Tips on working with an editor

editingBe clear and open about your editing needs:

Tell the editor exactly what you want done with your manuscript, your timeline, what you can afford, and any other similar details. Talk all your requirements and questions over with your editor upfront, and request a written contract that covers all these details. If the editor has different ideas, listen to them carefully, and consider how those changes could improve your manuscript. But if you really disagree, you are better off to find a different editor. And likewise, a good editor will also let you know if a different editor would be better for you to work with.

Discuss fees, and get an estimate and contract:

Discuss the fees up front and get an estimate in writing, which includes what will be done, the estimated time, and the estimated final cost (most editors will provide a minimum and a possible maximum estimate). If you have a cap which you can pay, say so. In that case, if the editor realizes the manuscript is more complex than expected,  he or she can stop and discuss what you want to do–for example, find more funds, do more self-editing first so that the editing job will be less complex, or end the job.

Ways to save editing costs:

The length of time it takes for the edit, and the cost, will depend on the quality of the work you submit. Make your piece as polished as you possibly can before submitting it to the editor (and don’t be surprised if it still needs a lot of work). Another possibility is to have the editor do the first couple chapters, then return it to you. You can examine the types of errors you are making in your writing, and then do another revision of your manuscript to be edited. This often saves you time and money, and is also a valuable leaning experience. If you have friends who are good readers and writers, and are willing to do “beta reads” and give you advice, ask for their input if they are willing. Many communication formats use editors: film, video, magazines, newspapers, blogs, books, fiction, non-fiction, technical writing. Be aware that depending on the format, editing time and deadlines may range from a few minutes to a year or more.

On the other hand, if your piece of writing clearly needs a great deal of work, the editor may choose, rather than doing a full edit, to return it with an overall summary of what they have seen as ongoing issues (for example, a weak beginning and ending, plot problems, language, point of view, mechanical problems, plagiarism), and ask you to do a rewrite. You will pay for that initial edit, but in the end it will be the best for you and your piece.

Be realistic about editing time:

Editing will quite likely take longer than you expect. You will almost always need more editing than you expect, because there will be more problems with your work than you think. Then you will almost certainly need to revise and resubmit for more editing. A good edit almost always requires at least 2 to 3 full read-throughs by your editor, with you doing revisions each time. And don’t forget, once your book has been set up for printing, there will need to be a final proof-read. So when you are planning your timeline—and your costs—keep this in mind. Remember, too, that your editor also has other editing jobs to do, and other personal responsibilities, and cannot be expected to do “rush jobs.” If you demand a rush job, you will either be turned down, or you will be charged extra, usually from 30 to 50% more than regular rates.

Working with publishing house editors:

If you are working with a traditional publisher, including book publishers, magazines and newsletters, websites, and other publishers (and printers), you must follow their rules, their in-house style guide and standards, the “look” of their products, the type of content they are looking for, and their deadlines. A book published through a traditional publisher often has a timeline of 1 ½ to 2 years; magazines often require submissions up to 6 months to a year before the publishing date. And for every kind of publisher, you must know their vision, their needs, and their reader’s needs. Carefully check out products they have already published that are similar to what you are writing; check out their websites; and check out sources of information such as Writer’s Digest manuals.

If you are publishing through a traditional publishing company, your work may go through edits by several editors specializing in different aspects. Check each of their edits, and learn from them. Don’t just check the “overall edit.” But before you even think of sending your manuscript to a traditional publisher (directly or through an agent), make sure you have self-edited it, had beta-readers go through it, and even had a freelance editor go through it. It is very difficult to get manuscripts accepted by traditional editors, so it is essential that it is already as good as you can make it before you submit it. Of course, you should also do the same before submitting to a freelance editor. It’s your pocketbook—and your reputation as a writer—at stake.

