I was going to update you with stitching pictures but am having some issues with my camera – namely that my husband has borrowed it and so no pictures. 
Instead I’m going to write about Annie’s holiday homework that got sent home from school.
The 12 Golden Words.
These words are 12 of the most common words found in the books the children read at school.
So what are the 12 Golden Words?
- a
- and
- be
- I
- in
- is
- it
- of
- that
- the
- to
- was
I’ve made flash cards by hand and a set of snap cards also made by hand. The hardest part was writing in the Victoria Cursive Font which the children learn at school.
When your child can successfully read these words in any order to their teacher, they will receive a certificate at assembly to celebrate their success. Then they start to learn the next group of words.
Annie is doing very well with 10 of the Golden Words words but she struggles with the and that which she continually reads as this.
If I ask Annie to spell the, that or this she can do out loud perfectly each time but when she looks at the words on paper 90% of the time she reads them as this.
We’ve spoken about how all three words start with TH but end differently and that it is important to read the letters on the end as well but she still struggles. It has only been two weeks so I’m not worried but frustrated because Annie is not understanding the way I explain the words. Any suggestions?
8 responses so far ↓
Jayne // April 14, 2009 at 11:02 am |
When she comes to the/that/this in her reading cover up the second part of the word so she has to slow down to absorb what she’s reading. (Maybe even put those little sticky page tabs over the words on a page before she gets to it?)
Annie will see =TH then move the paper to reveal IS/AT or E.
Breaks the word down for her so she can break the habit she’s begun with those words and gives her a bit of confidence with those tricky words of the English language
Mistress B // April 14, 2009 at 2:30 pm |
the ‘wh’ words are tricky and commonly mixed up too (what, where, when, who, which)
Just keep plugging away at it. She’ll get them eventually.
BlackCat // April 14, 2009 at 6:52 pm |
HIya
my language teacher mum has suggested that you make a time not during the normal reading time (as this breaks into the flow,) when you find a text with a lot of those words in and make her stop and sound each one out and say “th-i-s, oh yes that one makes th-i-s this!” and give her rewards praise stickers etc or a small target after which she’ll get a prize. keep it fun and also use flash cards to build the instant recognition. they are diffuclt words as there is nothing associated with them to make a picture in the mind. Also get her to listen while you read and you make a deliberate mistake so she can pick up the context clue. Make large cards with other words she knows and put them on the floor and play a reacing game to get to the right word. -maybe Heidi could join in with this (Mum says this is better if two do it anyway)
I say good luck!! I’m sure you’ll get there in the end.
BlackCat // April 14, 2009 at 6:54 pm |
mum has also saud that uyou can use a small toy/ teddy and the flzash cards and say “put teddy on this” etc then you can blame the teddy if she makes a mistake “oh silly teddy that’s not the right one is it Annie, you show him the correct word!”
Barbara // April 14, 2009 at 7:19 pm |
You’ve got some neat suggestions. I don’t have any. ;0 Good luck!!
Laural // April 15, 2009 at 2:44 am |
My son’s program had steps he had to go through for the words.
I’m not sure if I remember all of them but he had so listen and repeat in order and out, read them in a row, read them mixed on a page, take letter flashcards and spell out the word that we said and then read the words to us. We would break down the words to (th – is). When he got it right he got a sticker on this chart.
He didn’t enjoy the first program as much as the second because there was no reward incentive for “reading game” the first time.
A HUGE thing that my husband had to learn was how to positively correct my son without just saying no it’s wrong.
Helen // April 15, 2009 at 7:09 pm |
Try looking at it from the other end
at
that
cat
bat
mat
rat
sat
I am sure Annie will find more “at” words and then she may see that in a different concept.
Hope that helps
lightening // April 17, 2009 at 3:56 pm |
Sounds like she’s doing well.
I think you’re right, one day it’s likely to just “click”. You could try taking a half step back. Put the words in front of her (just the couple she’s mixing up) and get her to point to the right word (you say it and she points, picks it up or whatever). It’s an easier form of recall to recognise which word is which.