Investigatives,
as the analyses are coming together, I want to speak to everyone briefly so that you can get help and/or check the finer points - you will get a lot of feedback when I mark the draft and the analysis will probably change a great deal after that, so don't worry if you are not feeling ready - give me what you've got on the 6th and I will help you move forward.
The research that has been done on children's reading needs a bit more depth - develop discussions of alternative strategies for young readers to make meaning beyond synthetic phonics and 'look and say' (although you do need to be absolutely clear on the advantages of these approaches).
This site for people schooling their children at home gives a basic overview of four approaches but doesn't really expound on the benefits of synthesising them much and this is so vital. Look at the charts to see how each letter that makes different sounds can cause problems for early readers, let along where two letters combine to form a single sound (two graphemes working together to form a single phoneme are called a digraph and they can be together e.g. th, sh, ch, or split as in the a and e in make). Also think about how you read - do you read grapheme by grapheme?
We will do some work on the Tom transcript and do a bit on reading and try and just start Language Change before Christmas so you can do some work on it over the break.
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