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Word walls is one of our main ideals at Primary
Concepts. Word walls is when the person reading has an understanding
of what they are reading, in essence they are aware of
they letters, syllables, and punctuation in sentences
and words. |
| Word walls is usually taken for granted by people who can
read well. But unfortunately people of all ages suffer
from not being able to recognize the different parts of
words, sentences, or punctuation. Our products have been
shown to help with children from grades k-3 to start understanding
how to read, what the different parts of sentences are,
and how to put the parts together to form meaningful statements.
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For beginning readers, not having Word walls can be very detremental. Just as young children can learn multiple languages easier, they can also learn to read languages easier than if they were in their teens. Word walls allows these young readers to know how words and sentences are structured, which allows them to learn to better read.
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| Word walls can be hindered if a child is not taught how to read correctly. That is why our products are so important. As stated above our products help the children you are teaching, by giving them examples and tools they can use to comprehend reading, more clear than if they hadn't used our products.
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| By building Word walls, we can insure that your child will be able to read and comprehend the materials they are reading, without taking the fun away from the task.
While
many people ask themselves, "How can I help my young child
learn to read easier?", we can help YOU, help your child
learn to read in a fun manner, which will help build their
self confidence and motivate them to read for their own
enjoyment for years to come. |
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In order to sound out words, your child must understand that he can hear parts of words and blend them into whole words. This can come long before he knows a single letter by name or sound. Along with the activities of everyday life, you can syllable spell and sound spell and your child can tell you the word.
Let's say that you are in the kitchen mixing chocolate chip cookies when you start this Get Ready! lesson. Your child is with you. When you syllable spell, you say, "Point to the cho - co - late." If he picks up a piece of chocolate, you say, "That's right, cho - co - late is chocolate. Enjoy the chocolate." If he doesn't know what to pick up, you pick a piece of chocolate and say, "Cho - co - late is chocolate."
Then you ask him to repeat, "Cho - co - late is chocolate." And then you say, "Enjoy this piece of chocolate."
Sound spelling might be a bit more difficult that syllable spelling. When you sound spell, you say, "Point to the /e/ - /g/.' If he picks up the egg, you say, "That's right, /e/ - /g/ is egg." If he doesn't know what to pick up, you pick up the egg and say, "/e/ - /g/ is egg." Then you ask him to repeat, "/e/ - /g/ is egg."
This activity can be done on a trip by car, train, or plane. It can be done at story time. It can be enjoyed at the beach. It can be done any time you and your child find yourselves together.
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