A collection of fun, colorful cartoon mnemonics to help children aged 5-11 recall tricky spellings. It is particularly suited to kids who prefer to learn by seeing and doing, who have tried traditional spelling strategies but with limited success, or who continue to confuse similar sounding and similar looking words. The humor and active learning approach embodied in the book will support children to build associations and effortlessly recognise, learn and recall spelling patterns. An invaluable resource for teachers and parents supporting kids with dyslexia or other specific learning disabilities, ADHD or ASD, this fully illustrated guide is designed to work alongside the school curriculum. This edition contains mnemonics specifically tailored to American English spelling. If the traditional spelling methods aren't working for you, if you prefer to learn by seeing and doing or if you just want to make spelling fun, this book is for you.
The new revised edition of Lidia Stanton's bestselling book of mnemonics demystifying over 200 of the most difficult spellings. The book is structured around confusing pairs of words, such as homophones or words that 'go together', tricky everyday words and tricky academic words, with memorable illustrations on every page to help you connect the word's meaning and graphical features with how it's spelt. This is not a traditional spelling book, but a resource that will really get you thinking, and laughing out loud. This guide encourages active learning and recollection, breaking away from repetitive methods such as 'look, cover, write, check', enabling you to effortlessly recall and identify once-confusing spelling patterns.
This illustrated punctuation workbook supports students with dyslexia, ADHD or other specific learning difficulties to develop their punctuation skills via inquiry-based learning. Using humour and fun cartoons to teach punctuation, the book encourages students to engage in active learning to make their own connections about punctuation rather than rote memorisation of rules. The jokes and unexpected punch lines also help make punctuation more fun and less intimidating. Using this workbook and inquiry-based learning the student gradually becomes proficient in generalising the specific rules they have learnt, detecting patterns from examples and inferring rules. Tricky Punctuation in Cartoons complements school literacy programmes and helps equip students who learn differently with additional ways to remember tricky punctuation rules.
Need a fail-proof way to memorize everything you need to know for your next spelling test? Brian P. Cleary can help! He's made up oodles of clever sayings to help those wily words stick in your skull. And better yet, this book will give you ideas for how you can create your very own painless memory tricks.
For sample pages preview, follow the link: https://books.lidiastanton.com The learning resource First 130 High Frequency Words in Cartoons consists of two books: a guide to HFWs (Multisensory Guide) an activity pack (Activity Sheets and Flash Cards) The Multisensory Guide provides an 'at-a-glance' breakdown of visual hints for high frequency words (HFWs) introduced in Year Reception and Year 1. It reveals that each HFW, whether phonically regular or irregular, can be a story hidden inside a cartoon, and that it has a shape that can be recognised. Colour is introduced to emphasise letter (not sound) patterns, where these are visually identifiable, e.g. words within words ('am' and 'me' in 'came' and 'name'; 'an' in 'can' and 'can't', etc.) Using the above principles, the child is encouraged to engage in a range of practical, multisensory learning activities that strengthen their HFW knowledge and result in confident rapid HFW recognition. The Activity Sheets and Flash Cards book supplements the guide. It has removable/detachable worksheets that can be displayed around the house. As sounding out is the most reliable reading strategy, learning tricky words by sight is not recommended to children who make the expected progress in Early Years and Key Stage 1 literacy. However, the method presented here works well for children with specific learning difficulties (SpLDs), especially those who are significantly behind their peers in reading and spelling assessments. Children with dyslexia take longer to break the phonemic code; for some, the goal of becoming a fluent phonemic reader may require years of specialist instruction. Sight word recognition equips SpLD children with an initial bank of HFWs they can rely upon. As an example, once the child has learned the visual pattern 'the' (using a cartoon of two heavy elephants overlaid on the word 'the'), the pattern becomes regular to them, not tricky. They now remember how to recognise 'the' as well as how to read 'them', 'then', 'they' and 'their'. The visual cue 'the' is thus temporary, becoming part of the child's bank of decodable words. Rapid identification of HFWs improves reading fluency. Children with SpLDs begin to experience early reading success and start enjoying literacy activities. Importantly, parallel with the visual instruction, a structured and intensive phonemic decoding programme should be used as part of specialist support at school or home. In this sense, the visual reading method supplements phonemic decoding instruction, rather than replacing it. Children, with or without dyslexia, who are successful at sounding out regular words should be encouraged to do so every time they encounter a new word. The reason why both decodable and tricky words have been turned into visual cues in this book is to help the children accelerate their early literacy skills. Being able to rapidly read words and make up simple sentences during writing tasks boosts their self-image and minimises the chances of losing early enthusiasm for literacy. Multisensory instruction gives children more than one way to make connections when learning words. It targets visual skills (observing how letters within words unfold/reveal themselves through a story), motor (tactile) skills (tracing the letters within words on the background that relates to the story) and auditory ones (listening to the connecting story, engaging with it, answering questions, predicting what might happen next, etc.) Not every HFW story will inspire the child to use all of their senses (taste, smell, touch, sight, hearing and movement), but it will encourage them to engage with the material in more than one way.