Follow all rules and deadlines:

Even simple works, such as submitting poems or short stories to an anthology or a contest, require you to follow their deadlines and their rules (for example, the type of software they require, the font and font size, margins, spacing, and the style guide they require). If you break even the simplest of their “rules,” you may well lose the opportunity to be published. Furthermore, if there is a specified length (in words and/or number of pages or columns), never try to “squeeze” your piece into the given space by single-spacing, widening margins, making the story into one large paragraph, or joining dialogue conversations into one paragraph. You expect your editor and publisher to be professional—and they expect you to be professional, too. Even in “practice” writing and publishing experiences, such as school assignments and anthologies for writers’ camps, write as a professional.

What other tips can you share about working with editors? We’d love to have you share them in the comments below. Thank you!

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Using word chunks to sound out words

Encourage your child, when she is learning to read, to watch for “mini words” or “chunks” she recognizes within words. It is a lot easier to sound out words in “chunks” than to sound out each letter individually.

For example, it is easier to sound out “flashes” as “fl-a-sh-es” than as “f-l-a-s-h-e-s” and it makes a lot more sense to the child–after all when we make the “sh” sound we don’t say “s-h” (suh-huh) or for “es” we don’t say “e-s” (eh-suh).

If a child is having trouble with a certain consonant combination, think of lots of easy, short words that use the combination, and start with those. For example, for “sh” you can point out words like “she, ash, wish, fish” etc. After practicing these several times, your child will soon be noticing the “sh” combinations in more difficult words, and sounding them as “sh.” You can also give your child an old magazine or newspaper or anything that has words on it, and have her search for words with the particular consonant blend. Then circle those words and try sounding them out.

To practice a particular “sound chunk” (like ow, at, ay, ar, ick, ill, etc.), write the chosen chunk on a paper or white/blackboard, and place a copy of the alphabet where the child can easily refer to it. Then together brainstorm as many “family” rhyming words as possible, first using the alphabet letters in order. It is best to start with “short vowel” chunks. For example: -at: at, bat, cat, fat, hat, mat, pat, rat, sat, tat, vat.

Then go back to the beginning of the alphabet, and brainstorm words that use consonant blends. For example: –at: brat, chat, flat, spat. If possible, also think of some multi-syllabic words that “contain” the sound: chatter, mattress, flatter, splatter.

When the child really “gets” the short vowel chunk, you can move on to the similar “long vowel sound” chunk, as in: -ate: (ate, date, fate, gate, hate, late, mate, rate . . . crate,  grate, plate, state . . . create, fateful, statement). While you are doing this, you can of course discuss the spelling rule for magic/silent e.  You can even match up the short and long vowel words to show how adding magic e changes the vowel sound: at/ate, fat/fate, hat/hate, mat/mate, rat/rate.  Once your child understands that, you may also want to use this opportunity to introduce the spelling rule, “When two vowels go walking, the first one does the talking and says its name, and the second vowel is silent,” using examples such as bait and wait.  For a child who is intrigued by spelling, you can even toss in a couple words like weight and freight!

Another method for working on particular “sound chunks” is to write the chosen chunk in the middle of a page, circle it, and draw lines outward, connecting to more circles. Add single syllable words using the original sound chunk in these circles. From these circles draw more lines out, and more circles. Keep building words this way. Try for 4 levels for at least some of the words. For example: at, cat, chat, chatter or at, bat, brat, bratty.  Or, if you’d like to do it with long vowel sounds, you might do: ate, gate, grate, grateful  or  ate, fate, deflate.

Another thing to try is have your child look for words he already knows, that are found within other words. For example, in and to are found in into; up and on in upon; to and day in today and so on. Using these very simple combinations is a great way to introduce compound words. To help your child, in the beginning you can draw in a light slash between the two words (in/to), and if necessary, cover up one part of the word so the child can focus on the other part, then switch the covered part. Start by covering the different parts with your finger; then have your child do the same with his own finger. Another thing you can do is make a little pile of paper slips, each with a separate small word, and then have your child try putting them together, to discover which ones actually “go together.”

Some words have a “full word” plus a “chunk”: dark+er=darker; child+ren=children. You can use the same methods to help your child figure out these words, as you would use for real compound words.

