Is there a list of red level words?

[Sops]

ds is a very reluctant reader (of school books).
I have had the idea of making him some books on his favourite subject (ninjago) in an effort ot engage him.
Does anyone know of a list of words suitable for red level ORT readers?

Ok, this really is the last time I'm bothering to respond to you, Masha

'Is it because they are free and u are trying to sell similar ones?'

As it says clearly on the front page of my website, 'I have no commercial connection with any literacy programme or educational product'. I don't sell anything except my time and expertise as a specialist reading tutor.

Your lists are completely illogical, Masha.

And something else you should know; I can't bear your miserable, 'can't do' attitude to teaching reading and spelling, whether you're referring to teachers or children.

Marshabell
"Maverick I can teach virtually anyone to read and spell.
That's incredible. Sadly, most teachers can't "

I, as a teacher, am deeply offended by that! I know from experience at my own schools, my children's schools and the schools I visit as an AST / Leading Teacher that this is not the case. Yes, some schools and some teachers struggle with the teaching of reading and spelling, but to say most is incorrect. You have a constantly negative view of primary school teachers and school, and appear to be damning the whole primary profession, unless they follow your approach. All I can really say to that is you are wrong. End of!

sops My DS was also behind with his social and emotional development. He has/ is catching up but he an Aug baby so is always going to be 'younger' than his peers anyway iyswim. Please don't worry. They do 'get it' in the end and find an interest.

Another thing I found my DS loves is wordsearches. He loves maths ones as he's good at it so I found some with maths words. When he fostered an interest I found ones with the picture and letter clue and now he can do adult ones. Its all about reading and recognising words but he doesn't have to actually read a book iyswim.

I presume your DS hasn't done the DEST yet. Its the dyslexia early screening test. My DS got very good scores in some areas and terrible in some and practically failed the spacial awareness section. . Teacher said it 'could' indicate' mild dyslexia, or it could be as he was so young. He was only 4yo when he did it. It may be the same with your DS, he may just be lacking in some skills as he's so young?

DS' score was 0.6 which many schools would put a child on an IEP for but DS could cope with the things he wanted could do to muddle through.

Its this poor spacial awareness that has made remembering words extremely difficult and also learning to spell but he has got there. I use to stress over it as he's actually very intelligent and like you I knew he had the ability to do better. Once I'd accepted that he could do it but lacked some of the skills and maturity to make it easy for him, and I stepped back it was better for both of us.

Sorry, my last sentence looks like I'm telling you to 'back off' . I'm not, jsut saying I use to worry and DS picked up on this making it stressful for both us.

Not all schools have or use DEST. It does need a SENCo / teacher, that understands how to use and interpret it, then what to do with the information gathered. Some schools / LAs use different testing. My last school had COPs. It's a series of supervised computer games that can identify learning skills and difficulties (visual sequential memory, auditory memory / processing, identifying rhymes, etc) that may indicate dyslexic tendencies.
Maybe a quick word with the class teacher / SENCo could set up some basic testing and either start to identify if there is a problem or set your mind at rest.

Sorry I don't think I made myself clear earlier. The DEST did pick some some areas of weakness for my DS and a possibility of mild dyxlexia but the school don't think he has it. I can accept either way as I am mildly dyslexic. It was just areas of learning/ skills my DS lacked quite substantialy which was probably due to age and concentration.

It was more that when I knew about possible dyslexia I backed off thinking he couldn't and suddenly he just learmt how to do these things and took off.I think we were both trying to hard and it was counterproductive.

Masha - you have bombarded messageboards literally thousands of times with your interminable - ultimately unhelpful - lists and, as Maverick says, you pay absolutely no attention to how synthetic phonics is taught.

The ONLY reasons that children struggle are:

a. teachers who are using a mish-mash of strategies, encouraged by LA advisers, and university lecturers who have never taught SP in the classroom.

b. children who need very specific teaching being presented with ORT, and other, books which are far beyond their phonic knowledge. You would not teach beginners on the piano, minor keys, complex chord structures etc. Yet, in particular throughout the 70s, 80s, and early 90s, all but the kitchen sink was thrown at children. Why give them such books, without the tools to decode? SP is beautifully structured to take into account how children learn and virtually no child needs to be left behind.

c. children who aren't given the time they need to acquire basic skills - often we as teachers don't realize how much time is needed.

Yesterday I received an e-mail from an SP Consultant in Spain - she had just witnessed a class of 28 6/7 year olds reading decodable books in English for the first time- they had been introduced to an SP programme in September. ALL 28 children were able to read their English decodable books fluently. Their teacher was amazed. But for anyone understanding and trained to practice using a good SP programme will not be surprised. They understand that all children can learn to decode to automaticity, freeing up mental capacity to concentrate on meaning and higher learning skills.

