Michael Rosen webchat wednesday 2nd Sept

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Re: Michael Rosen webchat wednesday 2nd Sept

Post by frances5 » Thu Sep 10, 2015 1:09 pm

I have seen your posts on mumsnet before. How is your little girl getting on with her reading?
What age do they start school in Japan?

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Re: Michael Rosen webchat wednesday 2nd Sept

Post by geraldinecarter » Fri Sep 11, 2015 9:36 pm

Absolutely spot-on, TheNewStatesman! Many thanks. Michael Rosen is obsessed by phonics - he does see a lot of it in schools and his young son has Ruth Miskin's programme. He's also very learned about language - but his stance is incredibly damaging. I can't understand how anyone whose older children were at school in Hackney during the 80s could be so blind as to pretend all was well in 80s London - the illiteracy rates were horrendous.

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Re: Michael Rosen webchat wednesday 2nd Sept

Post by LGP » Thu Sep 17, 2015 1:28 pm

Hi New Statesman! I'm a mum-turned-tutor of synthetic phonics, and yes - teaching your own child is a different kettle of fish! I think there's quite a few parents on here so you'll see posts from us at times.

I didn't know the theory at all so I did the Sounds-Write training and use those materials and Debbie Hepplewhite's Alphabetic Code Charts for both my own children and tutees. Both have been extremely useful, as has the RRF in answering my many questions!

One activity I do with my 6 year old that you might find helpful, which is based on a Sounds-Write lesson I use, is for my son to choose a sound (maybe one that's just come up in a word) and then get him to remember ANY words he can with that sound in. We then write them up in columns, on a whiteboard or sheet of paper, according to their spellings of that particular sound eg. play, train, cane, brain, great for the /ae/ sound. He can then read them and copy them into columns in his little phonics book (sounding them out as he does).

I keep it short so he doesn't think it's too onerous (it does involve a pencil and paper after all!)

Hope your daughter appreciates your efforts!

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