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Read and Do–and Scooby Doo Too!

Read and Do . . .

Holidays are coming, so here are some fun learning tips for those times when your child is needing something entertaining to do.

If your child enjoys “hands-on” activities, gather some books and magazines written for children that include “how-to” articles. You can often find old copies at thrift stores. “Science experiment” books are also great for this. Even if the writing is above the child’s current level, you can read the article to her, letting her “read along,” reading the words she does know. Compare the words to the pictures/illustrations. Gather the needed materials. If glue is required, get out the glue bottle, and compare the word “glue” in the instructions with the word “glue” on the bottle. Using crayons? Read the crayon colour words. Do as many comparisons as possible between the “direction words” and those words on the real objects. And then get busy doing the activity.

You can extend this activity to include writing and/or other ways of presenting information. For example, your child can take photos of the process, or draw illustrations, and write captions and/or descriptions of the process, to send to grandparents or to post on the family bulletin board (or to take to school for show and tell). This also works for doing activities as well as making things–for example, directions on how to make animal hand shadows using a flashlight or candle for back lighting, or doing a science experiment.

. . . And Scooby Doo too!

It’s high time I posted another “Friday Freebie!” So here are two of them — exercises and activities I put together for the following Scooby Doo books:

The first freebie is a set of activities for each of the books in the Scooby Doo Sight Word books  package.  Well–at least 9 of the 10 books; I seem to have lost book #3. Each book features a different kind of reading comprehension exercise: multiple choice questions, placing correct words in sentences, true or false, matching sentence parts, putting sentences in correct story order, short answer questions, finding rhyming words, answering questions about pictures, answering thinking questions, and unscrambling vocabulary words. Maybe, as a final challenge for your Scooby Doo fans, they could make up their own activity for book #3!

And the second freebie is a Scooby Doo Howling on the Playground Readers Theatre play based on the book!

Enjoy!

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What do editors look for?

What do editors look for? Do you really need an editor to help you with your writing? If you are good at spelling, punctuation, and grammar, that’s what is really important. Right? No! Editors can help you with so much more. Just check out the list below:

– Are there unnecessary words, lack of clarity, complicated language, boring or incorrect vocabulary?
– Is the first chapter compelling enough that the reader can’t wait to read the rest?
– Are tone and style consistent throughout? Are the story facts consistent?
– Is the copy readable for the intended audience? Will it be interesting for the intended audience? Does the writer have a particular audience in mind?
– Does the writer have a clear purpose, and has that purpose been achieved?
– Is there a clear theme, and do the main ideas and the details relate directly to the theme?
– Will the reader interpret your message the way you mean?
– Are the plot and characters strong or compelling? If not, what can be done to strengthen them?
– Is each scene in the story plausible? How does in fit within the context of the story, and within the particular genre?
– Are there parts of the story that do not help advance the plot or character development? Is anything “missing”?
– Is there material of questionable taste, potentically libelous material, or incorrect facts?
– Does the ending or conclusion tie up all the loose ends in the story? Is it believeable and satisfying?
– Does the manuscript conform to the required style?
– Is the writing both grammatically sound and balanced in content? Both aspects are absolutely necessary.
– Is the content logical? Does it make sense?
– Are there incomplete, long or awkwardly worded, or incomprehensible sentences?
– Has the writer used passive language rather than active? Has he used direct, active, precise verbs?
– Is the author “telling” rather than “showing”?
– Is there good sentence variety (simple, complex, compound-complex)?
– Are tenses consistent? Have words like “that” or “there is/are” been overused?
– Is using swear words or other informal street language appropriate to the piece of work?
– Have precise, interesting, accurate nouns been used?
– Have too many tags been used in conversation? Or has the writer used action, setting, and other devices to make it clear who is speaking?

Did you know — editors who are also writers hire editors to check their own work, too. It is so easy to miss our own mistakes! If you have questions about editing, check out the other posts on this blog … or email me with your specific questions.