Like Msz, SP has sharpened my spelling accuracy considerably.

And I previously drew your attention to the case study of a child with eye,ear problems, epilepsy and a whole host of other 'deficits' including an IQ in the 30s, who had learned to read with SP - this after her mother had tried 7-8 programmes. What a pity she hadn't discovered your word lists!!!

Helium- my ds is also very behind with his social and emotional development, although april birthday.
The teacher is not worried about ds reading. He was in the bottom group for phonics as his writing skills are really poor but they moved him up to the top one as they realised he has the knowledge and understanding for the top group and he has not struggled other than in writing it down.
In fact, in group reading last week teacher put in his reading diary that he had excelled. He will break down words into their graphemes (i think that's the word) and is able to spell things well if he uses a keyboard eg. searches argos sucessfully for lego batman or ninjago without help. He tried to write elephant tonight, he could sound out the letters as he wrote: 'elfant', however his writing is really, really poor so you'd never know from what he'd written that it was actually phonetically plausible.
I guess it's more that it's just a mystery to me why he is reluctant (in the extreme) to read at home. He has always been a huge book lover (often used to beg to go to the library and still enjoys it now) we share books all the time and I have never pressured him to read and always tried to make it fun.
After trying the Ninjago home-made book to no avail I am sure that it is not the reading that is the problem, it is doing anything that is asked of him and that is a really knotty problem I am going to have to tackle somehow.

Well I had a today when in the library I turned round and DS was reading a book. And I mean actually reading the words not just looking at the pictures.

but he chose to read it.

I find the line 'did you chnage your book at school' and then when he says yes I ask the title. I usually tell him it sounds good. I never suggest reading it. He has begun suggesting himself but he really is a child who will only read what he wants when he wants. I am OK with this now because he will read at school when it is necessary.

Oh and DS wouldn't have prduced 'elfant' in year R.

Allchildrenreading
The 3 reasonas u give for chidlren struggling with reading are definitely
NOT THE ONLY ONES, and
a. using a mish-mash of strategies still works extremely well for some children.

I agree that
b .... SP is beautifully structured to take into account how children learn ..
It's an excellent way to start the teaching of reading (for about a year), but many children still fall behind.

And this is due entirely to the phonic inconsistencies of some English spellings. They make learning to read English exceptionally hard and slow because they have more than one sound.
a: and ? apron, any, father
a-e: came ? camel
ai: wait ? said, plait
al: always ? algebra
all: tall - shall
are: care - are
au: autumn - laugh, mauve
-ate: to deliberate - a deliberate act
ay: stays - says

cc: success - soccer
ce: centre - celtic
ch: chop ?chorus, choir, chute
cqu: acquire - lacquer

e: end ? english
-e: he - the
ea: mean - meant, break
ear: ear ? early, heart, bear
-ee: tree - matinee
e-e: even ? seven, fete
ei: veil - ceiling, eider, their, leisure
eigh: weight - height
eo: people - leopard, leotard
ere: here ? there, were
-et: tablet - chalet
eau: beauty ? beau
- ew: few - sew
- ey: they - monkey

ge: gem - get
gi: ginger - girl
gy: gym ? gynaecologist

ho: house - hour
i: wind ? wind down
- ine: define ?engine, machine
ie: field - friend, sieve
imb: limb ? climb
ign: signature - sign
mn: amnesia - mnemonic

ost: lost - post
-o: go - do
oa: road - broad
o-e: bone ? done, gone
-oes: toes ? does, shoes
-oll: roll - doll
omb: tomboy - bomb, comb, tomb
oo: boot - foot, brooch
-ot: despot - depot
ou: sound - soup, couple
ough: bough - rough, through, trough
ought: bought - drought
oul: should - shoulder, mould
our: sour - four, journey
ow: how - low

qu: queen ? bouquet
s: sun ? sure
sc: scent - luscious, molusc
-se: rose - dose
ss: possible - possession
th: this - thing
-ture: picture - mature
u: cup ? push
ui: build ? fruit, ruin
wa: was ? wag
wh: what - who
wo: won - woman, women, womb
wor: word ? worn
x: box - xylophone, anxious

• y-: type - typical
• -y: daddy - apply z: zip ? azure

U are right to say that many teachers do not realise how long some children need for learning them. The above list shows just 101 words with sounds which are not like the main one for those 69 spellings (i.e. just one example of each), but some have different sounds in dozens of words.

Newsflash - Masha in obsessive list posting shocker!

I would be more shocked if she didn't post one of her lists