ORT read at home confusion!

[NedSchneebly]

I've acquired a set of ORT read at home books, set of ORT floppy phonics books and set of read write Inc Ruth miskin books.

My DS has just started reception and is loving the whole idea of reading :) He has brought ORT 1+ book home from school.

Anyway, which of these 3 sets would be the best to give him to complement what he's likely to be doing at school? Any or all? Any better to avoid?

Am v confused!!

TIA

let him read the words he can, you read the words he can't yet. he will learn to read those in time, but for now, he hasn't YET learnt that combination of letters and sounds.
You can still share a story- any story with DS reading a few words here and there.

There are no non phonic words NedSchneebly just words that the child hasn't learnt/been taught the code needed to read.

the letter a following w or wh represents the phoneme o as in was, want, what, wand, watch ...

When children meet the word for the first time the teacher explains it has a tricky part and explores words that have the same tricky phoneme

I would agree with UniS, any book any story, I suppose will do as long as you share it and he is enjoying it?
I would like to recommend Jolly readers level 1, we found them useful and it complimented very well phonics DD was learning in YR last year
I would like to know what teachers think of and how they rate Jolly Readers?

I really dislike them I'm afraid strictlovingmum (not because they don't work simply a personal preference)

I agree mrz they are dry as burnt toast, but DD found them easy to follow as first reading books, and print is easy enough.
I think DD's school sent them home to be read, again they perfectly complimented Jolly phonics done in YR.

"the letter a following w or wh represents the phoneme o as in was, want, what, wand, watch ..."

Obvious when you say it, but not when your child asks why 'was' sounds like woz.

But then you meet 'waste' (I know, I know 'st' is a single blend sound and the magic 'e' makes the 'a' say 'ay'.

Yes, eveything can be explained by the phonics rules (everything?) but there are an awful lot of rules and some of the ones that are taught first seem to get so well cemented that it is difficult then for the child to move on. IME.

betterwhenthesunshines I think in the past many schools/teachers didn't bother to teach alternatives so this meant children relied on the one they had been taught

Yes, eveything can be explained by the phonics rules (everything?) but there are an awful lot of rules

There may seem to be an awful lot of 'rules' but there are really only about 160 -180 common letter sound correspondences to learn. When you consider that the alternative would be trying to learn the look of thousands of individual words (which isn't actually possible unless you have an exceptional memory) the task doesn't seem so bad.

mrz you're right - we had a literacy talk for parents at school tonight and they were still taking about non-phonic words like park . Admittedly this was aimed at reception children and my DD is now yr2 but even so, surely park IS a phonic word p-ar-k ? But no mention of how 'a' can mean other sounds at the early stages.
It's very tricky as a parent if your child is struggling to know what to do at what stage (other than the obvious praise, help, practice). My DS now 9 was an immediate and avid reader but my DD has seemed to takes ages and she has been really frustrated. Even now she has got 'ou' as in out and ground, and then we get 'young' and 'enough' and even I'm stuck as to how to explain it! (Doesn't even fit the first vowel pair rule like 'oa' in coat) So I just usually tell her what the word says. Which is surely just going back to a look and say way of learning? I suppose it all just takes a long time! :)