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Using Rhyme to Learn Sounds

A good rhyming game: rhyming couplets:

Write a selection of simple rhyming words on cards or a blackboard. Make up two or three fun little rhyming couplets, and have your child fill in the second rhyme. Then encourage him or her to make up their own little rhyming couplets–kids love to do this.

You can extend this idea by creating a simple, fun rhyming story–and illustrate it with little sketches. As children at this stage are just beginning to “sound” in order to read, try to stick to simple, easy to sound words, as much as possible. If you have your child help you come up with the rhyming story, and illustrate it, all the better. Doing his own sketches will help him remember the spelling. Here is an example of a story I created that my young students always enjoy, and have been inspired to create their own rhyming stories:

Silly sentences with rhyming words:

Draw up a list of 5 or 6 rhyming words (focusing on a “sound” your child is having trouble with), and then turn the list into a silly sentence. Children really enjoy silly sentences. For example: cat, fat, brat, mat, rat, flat, chat:

A fat cat sat on a mat and chatted with a bratty rat.catrat

 

 

 

(Note: you can use alternate forms of words to broaden the child’s vocabulary and spelling, as in the sentence above, with chatted and bratty! — and use the opportunity to explain how we add endings to words, etc.).

How do you use rhyming words to help your child learn sounds? Share your ideas with us in the comments below. Thank you!

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Short Vowel Sound Tips

short vowels aTeach letter “sounds” before their “names”: If you haven’t started teaching your child the alphabet, start with the letter “sounds” before you teach the letter “names.” After all, when we “sound out” words in reading, it is the “letter sounds” we use the majority of the time. Even in the case of vowels, in which words often include the “long sound” or “name” of the vowel, it is much wiser to start with the “short vowel sounds.” When children have learned the letter names first, they often try to sound out words by naming the letters–which rarely works.  Once a child knows the letter “sounds” well, you can go ahead and teach the names. You will notice that almost all “alphabet flash card” pictures use short vowel sound words. It is silly to teach the child that “[Long] A is in cat.” Or that “Zed is for zebra.” Avoid confusion! Teach in ways that make sense. :-)

Create simple sketches: If a child is having difficulty learning short vowel sounds, you can try using little sketches. For example, for “short a” words, introduce the word “hat” and draw a “hat” on top of the “a.” Then introduce other words in the same family (cat, mat, fat, bat, etc.), and draw the “hat” on the “a” until she gets the “short a” sound consistently. Next, use “short a” in other words not in the same family (man, ban, map, gap, ash, mash, etc.), again using the “hat on the a” until she no longer needs it. For “short e” you can start with “net” and draw a little net on top of the “e”… and so on. NOTE: Click on the sketch above to get some ideas! Feel free to print it, if you wish.

Point out words on signs and containers: Another way to introduce short vowel sounds is to watch for commonly seen words, such as “stop” or “exit.” Point out the words (which your child will very likely be able to “read” simply because she has seen the “sign” so many times). Emphasize the short vowel in the word. Then show other words with the same short vowel sound, and help her sound them out. You can also use common containers (“milk”), and can talk about everyday objects in her life (cup, sun, apple, pet, pot, etc.). Draw short vowel connections to things she is familiar with.

Help your child label his drawings: If your child enjoys drawing, talk with him about what he is drawing. For example, if he is drawing the family cat, ask what the “middle sound” is in the picture, and talk about how “the short ‘a’ in ‘cat’ is the letter ‘a'” — and encourage him to label the picture if he can. In fact, it is often best just to label with the short vowel sound first; then you can add the consonants letter to form the entire word, once he is confident with the short vowel sound. Later you can write the first and last letters, and the child can fill in the vowel. Finally, he can write the entire label himself.

Use alphabet cereal or soup: Another fun way to learn vowel sounds–and for that matter, consonants–is to use “alphabet cereal” or “alphabet soup.” Spell out simple words, say them, and then eat them! After eating each word, say the sound stretched out, as if enjoying the taste of the sound. “c-a-t- Cat — [eat] — c-aaaa-t!”