Morph Mastery is an accessible, practical guide designed to support learners with specific learning difficulties (SpLD) who are struggling with spelling, reading and vocabulary. It is an effective, research-based and fun solution for when phonics-based teaching has run its course. Understanding the morphological regularities in English helps to support both spelling and reading comprehension, yet there are few practical interventions that take a morphological approach. Morph Mastery combines this exciting new approach with tried-and-tested teaching methods that work. The activities in this book follow three engaging ninja-like characters, Prefa, Root and Sufa, who represent the three core components of morphology (prefixes, root words and suffixes) and use their sceptres to craft words. Key features include: • Exciting and engaging activities and games, designed to be used by individuals or small groups • Detailed, curriculum-linked assessments, enabling specific target setting • Photocopiable and downloadable activity sheets and resources Written in a user-friendly tone, for teaching assistants, teachers and other professionals with little or no specialist knowledge, this book is a must for any school with struggling readers and writers aged 9–13.
The B on Your Thumb is a book of rhymes and delightful ditties to boost early reading. Each rhyme teaches a particular sound, spelling or rule, and will delight young children with the silliness of the English language.
For sample pages PREVIEW, visit www.lidiastanton.com. This step-by-step guide is for learners of all ages who: have tried (without success) rote learning methods based on repetition of whole multiplication facts enjoy active learning through discovery and experience have gaps in their times tables knowledge need fast and foolproof strategies to recall times tables in formal assessments, particularly timed ones may have a specific learning difficulty (SpLD), such as dyslexia, dyscalculia and ADD/ADHD The book works by: helping over-learn secure reference points in the times tables, from which more tricky facts can be worked out. validating alternative methods for learning times tables. Rote learning does not work for everyone. Using fingers is not a sign of cheating. For those who are self-conscious, the book's preferred (but not exclusive) way of using fingers is gentle tapping on the table (instead of raising hands) to avoid attracting attention to oneself. offering multisensory instruction methods that help counteract the effects of weak sequential working memory and poor long-term memory for number facts. How to use this book Only practise one 'trick' at a time (until its recall becomes fully automatic) before moving on to the next one. This is to avoid becoming confused or overwhelmed. Once you've learned a trick, practise it as often as you can: later the same day and in the following days and weeks. Share it with other people; use it as a family, class, or party trick. Test yourself during quiet times at home. The book doesn't need to be read from cover to cover. You can dip in and out, starting with the trick that looks most appealing or makes the most sense to you. Different brains respond differently to maths methods. Don't worry if some tricks don't make sense straight away. Leave them for now, enjoy another trick, then come back to it later. It's fine to learn only some tricks in this book.
For page samples, follow the link: https://books.lidiastanton.com/whichway This colourful and highly engaging resource is written for children as young as 4-5 years old but also those in Key Stage 2 of primary school (up to 9 years old) who continue to feel confused by letter and digit shapes. The latter group might become so discouraged that they avoid writing, or write very little, despite having great imaginations. They start doubting their ability to simply 'know' the correct way when writing b/d, p/q, p/g, 9/g, 6/9, s/z, 5/S, S/3, etc. Most teachers and parents are very good at playing down the reversals and encouraging the child to have another go. They say, "It's fine, it's still good writing. I love what you've written here." Yet, after so many attempts and after so many teacher corrections on the page, the child begins to think, "This writing game might not be for me after all". Those with dyslexia will have additional phonological difficulties to manage alongside poor memory for graphic shapes. This workbook is for children who can trace well at speed, thus appear to have developed adequate motor memory in their fingers, yet struggle to remember 'which way' to write the letter or digit. It is very likely that they will be ready to integrate this type of linear visual-spatial information at a later time. For now, they have no real-life representation, or model, of a handful of graphic shapes in their brains, and this, in turn, can affect their confidence in writing independently. This resource offers practical and long-term 'tricks' that will trigger the child's memory at the right moment. It adopts a complementary approach to traditional letter formation teaching to bridge the gap between children who are proficient graphic writers and those whose brains make different sense of graphic information. Many children with dyslexia and dysgraphia will particularly benefit from completing the workbook. How to use the resource The child doesn't need to work through the entire book. Choose sections that are relevant to their needs. Younger children (aged 4-6) will almost certainly need assistance when working with the resource, although older ones will no doubt choose to work independently, showing their practised strategies and completed activities to teachers and parents. It is recommended that section 7 (Use your whole body) is attempted with the help of an older helper or adult. There are more than one method to help distinguish between b/d/p and s/z in this workbook. Introduce the child to only one method at a time, evaluate the child's progress, and decide whether there is a need to move on to the next one. Some children are more practical than visual - the 'Use your hands' strategy might be sufficient for them. Other children might enjoy more visual strategies in sections 4, 5 and 6. In my experience, section 7 (Use your whole body) works well with children who need to 'experience' concepts in a multi-sensory manner. Pay attention to the child's initial response to a particular method. It will guide you along. You can mix and match strategies. Some children don't confuse b/d as much but struggle with p/9. Some activities can be completed independently of the section the child is currently working through. For example, Activity 7 can be attempted after completing the 'Use your hands' section. Flick through the book to decide which activities appear to be suitable to the child's current progress.
The synthetic phonics approach is used in all primary schools in England. If you are a trainee or beginning primary school teacher, you need to demonstrate a confidence in the teaching of phonics to meet the Teachers′ Standards and gain QTS. This is a practical, up-to-date guide to teaching children to read using synthetic phonics. It helps you to understand the theory behind phonics and how children′s learning of reading can develop. It gives you practical teaching strategies and outlines how you can assess and diagnose reading problems. This second edition has been updated to include new chapters on the new Phonics Check in year 1 and overviews of popular phonics schemes used in England and Scotland.
