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Learning to read and write Patrícia Garcia Martín Reception class.

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Presentation on theme: "Learning to read and write Patrícia Garcia Martín Reception class."— Presentation transcript:

1 Learning to read and write Patrícia Garcia Martín Reception class

2 Why this theme to focus on? I am a Speech and Language Therapist. I am interested in how children cope with the learning of such a big deal. In Spain children use to know how to read and write in primary school.

3 The Spanish language characteristics Spanish has 27 letters and 5 digraphs. A sound for each grapheme.

4 The English language characteristics English has 26 letters and over 46 sounds so... ▫one sound (phoneme) can be represented by one, two, three or four letters: e.g. /a/ a, /f/ ph, /igh/ igh, /oa/ ough. ▫one sound can be represented by multiple spelling alternatives (graphemes): e.g. /oa/: o, oa, ow, oe, o-e, eau, ough. ▫one grapheme (letter or letter group) can represent multiple sounds: e.g. ‘ough’: /oa/ though, /or/ thought, long /oo/ through, /ou/ plough, /u/ thorough.

5 So… How they do it?

6 Phonics

7 Children are taught the sounds. They start to learn from the most common sounds up to the less common. They decode the words by sounds.

8 ACT

9 ACT

10 What about writing? Teachers introduce the letters relating them to a shape and its ditty. Every letter is related to a drawing beginning with this phonic.

11 Down his back, then curl over his arm.

12 Letter formation

13 So... Complex association: Image – shape – letter – phonic.... In an easy way.

14 And lots of inputs! Paper strips on the table with the phonics. Individual letters stuck on the literacy wall.

15 Very important: Keywords! The most frequently used words. Different colours related to different difficulties.

16 And lots of inputs! Key words hanging on a string. Individual charts with sounds and key words.

17 Conclusions In Spain we focus on non-sense words (syllables) and they try to make them aware of the importance of the written communication. When learning there is a gradual increment of the difficulty. It is important to provide visual, oral and manipulative inputs.

18 References: Read Write Inc. Oxford University Press: https://global.oup.com/education/content/primary/series/rwi/; jsessionid=2FA10CBC057840F6BAEC8183EA57427A?region=in ternational SpeedySSP Reading and Spelling Lessons: Research Regarding Phonics: Phonics international: reading_spelling.pdf


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