Find pictures of things with short vowel sounds: After your child feels confident with a certain short vowel sound, show pictures that use that short vowel sound–and others that use the same long vowel sound or a different short vowel sound. Have your child say the name of the picture, and identify the ones that have the short vowel sound that she has been studying.

After several or all short vowel sounds have been learned, you can show pictures of words with short vowel sounds, and write two or three choices for each picture (for example: a picture of a cat: write: cut / cat / cot). Have your child say the picture word, and choose the correct word. Or write the consonant letters under the pictures, and the child can write in the correct vowel. (Note: many workbooks have lots of exercises like these; you can purchase slightly used workbooks very inexpensively at many thrift stores, or even new ones at Dollar Stores).

What are your favourite tips for learning short vowel sounds? Be sure to share them with other readers, in the comments below.

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Beginning to learn letters and sounds

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Over the next while, I will be posting a variety of ideas on how to help your child learn letters and sounds. Today’s first post in this series focuses on children who are just starting to learn their sounds and letters (and yes, helping children who have already been taught, but just don’t seem to “get it”).  There are so many ways to introduce these important concepts–you’ll be sure to find some tips that will help your child.

But what if my child is struggling with letters and sounds? If it seems your child is finding letters and sounds impossible to learn, my suggestion is to back off, and learn together in other ways: read to your child, do hands-on learning activities together, do lots of music and other fine arts, explore in nature, watch interesting documentaries, and so on.  Many children, especially young boys, simply are not ready (even up to ages 8 to 10) to learn letters and sounds. If you give them a sound foundation in learning through other approaches, you’ll almost certainly find that they will quickly learn to read and write when they are ready developmentally, and when they feel the need to read and write to accomplish some personal goal of their own, and are thus motivated to learn those literacy skills.

And now, here are a series of tips for beginning sounds and letters:

Relate letter sounds to personal experiences: If a child is having trouble with a particular sound, think of something that makes that sound. For example, the sound for “h” at the beginning of a word is like a puppy panting. Have the child pant like a puppy; ask them if they’ve ever heard/seen a puppy pant, and discuss their experiences/memories. Making these kinds of personal memory connections, and physical/sensory connections will help your child easily remembers letters, letter combinations, and even numbers. Once the child has “played” with the sound, write a list of words that use that sound. At first combine the “connection” with each word (pant: h-h-h-h-hat), then read normally.

A useful commercially-available method for introducing sounds and letters: You might want to check out the book, Teach Your Child to Read in 100 Easy Lessons, by Seigfried Englemann. This method of teaching letters, sounds, and basic sight words has sold over 1/2 million copies, and is very reasonably priced. While it works well with even preschoolers, due to its emphasis on “sounds,” it is also useful for children who have had some reading training but do not seem to be “getting it.” While you might think that your child is “beyond” this apparently very beginning level method, it is a great way to solve some issues your child may be having.

For example, children often are taught their “ABC’s” with capital letters and the “letter name” sounds. But Englemann’s method wisely focuses on lowercase letters and short vowel sounds. With the prior method, children often end up sounding each letter separately and distinctly, using the letter name sounds. But this “100 Easy Lessons” method emphasizes stretching and blending sounds together, and using the “short vowel sounds” before introducing “long vowel sounds.” Also, this method uses some symbols, such as the short and long vowel symbols above those letters, and adds blends and digraphs as part of the alphabet with blended letters actually attached to each other.

It also integrates handwriting immediately, and uses kinesthetic-tactile methods from the start. Rhyming and sequencing skills are also integrated from the start. The overall effect is to focus on reading “skills” rights from the beginning. As reading is introduced, comprehension skills are also immediately introduced, even with the simplest sentences and stories. It is a very step-by-step method with lots of repetition, which is also helpful for many children. And for parents, you truly don’t have to “learn” anything. Everything you are to say and do with your child is laid out step by simple step. Even if your child has already been taught with another approach, if he or she is still struggling, why not “go back to the beginning” with this method; often, doing so quickly and clearly shows “gaps” in a child’s learning, fills them in, and provides the firm foundation the child needs to carry on.

