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Visual recognition : your Child should be able to:
* locate letters identical to a model:
if you ask him/her to circle all “b's" among other
letters, he/she must identify the b's among other letters and not confuse
them with “p”, “q”,or “d”…
* put in the right order mixed letters of a word of which he/she has the model.
* locate a letter in a word: if you ask him/her to circle the “E's" in 5 different words for example…
* locate a word among others: if I give the model
“MOM”, he/she has to be able to circle the words
“MOM” even if they are placed among other resembling
words, like “TOM”.
* recompose a sentence whose words are mixed and of which he/she has the model.
Most frequently occurring difficulties and solutions:
* confusion and inversion of letters: the child circles “Q”
whereas the model is “P”, he circles “ON”
whereas the model is “N0”. I point out to him/her that the
place of the letters is important as well as their meaning.
*lack of concentration and method: the child looks at the exercise
vaguely and circles a letter when he/she sees one identical to the
model, he/she forgets other letters. He/she circles words which resemble
the model. I show the children that it is necessary to look at each
letter and to compare it with the model, line after line. For the
words, I teach them how to take simple reference marks: look at
the first and at the last letter, at the size of the word…
Auditive recognition. Your Child should be able to :
* hear with which sound a word
starts if it is a sound like “A, E, I, O, U”.
For example, he/she must be able to notice that "April" starts with
“A” and “Igloo” with “I” .
* hear with which syllable a word starts. If you say what do you hear
first in the word “rabbit”, he/she must be able to say I
hear “ra” and to find other words which begin with "ra". If
you give him/her to classify words beginning with “Pa”
and other with “Po”, he/she must be able to do it.
* say which vowel he/she hears in a word made up of simple syllables like “carpet” “pupil”.
* recognize the sound of consonants studied during
lessons “m”, “p”, “s”,
“r”, “t”…
*recognize with which consonant a word starts if it is one of the consonants studied with the teacher.
The most frequently occurring difficulties and solutions:
* the child does not have a good ear or does
not understand what is expected from him/her. Only training will
make him/her progress. At the end of the year,
all children succeed in hearing the vowels at the beginning of a
word and the syllables too. But to say which vowel is contained
in a specific word is more difficult! Some children cannot do it.
To recognize with the ear the consonants which make a word is not easy
for a child who does not have a good ear: he/she will more easily hear the
beginning of the word, but not inside the word.
the combination of letters (to understand that “b” and “a” do "ba")
*
write a syllable dictated picked out of the syllables studied during
lessons (my, me, semi, mo, driven, pa…)
* write a simple word made of 2 studied syllables: “motor ”, “baby”...
The most frequently occurring difficulties and solutions:
Each child has a
different rythm of understanding : the comprehension of
the " system of combination of letters to make syllables”
occurs at a different time for each child. Once this system is
acquired, the child is almost a reader or will soon become one.
* if the child does not know the vowels, and the sound which they make, he/she cannot understand the mechanism.
*it is necessary then that he/she understands that consonants make
sounds, a different sound for each consonant, and that associated
with a vowel, they make syllables. He/she has to keep in mind which sound
is obtained with a consonant. At the end of the Kindergarten ,
between 2/3 and 3/4 of children understand the mechanism,
1/4 will understand it during first year at Primary School.
During the pre-school time you should not urge him/her to learn reading if he/she
does not want to. On the contrary, you should not answer him/her “you
will see that when you are older” if he/she raises questions
about reading.
Knowledge of the alphabet
* know the alphabet by heart.
* recognize all letters of the alphabet written in capital letters,
even when they are presented in disorder, and name them
.
* know that there are 2 other writings (script and cursive or small letters ), and
know as many letters as possible in these writings, in particular
vowels.
The most frequently occurring difficulties and solutions:
*Some children do not manage to
memorize the name of the letters as soon as they are shown
in disorder. Remedies: puzzles with letters, alphabetical
puzzles where a picture is associated to the letter, games
on the computer…
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