Helping Jo to read and write (2)

Heart In The Write Place (see Jesus Life: issue 89)

See first blog: helping Jo to read and write (1)

OK, so far so good. Jo has come into your organisation and you’ve got to know him a little. It’s time to move onto the next phase now. By the way, teaching people to read is quite an intensive business. Breaks for a breather or a welcome cup of tea or coffee are definitely a good idea – for you and him!

Further assess Jo’s needs: there are formal assessments you can use BUT make sure Jo does not feel intimidated by using one that is too difficult. Personally I use my own informal, spur-of-the-moment assessments as well as more formal written aones I have made myself (I can email these to you.) However, be systematic and thorough e.g. check he knows all 26 letter sounds, words he may have seen lots of times and recognise like ‘danger’ and possibly common letter combination like ‘er’ ‘ee’. It’s much better to start with something you know he can do – even if it’s recognising the first letter of his name. Make sure the way you do Jo’s assessment is encouraging and positive. Show pleasure at what Jo DOES know.

Make sure you explain every step. Often people have not learned to read because they have not understood that there is some logic in English phonics i.e. letters and letter combinations do represent sounds and words are not just an irrational combination of letters.  (Yes.. if only … we all wish they were more consistent with less exceptions!)

Discuss and perhaps write down a simple plan for the next few weeks. Don’t do this for Jo but with Jo.

Encourage every tiny step. Tell Jo how pleased you are with his progress.

I don’t think I have ever taught two people to read in quite the same way twice. You ‘feel’ your way every time you have someone new to teach to read. However, here is a rough map for you! Fill in the details yourself!  Don’t introduce too many new things in one session. The following ‘map’ may take several or even many sessions to cover.

1.      Teach a few of the common consonants sounds (not names yet) e.g. s, t, m, p and one vowel only (a). I tend to teach lower case first – but if he already knows UPPER rather than lower case, use that.  Help Jo to use his different senses in learning – speak the sounds, hear the sounds, touch (write) the sounds. Use different colour pens and some images - anything that works for Jo. Explore, learn yourself what works best for him! Be creative!

2.     Use comic sans font - it’s easier to read!

3.       Read and write 3 letter words using these letters e.g. mat, map, sat. 

4.      Gradually introduce more common consonant letter sounds like r, f, g and another vowel (o). Keep making sure words are sounded out and make sense.

5.      Introduce a few irregular words like ‘the’ and ‘she.’ Explain how inconsistent English spelling is.

6.      Begin to make up simple sentences for Jo to read. It is best if these eventually come from Jo’s own experience e.g. an account of a day trip he has been on or sentences about his work. Point out full stops.

7.      Cut the words of these sentences up – or individual letters in words - and get him to put them in the correct order.

8.      Gradually introduce less common consonants sounds and another vowel. (Vowels are the hardest sounds to learn.)

9.      Quite naturally you will find yourself introducing 4 letter regular words like ‘slap’ or ‘from.’

10.  One-by-one introduce all the consonant and vowels. Don’t introduce new sounds and patterns until Jo has really learned the ones he is already working on.

11.  Go over the things Jo learned last week at the beginning of each session.

12.  Bring fun into learning: e.g. play snap using the words Jo has learned.

13.  Use real adult everyday things for Jo to read e.g. NHS leaflets, newspaper adverts, maps. Searching for places or objects of special interest for Jo on the internet can be fun. Don’t use school resources if they look like ‘kid’s stuff ’ – this can be humiliating.

14.  Encourage Jo to practise at home. It won’t work unless he does.

15.   End every lesson on a positive note.

Watch out for third blog: 'Teaching Jo to read and write' (a few days)