Another commercially available reading method I have used which I find extremely useful for absolute beginning readers, but also for readers who have been having a lot of difficulty and really need a “re-start” is the Recipe for Reading method by Nina Traub and Frances Bloom. This is another method that has been around for a long time and has been proved successful. You need only to buy the book, and follow the step-by-step instructions, which include directing you on how to create your own homemade flash cards and other materials, making it a very inexpensive approach as well. The method starts with a limited number of consonants, and introduces one short vowel at a time. It teaches words using those letters and sounds only, with lots of use of “word families,” then adds other consonants and vowels a few at a time.

This encourages your child to feel she is learning a lot of new words, and therefore reading well, even as you are actually taking her back “to the beginning” to relearn, or fill gaps in reading, printing, and spelling. In the early lessons, your child is given an ending blend (e.g.: -at) and learns to read and write lots of new words by adding different initial consonants (bat, cat, mat, fat, etc.). A few common sight words are also introduced along the way, so that simple sentences can be created from the word family words (eg. The top of the pot is hot). Rhyming is another important part of this method, and there are also kinesthetic and graphic methods integrated into it.

What about computer software and tablet/smart phone apps? There are so many apps out there, and many of them are free. I highly suggest trying out the free ones first, before purchasing apps. If your child enjoys an app, and you can see learning taking place, you can upgrade to the full (paid) level, or purchase a similar, but more complex, app. Children love apps and computer games/software, and they are a good support tool–but I do strongly recommend also using traditional methods–face-to-face between child and parent/tutor, with hands-on use of pencil and paper, crayons, and other tactile methods. Even with apps and computer games, you need to be there and interact with your child’s learning!

Phonics booklets: Many companies have made sets of simple little books, each of which focus on a different sound (letter, blend, digraph, etc.). You can often get packages of these books very inexpensively at thrift stores or used book stores; or you can sometimes get them quite inexpensively through book fairs (such as Scholastic) at schools. Before you read each little book together, discuss the sound that it focuses on (usually this is found on the back cover, or inside at the back of the book).

Then, as you read the book together, have your child watch for words with that sound. Have your child list them on a paper or white board, and circle the letter(s) that make the sound in each word. Then he can practice reading aloud, writing, and spelling the words. You can also discuss together other words you know that have this sound. Write them for your child; some will follow the spelling sound rule you’re working on, and your child can add them to her list; others may not “follow the rule” and you can then discuss that, too. This searching for word sounds while reading will not only help your child with the particular sound, but will also teach your child the skill of looking for particular information in a document.

Ways to use flashcards, magnetic letters, alphabet jigsaws and more : If possible, get flashcards that have lowercase letters, or a combination of lowercase and uppercase. If you can only find cards with uppercase (capital) letters, write the lowercase (small) letters beside them. Of course you can easily make your own cards: often these are best, especially if you make them a larger size, such as 6×8 inches. Here are some tips on how to use them:

