Advice re CURSIVE writing and reading CVC words (RECEPTION)

[noonar]

dd1 started Reception in september. i have a couple of queries re how best to support my dd. although i teach myself, have no early years experience at all and would be glad of some advice.

firstly, dd's school teach cursive script, which is not something i'm used to. should i be 'modelling' joined writing when writing with her, or not? and at what point should she start to join herself?

secondly, dd is getting to grips with many of her initial sounds, but not all, by any means. the trouble is, she doesnt seem to be able to transfer her knowledge to 'sounding out' CVC words. she gets frustrated when i try to work on phonics with her, even when i try to make it fun.

any ideas/advice?

hi noonar. DS1's school supplied a reference sheet showing the cursive script. Also he brings home jolly phonics worksheets, on which the teacher has adapted every letter to show the cursive style. Could you ask the teacher for an example sheet?
Sorry, don't know what CVC means?

thanks fox, i need to see an example of the school's handwriting scheme, but am still not sure if i should be joining when demonstrating writing for her.

CVC- Consonant Vowel Consonant eg sat, cat, mat etc

bump before i go to bed.

May i suggest my (must be patented by now) suggestion to get some foam letters (ELC do them)and practice sounds and words with DD while she's in a lovely relaxed bubbly bath? Is a system used? Eg the jolly phonics starts with
s a t i p n
c k e h r m d
g o u l f b
ai j oa ie ee or
z w ng v oo oo
y x ch sh th th
qu ou oi ue er ar
so at this stage they are concentrating on learning the first 3 groups.

Re joined up, i think here they learn to write the individual cursive letters but don't join them until much later.

thanks again fox. i like the foam letters idea.

we got this last year for DS1 and he really enjoyed practising his letters on it.

They do a "pre cursive" script one as well.

Also bought (from same website) a computer programme so I now have a font with the cursive and pre cursive writing on that I can print out in dots that he can write over.

For the sounding out, just practise, little and often. A good way to do it is also to sound out words to her orally so she starts to hear how they blend together eg "Have you got your b-a-g?", "Shall we stroke the c-a-t?"

The blending bit will just click suddenly, but it may take a few weeks of practice. When my DSs first started sounding out, they needed to say the individual sounds before producing the word eg "d-o-g, dog".

When sounding out words for your little girl, you need to say the sounds really clearly. Jolly phonics do a CD with songs on that have the sounds recorded. It might help her to play it in the car. To explain what I mean for "s" you would say "SSSSSSSSSS" like a snake not "Suh". It also helps to say the first sound more loudly the other sounds and say the sounds quite quickly.

We found with Andrew that games like saying to Andrew "touch your l-e-g" or "where is the b-o-x" helped with blending. Inorder to be able to blend your little girl has to know her sounds inside out without any hesitation. Playing games like pairs or snap with sound cards help children learn sounds or making biscuits in the shape of letter sounds. Another game Andrew likes is musical letters. You need someone to play with your child (like dad), you write some letter sounds on a piece of paper and play some music while your child dances. The music is stopped and a letter sound is called out. The child then has to jump on the letter sound before the other person.

Andrew's school doesnt do cursive script which is a massive relief for me.

I tried to find my old thread on this and couldn't.

I did find this as a result of that thread - hope it helps

wow, what great suggestions. very practical and useful. thanks!

I would echo what others have said about blending the sounds - little and often, and in everyday context. Also when you are blending the sounds for your dc, explain that you are pushing all the sounds together, saying the sounds faster and faster until you can hear the word. Sometimes for children it helps them to hear how you are getting the word from those sounds, as well as hearing the blended sounds.