Learning Tools for Children

The Time2Read APP is a complete programme/curriculum for children to develop strong reading and spelling skills across 4 Levels. The learning has been divided into LEVELS rather than GRADES as all children develop differently and not all schools follow the same programme of learning.

Developing PHONEMIC AWARENESS

In Level 0 children are taken UNDER THE SEA to develop skills which precede reading and spelling. One of the most critical skills for future reading and spelling success has been identified as being phonemic awareness. Phonemic/sound awareness requires children to be able to

  • segment a word into its separate sounds – e.g.: the word DOG can be separated into the sounds D – O – G
  • blend separate sounds into a word – e.g.: the sounds S – U – N together represent the word SUN
  • manipulate a sound in a word – e.g: add, delete or change sounds in words, CAT without the C sound makes AT.

Children do not work with symbols at this level. They systematically learn to segment, blend and manipulate

  • compound words – working on a word level, the most basic level
  • multi-syllalbe words – working on a syllable level, slightly harder
  • short words – working on a SOUND level, the most difficult of the three.

After completing Level 0 children are ready to learn symbols/letters.

THE FOUNDATION CODE

In Level 1 children visit THE FARM to use the sound awareness skills developed in Level 0 to successfully master all 26 alphabet sound/symbols. They will be required to

  • write short words
  • read short words, short phrases and sentences as well as
  • manipulate short words
  • form letters correctly

COMPLEX MAPPING in SHORT WORDS

In Level 2 children enjoy THE CIRCUS and through specifically researched activities learn to master the complex spellings of long and extra vowels in short words. Games and activities include

Sound/symbol identification – children are required to identify spellings in words

Sound & Spell – before spelling words, children learn to UNDERSTAND the sounds they hear and use

  • sound buttons: 1 sound is represented by 1 letter, e.g. c, t, m
  • sound lines: 1 sound is represented by more than 1 letter, e.g. sh, ai, ow
  • sound smiles: 1 sound is represented by 2 letters split, e.g. a-e, i-e, o-e
  • chunk lines: lines representing the claps/syllables of words

Word building games – various games enable children to use their sound/symbol knowledge to spell words

Read and match – children are required to read connected text and match it to the correct word. The activity has been developed to develop deeper thinking and hence prevent children from guessing.

Handwriting – children will continue to develop sound letter formation skills.

Sound manipulation – children are required to change sounds in words using their complex mapping knowledge. This activity has been found to be a powerful tool in preventing dyslexia and is hence always used as an assessment once a sub-level has been completed.

MULTI-SYLLALBE WORDS

In Level 3 the children visit THE CASTLE with the main focus of learning to use their sound/spelling knowledge of Level 2 to build multi-syllable words. Activities include

Breaking words into syllables, syllables into sounds and writing each word sound by sound

Becoming fluent with rare spellings

Becoming fluent with spelling rules

Time2Read has developed workbooks to practise and consolidate reading and writing skills on paper. These workbooks are very unique as they systematically help children learn and understand symbol knowledge before being exposed to this knowledge in readers.

The Time2Read Level 1 Workbook introduces alphabet sound/symbols (also referred to as Foundation Code) by using the phonemic awareness skills: segmenting and blending.

In Part 1 of this workbook, the following skills are covered

  • The 26 symbols of the alphabet are introduced as SOUNDS and NOT BY THEIR LETTER NAME – ay, bee, cee, dee …… Please see the next page for the suggested order and time allocation.
  • Symbols are introduced through word building. Children are required to hear the different sounds in words and then map them with their symbol.
  • Letter formation is encouraged in the following way

Forming the individual letters using their LEFT hand (as indicated in the worksheets)

SAYING the sounds while forming it with their hand and tracing it with their finger (see worksheets)
Children are introduced to ‘writing between lines’ by writing with their finger between the lines provided
Children should be encouraged to write

in sand
in shaving cream
on tiles
on their friends back etc
ALWAYS SAYING THE SOUND WHILE FORMING IT

  • Pre-reading is encouraged through the skill of blending. Children should say the letters and then blend them into words. Should your child struggle with this activity, the following is recommended

NEVER – NEVER show any irritation – some children need time to master the skill of blending.
After your child reads the sounds, quickly repeat the sounds after him/her. Independent blending will follow after 2/3 weeks.
Say the sounds in a slurry way – this will enable him/her to identify the word with greater ease.
While traveling in the car, practise blending on a verbal level. Reward your child for every correct respond.

In Part 2 of this book, all sounds with their symbols will be revised again aiming to develop greater fluency for

  • sound/symbol association
  • word building
  • blending

The LEVEL 2 TIME2READ WORKBOOK teaches children to systematically and explicitly become confident with the most common vowel spellings found in many Grade 1 readers BEFORE children are exposed to these readers. Once children can identify these vowel spellings with ease, reading/decoding Grade 1 readers will become possible for all children.

