Passed by I Can Read yesterday and was wondering if I should enroll Athena in the program.
She will have to go through an assesment first before they can decide which program she should go.
At the same time, I do not know if I'm going to confuse her or ... in another words wasting $$ for nothing as next year I will add in blends & digraphs for her home study.
She will have to go through an assesment first before they can decide which program she should go.
At the same time, I do not know if I'm going to confuse her or ... in another words wasting $$ for nothing as next year I will add in blends & digraphs for her home study.
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The lady assumes that perhaps (if) Athena will suit the Preliminary Reading Skills Programme (4.5 years old)
This programme is designed as a foundation programme that precedes learning to read.
Children are enrolled in this programme when they are able to name a wide array of objects from pictures and are able to show that they appreciate how to access the first sound in the words for such pictures.
The course teaches the child to :
- count single syllable words
- count poly-syllabic words
- discriminate between words & syllables in both mono & poly syllabic words
- count syllables in both types of words
- access the onset or first sound in spoken words
- access the last sound in spoken words
- access the middle sound in three letter words with a consonant, a vowel, & a final consonant (cvc words)
- access the sounds in higher order words consisting of ccvc & cvcc words
- full phonological segmenting skills
- full phonological blending skills using only oral language
- phonics and how sounds are represented by visual letters
- recognise how digraphs are represented
- the significance of rhyme
- talk to a small group on a variety of topics without preparation
- speak with confidence
- ask questions appropriately
This stage takes about 3 (K2+ usually) to 6 (K1 usually) months if the child attends once a week for 1.5hrs.
This programme is very important because it teaches the child how written text is actually a representation of spoken English. Children learn to talk before they learn to read & should not be taught spelling before they learn how the written code operates. After this programme, children will approach text with an awareness that sound is represented by letters and that by combining ot blending the sound-letter sequences words can be decoded easily and without effort. After this programme children are ready to learn to read.
The lady assumes that perhaps (if) Athena will suit the Preliminary Reading Skills Programme (4.5 years old)
This programme is designed as a foundation programme that precedes learning to read.
Children are enrolled in this programme when they are able to name a wide array of objects from pictures and are able to show that they appreciate how to access the first sound in the words for such pictures.
The course teaches the child to :
- count single syllable words
- count poly-syllabic words
- discriminate between words & syllables in both mono & poly syllabic words
- count syllables in both types of words
- access the onset or first sound in spoken words
- access the last sound in spoken words
- access the middle sound in three letter words with a consonant, a vowel, & a final consonant (cvc words)
- access the sounds in higher order words consisting of ccvc & cvcc words
- full phonological segmenting skills
- full phonological blending skills using only oral language
- phonics and how sounds are represented by visual letters
- recognise how digraphs are represented
- the significance of rhyme
- talk to a small group on a variety of topics without preparation
- speak with confidence
- ask questions appropriately
This stage takes about 3 (K2+ usually) to 6 (K1 usually) months if the child attends once a week for 1.5hrs.
This programme is very important because it teaches the child how written text is actually a representation of spoken English. Children learn to talk before they learn to read & should not be taught spelling before they learn how the written code operates. After this programme, children will approach text with an awareness that sound is represented by letters and that by combining ot blending the sound-letter sequences words can be decoded easily and without effort. After this programme children are ready to learn to read.
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