  • Place ABC/abc flashcards in a path on the floor, a sidewalk, or a lawn. Have your child step or hop from card to card, saying its “sound.” Do this until your child knows all the basic sounds. Then you can do the same, teaching the letter names. When the child knows both the letter sounds and names, you can introduce the ABC song. Once the child has memorized the alphabet in forward order, do this activity again in backward order (just not the singing part!).
  • You can also divide the cards into several parts–perhaps ABCDE, FGHIJ, KLMNO, PQRST, UVWXYZ. Do this exercise with the parts–forward, then backward. The reason for this is to help the child with alphabetization, so that she can more easily find words in a dictionary, think of what letter comes before or after, and so on. This is a very useful skill, and this is a fun way to develop it.
  • Using magnetic letters or alphabet letter cards that have uppercase and lowercase letter separately, match the capital and small letters. You can just spread the alphabet cards out and match them; later, try playing “Concentration” (aka “Memory”), or “Go Fish.”
  • Make the sound of a letter, have your child imitate the sound, and then have the child choose the correct letter from a choice of 3 or 4 alphabet cards. Finally, have her write the letter on paper or a whiteboard, making the sound as she writes it. Once she can identify and say the “sounds” easily, do the same activity, except this time using the names of the letters.
  • Trace a letter using two fingers together on your child’s back (or on his hand, while his eyes are closed); as you “write” it this way, say the letter sound. Then have the child do the same to you. When the child is doing well with the “sounds,” use this activity to teach the letter names.
  • Sing the ABC song (and say it), using a variety of different ABC cards, jigsaw puzzles, magnetic letters, alphabet sheets, and so on. Give your child experience with lots of different looking alphabets (size, colours, etc.).
  • Once your child is confident of both sounds and letter names, sing the alphabet song, first with sounds, then with names, and once more with sounds. If your child likes a challenge, try singing the alphabet song, alternating sound/letter/sound/letter, etc. It’s good for a laugh, and at the same time good practice!
  • Get a set of alphabet cards and a set of animal picture cards (or a book of animal pictures). Have your child name the animal, say the beginning sound, and then choose the letter card with the initial sound. After the child can do initial sounds easily, have her stretch out the animal name and find the other letter-sounds for the word and put them in order, then “read” the word. In the beginning, the child may use mostly consonants; congratulate your child for finding the right sounds, then gently introduce missing vowels, and correct consonants if necessary (for example, a child may use a “c” for “kangaroo”). Of course some words are spelled in odd ways (“oddballs”); don’t spend too much time at this early stage trying to “correct” words like that, but for simple words (cat, dog, etc.) do put some gentle emphasis on correct spelling.
  • If your child is feeling restless when you are trying to teach letters and sounds, make a game out of it. Toss a foam ball back and forth, and say alphabet sounds/letters, or hop up and down stairs, or play hopscotch, etc., while you say the sounds/letters. You can also do the same for numbers, skip counting, etc.
  • Lay out 3 or 4 animal picture cards (or other picture sets–you can also use picture books or even toys or other objects for this). Ask your child which one begins with a certain sound. Then have him find the alphabet card that has that sound; or have him find the sound on an alphabet (ABCs) strip.
  • Look around the room, or go outside, or look out the window as you drive, and play “I spy” using initial letter sounds (and later, letter names). When the child becomes good at this, try using final letter sounds, and then middle sounds. If a child is having trouble with beginning sounds, give both the beginning sound and the ending sound. If you are not driving, you can also help the child pick out the sounds from a set of alphabet cards.
  • Set out magnetic letters or alphabet cards, in order, but with every 2nd or 3rd one set aside. Have your child use the extra letters to fill in the gaps.
  • Start with a simple word spelled with alphabet cards. Then delete, add, or substitute letters or syllables. Sound out each of the new words. If they are real words, have your child write them and say them as he writes them. Manipulating sounds is a great way to broaden a child’s understanding and use of letters and sounds, and quickly build reading skills.
  • Play the “Pick Two” game. Orally name 3 words; your child picks two that start (or end, or have the same middle sound) with the same sound/letter. Also do this game with pictures. Another alternative, once your child is beginning to write words, is to draw a blank line for the beginning (or middle, or end) sound, and print the other letters of the word. Then your child can also write the sound after saying it. Another alternative is to have four words that start with the same sound, but three rhyme and one doesn’t. You can do this orally, with pictures, and later with written words. If using written words, start with words in which the rhyming part is spelled the same; once a child is very competent with that, you can add other words that are spelled differently but still rhyme. (Of course, if you’re just using pictures, the actual spelling doesn’t matter; it’s the rhyming sound you are working on).
  • Instead of using cards or magnetic letters, go to the thrift store, and pick up a few games that have letter tiles or letter dice, such as Scrabble or Boggle. You can use just the tiles/dice at first for many of the activities above; then as your child’s skills improve, try playing the games themselves.

What are your favourite tips for beginning to learn letters and sounds? Please share them in the comments below! Thank you!

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