Part 1 of this workbook aims to introduce children to the most common vowel spellings as well as consonant digraph spellings in English. It is based on and uses the skills and sound/symbol learning of the Level 1 workbook. Fluency of new sound/symbol learning will depend on –

  • daily flashing of all new symbols
  • daily word building – words containing new symbols as well as prior learning
  • explicit teaching of symbols – where and when they occur in words
  • sound manipulation – the more the better
  • children blending and reading text – fluency of text can take between 12 and 18 months for high risk children (should a child develop fluency quickly and easily, they do not need to blend and read)
  • rereading text

This workbook does not teach children to read and spell words by sight – the ‘look and say’ method. Children are taught to understand the sound/symbols for words they will encounter at this stage of their learning – hence preventing future reading and spelling failure.

Part 2 of this workbook will focus on developing the following:

  • Consolidating sound/symbol learning of Part 1 for formal spelling assessments
    Please take note: children with very weak memory retrieval skills will tend to struggle to remember the correct symbol for sounds that have more than 1 spelling choice eg ‘ee/ea’, ‘a-e/ai’, etc. For this reason the various game activities have been added.
  • Improving fluency of reading text – children should be allowed to read and blend whenever they struggle. If children read less than 70% of words fluently, they should be encouraged to reread their text.
  • Confidence with reading class readers.

The LEVEL 3 TIME2READ WORKBOOK provides second grade learners with lists of words broken down in syllables. Reading words in syllables has been found to have a very positive impact on both reading and spelling skills as the sound centre in the brain processes multi-syllable words in syllables rather than as whole words. Visual eye tracking studies have confirmed these findings. These word lists also provide learners with the opportunity to read lots of words containing the spelling choice of the week.

The word lists contain the following sound/symbol knowledge:

  • common spellings of long vowels – root words broken down in syllables
  • uncommon spellings of long vowels
  • common spellings of extra vowels – root words broken down in syllables
  • uncommon spellings of extra vowels
  • uncommon spellings of short vowels -root words syllabified where applicable
  • introduction of spelling rules for inflectional suffixes
  • common spellings of consonants – root words syllabified where applicable

The Time2Read Level 3 workbook contains NO language or comprehension.

Comprehension as well as language exercises focusing on specific sound/symbols can be found in the LEVEL 3 TIME2APPLY workbook.

The LEVEL 4 TIME2READ WORKBOOK provides third grade learners with lists of words broken down in syllables. Reading words in syllables has been found to have a very positive impact on both reading and spelling skills as the sound centre in the brain processes multi-syllable words in syllables rather than as whole words. Visual eye tracking studies have confirmed these findings. These word lists also provide learners with the opportunity to read lots of words containing the spelling choice of the week.

The word lists contain the following sound/symbol knowledge:

  • common spellings of long vowels – root words broken down in syllables with added latin endings
  • more uncommon spellings of long vowels
  • common spellings of extra vowels – root words broken down in syllables with added latin endings
  • more uncommon spellings of extra vowels
  • uncommon spellings of short vowels -root words syllabified where applicable
  • continuation and consolidation of spelling rules for inflectional suffixes
  • common and uncommon spellings of consonants – root words syllabified where applicable

The Time2Read Level 4 workbook contains NO language or comprehension exercises.

Comprehension as well as language exercises focusing on specific sound/symbols can be found in the LEVEL 4  TIME2APPLY workbook.

What makes Time2Read readers unique?

Time2Read readers are completely systematic and follow the order of teaching sound/symbols in the Time2Read App, workbooks, as well as additional resources and video slides. Children are at no time required to decode any words containing sound/symbols not explicitly taught and mastered. Children are never required to memorize or guess a word. Hence, from their first encounter with a reader, children experience success as they understand every symbol on the page.

Reader 1.3Level 1 readers only contain alphabet sound/symbols and hence are perfectly decodable. There are 20 readers available.

Level Foundation Code Title  of reader
Level 1.1 c – a – t – m – o – p Let’s Read
Level 1.2 + n – e Let’s Read
Level 1.3 + s – i In
Let’s Read
Level 1.4 + b – d – r And
Let’s Read
Level 1.5 + f – u Let’s Read
Let’s Read
Level 1.6 + g – h Big
Mom and Dad
Level 1.7 + l – j On a log
I can
Level 1.8 + w – v Wet
Get it!
Level 1.9 + k – x Fox
Ted
Level 1.10 + y – z Fix it!
Liz and Zig
Level 1.11 + qu Get in!
Quick!

Reader 2.5
Level Code Title of reader
Level 2.1 sh A big ship
ch In a shop
th The camp
ng Sand
Level 2.2 oo Look!
ai Lunch!
Level 2.3 ow In town
ou Out!
Pet mouse
Level 2.4 ai Mail
ay Let’s play!
a-e Bake a cake
ey They!
Level 2.5 ar A day in the park
or Sports day
-ve Pets
-re In here?
Level 2.6 ea At the sea
ee One, two, three
e I live here
The dream
Level 2.7 -ll For you!
Will you please?
-le In the jungle
-y Funny!
Level 2.8 u spelled o Monday
-nk Thank you!
wh- Tell me please!
o spelled a I can
Level 2.9 i-e I like to ride
Smile
y Why?
Level 2.10 o-e Puppy
oa Let’s go!
ow Me
Yellow
Level 2.11 u-e In June
ew Cute
ue Blue
Level 2.12 oy Boys
oi Poison
A trip to the farm
Level 2.13 er My family
ir Birds
ur Last week
(w)or Worms