![]() They insisted that the child must not 'guess' from context or the picture. When I posted this it was ironic that it was the 'pro-phonics' groups that were appalled. Sight words are words that appear frequently in most of the text people read, but cant easily be sounded out. The more words they know the easier it is for them to figure out what a word must be (even though they don't have the grapheme knowledge ie can't 'decode' using phonics) and THEN work backwards and code map it (map the graphemes to phonemes) It is also why we need children to TALK a lot. They see the word, hear me say the sounds - and then it becomes known. What we WANT is for a child to realise what an unknown word is, even if they have never seen those spelling patterns before, as the brain will just accept it and store in and why the speedy sight word videos are so effective. ![]() I had pointed out that the child would work out that it's likely 'coffee', and THEN think 'oh, ok, so those squiggles (sound pics?) must be c/o/ff/ee. I posted this on facebook a while ago, to show that what they may think of as 'three cueing' can actually be of benefit to the child, if they naturally 'code map' or if they have been taught to do so. At different times of the year, change up the writing medium to match the season. This is actually a Montessori technique that works great because your child is learning the word through movement, texture, and sight. Let your child write the word in the sugar or salt. Pour salt or sugar in a shallow plastic tray. They go back to it afterwards and 'Monster Map' it. Write it You’ll love this sight word activity. Basically, the kids have to complete the blank space with the right words. Fill-in-the-blank words suit well if the kids already memorize each sight words you teach. All they need to do is just copy-paste the color. It also means they don't have to stop thinking about the MEANING of the text, to focus on that isolated word. In this worksheet, kids should match the words and the color code provided. This means that while the child has paused they HEAR the phonemes, while LOOKING at the graphemes, and when we 'code map' the text we are making it even easier for them to recognise the spelling patterns. ![]() When a child doesn't read the word with automaticity their eyes will rest on the word and they will try to work it out if they don't work it out within a second or so we 'follow the sounds' so they can blend and carry on. When they need to spend ages trying to split the word into syllables (and so have to try to understand that first) it can put the children off wanting to learn as so laborious (and often they still can't figure out the word !) When YOU can't figure out a word what do YOU do? Don't you try to figure out the meaning from the context? And don't you think your brain is trying to recall the word see if it could be a visual representation for a spoken word you know? You might then think 'oh, didn't realise it was spelt like that!'. You can see that the 'detective' is telling the child to figure it out ! It's not in their code level, but they can figure out what the word is, and then know which speech sound that sound pic represents ! They are 'self-teaching' - they are becoming orthographic mappers within weeks! The activities are teaching a child how to 'track backwards' from speech to print they couldn't get there by trying to apply the knowledge they have from their phonics instruction. ![]()
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