Phonemes and graphemes or sounds and spellings: it depends on the context. Yesterday, I published ‘This and that’, a short blog post on the importance of maintaining consistency in the language we use when training teachers in how to teach phonics and teaching children phonics. After publishing, another example of the way in which we… Continue reading More on ‘This and that’
What’s in a word? On our Sounds-Write training courses, to teachers, we use the word ‘represents’ all the time when describing the relationship between the sounds in the English language and the way in which those sounds are characterised. For teachers and teaching, the reason for using the word is strategic. We want to make… Continue reading This and that
This post has been written as a quick response to a debate on Twitter about whether teachers should be teaching letter names or sounds or both to young children just embarking on learning to read and spell Until young children (Reception/Y1) are secure with sounds – i.e, they understand that letters are representations of sounds… Continue reading Sounds or letter names? An update
Making the decision whether to teach phonics ‘whole-class’ or in small groups can be a difficult one but, in this post, I want to make the case for whole-class teaching. It’s pretty obvious that if you’re a teacher of a class combining different years, you will almost certainly want to ‘set’ them and, in this… Continue reading Teaching phonics: whole class or small group?