[senco-forum] Y1 phonological awareness

Sorry if I've upset you...I just wondered if unpicking their previous  learning might help to identify areas where phonic skills may not have  been thoroughly learned,  or may not have been taught at  all.  

  I have a friend working in EY who had the same problem (I work in mainstream KS3, where I haven't yet encountered a child who can't  blend, though there are plenty who don't care to use the strategy as it  is more work than guessing from initial letters, context &  pictures).  She persisted with the pure phonics approach and  enlisted the help of a puppet who needed their help in learning to  read, and who does 'naughty' things like snatching the card from them  with the word on that they have succesfully 'blended' (which should  have been theirs to keep...) They did, with constant practice, 'get  it'.  She has found this 'fun' approach very successful.

  Maggie

Anusianena at aol.com wrote:           
  The problem with asking for help in a 2-line email is that of course I   cannot go into everything that has been done before or is being done now.

  I just wanted some advice along the lines of "well, when we had some   children with these difficulties we tried "x" and it really helped" - and many   thanks to those of you who came back with really practical suggestions - you are   all worth your weight in gold!

  Sorry, I don't have the energy to go into great detail - we use largely JP   in reception.  Why should we want to confuse children about the process of   reading?  "Work on them" is precisely what we are trying to do.  Using   whole word strategies we are trying to give them alternatives as their   phonological skills are very poor.  We will continue to work to develop   these - of course.

  They do not "get" the word when we try saying the phonemes more   rapidly.  Did you ever hear that clip from a radio quiz show where the   answer was "potato" and the DJs told the contestant to blend "pot - 8 - toe" and   she simply could not do it - it was very funny to listen to but no matter how   fast she tried to say it, she could not hear the blended word.  Well,   likewise our children - they just repeat the sounds faster and faster, but   phonemes remain discrete.

  Just hoping someone will share ideas that have worked for them.

  Thank you.

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