spelling in a sctructured way, grouping patterns of words together (e.g: rain, pain, Spain, snail etc..) One of the main pitfalls I see that causes many children to supposedly 'fail' with phonics, is not spending enough time ensuring the child can blend (put the sounds together to make a word - c..a..t.. cat), and segment (isolate the sounds in a word cat: c..a..t..). Ensuring the pupil is competent in these two skills will ensue success, Do not rush over these stages.
What's wrong with 'look and say' methods?
Some children seem to start well with whole words methods but come unstuck later when they meet more and more words they have never seen before and have no plan for working out what they say. Or they come unstuck with spelling. Added to which, when your child is young you may not know that they have a difficulty such as dyslexia - which can be overcome as far as reading and spelling is concerned with a synthetic phonic approach. Better to teach phonics from the start and eliminate years of anguish.
Conclusion:
I thoroughly reccommend the two books I have advertised in this post, if you would seriously like to know why phonics is the best method to teach reading and spelling.
Welcome
Hello, 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.
Reading Made Simple (a completely free systematic phonic reading programme) and Sound-it-out are the results!
I aim to bring advice and resources aimed at enabling parents and teachers to EASILY teach phonics effectively. That is: to help children become life-long readers, forming a bedrock on which all further education can be built. My mother helps to draw the pictures and between us we have many years experience of teaching KS1, special needs and ESL. We hope you enjoy browsing our site!
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