How to Learn to Read in First Grade?

How to Learn to Read in First Grade?

Today, the terminology of the syllabic, semi-global or global method is pedagogically and scientifically outdated. The specialists speak rather of “phonological method” . Decoding goes through the necessary understanding of the alphabetic (or phonological) principle. Each letter and each syllable has a sound.


Some principles for learning to read at first grade

FIRST PRINCIPLE
To learn to read in first grade, one must identify the graphemes and their pronunciation, and study their combinations. This principle is unanimously recognized and constitutes the first entry appearing in the recommendations of Cnesco following the conference “Read, understand, learn” 26. For this, we must agree on a progression and organize it over the year.

SECOND PRINCIPLE
Avoid confronting the student with deciphering graphemes that have not been taught to him. Indeed, it is an effective approach allows the student, during the progression to decipher. This reassures and gives confidence, and all learning can take place within the classroom without ever being outsourced to the student's home. Decipherability of the written word is an essential condition for learning to read effectively.

To respond to this principle, it is possible to choose textbooks that allow students to offer 100% decipherable texts as they progress.

Special attention should be paid to tool words. These are very frequent words whose role is essentially syntactic. It includes prepositions, conjunctions, pronouns, determinants, etc.

According to the principle of decipherability: for example, "a", "a", "of", "is", "my", "in". They can be deciphered since they are made up of graphemes and therefore cannot be learned by heart. In conclusion, in the case of a global learning of the words called tools. We will have to come back to these words with the students during the progression. They become aware of their decipherability like all other words.
 

THIRD PRINCIPLE
Oral remains at the beginning of the year the first entry for comprehension and not only for the stories heard. First of all, the student understanding the oral, it is necessary to use this ability by encouraging him to read aloud. He can hear himself read, which will help him to understand what he is reading but also to wonder about the meaning of words he does not know.

FOURTH PRINCIPLE
Writing supports learning to read by allowing students to write graphemes corresponding to the sounds heard. This requires taking a position on the choice of the grapheme which encodes the sound heard. Also, it also promotes memorization of spelling.

FIFTH PRINCIPLE
First of all, this principle accesses the understanding of the deciphered texts in connection with an ambition concerning the vocabulary used. Indeed, some manuals offer sentences. They are decontextualized from the process, seem far removed from the students' vocabulary and for which access to meaning is difficult. But the principle of decipherability adopted quickly allows students to read everything and therefore to wonder about what they are reading. Beyond simple sentences, it is therefore necessary to offer resistant sentences that allow comprehension to be exercised immediately after deciphering.

Example: Satisfied, the cat dozes off on the carpet.

The guidance of the teacher, the ability of the students to show their incomprehension without fear to collectively question the text deciphered by all and the use of various resources, accessible through books and / or digital tools. Indeed, they will help to build understanding and equip students with strategies to achieve it. The systematization of the procedures for access to comprehension will create favorable behavior and place the pupils in a dynamic attitude towards the texts proposed. Furthermore, the syllabic approach uses this process and, in this sense, fully participates in the construction of understanding.
 
Learn to read online for free
The Anagraph platform offers teachers the possibility of calculating the part decipherable by their students of the texts they use as aids for learning to read. In addition, it indicates the graphemes studied and the whole words memorized. The professor sees in the text he submits for analysis, the graphemes studied in red, the graphemes not studied in black and the fully memorized words in green.

For example, the word “chaperone” can show the graphemes ch and on , in black, and the graphemes a , p , e , r in red. A decipherability percentage is then entered, which can help the teacher to take into account this crucial dimension of learning to read. But wanting to measure a decipherability rate means that it is not supposed to be 100% and therefore that it can vary from one text to another, from one class to another

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