[alara]

in reply to: Tracking Student Progress #6857

Non sense word activities are one of my favorite activities to see students work on, because they are learning but it can also be such a fun activity and sometimes an opportunity to be funny. Also I love the opportunity students have to use other resources to find the meaning of new words.

[alara]

in reply to: Tracking Student Progress #6856

I like how you are making each student or group responsible of coming up with the questions, that means that if they do not read they won’t be able to complete the assignment thus giving you a better view of who is working and also who might have trouble with reading or comprehension.

[alara]

in reply to: Tracking Student Progress #6855

Right now I am working in a Special Education classroom where all students have individual goals, although right now most of them are working on Phonics because most of them are kinder students, so I always use different types of assessments. Some of my students are not verbal so I have to use different types of material such as flashcards or magnetic letters where I ask them to touch the letter that makes such sound. All these assessments are done every week or almost everyday. I use a variety of data trackers for each of their individual goals.

[alara]

in reply to: Dyslexia & Structured Literacy #6854

I was surprised when learning that students with dyslexia can not hear certain syllables in words, I believe this is something everyone should know to avoid the misconception of dyslexia being only reading words or letters backwards. It made me think about the importance of students having a good foundation of phonology.

[alara]

in reply to: Dyslexia & Structured Literacy #6853

I am amazed at the possibilities this course is giving us by letting us see that strategies we already use are helping our students become capable readers and how we can implement new ones to improve our teaching and their outcomes, even if we do not have an expensive program within our schools.

[alara]

in reply to: Dyslexia & Structured Literacy #6852

What is something new you learned about dyslexia?
It is very interesting to learn which is the part of the brain that does not activate for students with dyslexia, as interesting is to be able to learn strategies that will help my students feel confident when becoming capable readers.

What are some strategies you want to implement into your classroom regarding word recognition and dyslexia?
I already use some of the strategies mentioned in the reading, but would like to incorporate the text-to-speech and speech-to-text strategy with my students since they have not been able to work with it specifically.

What aspects of structured literacy are you already using in your reading practice? Which aspects do you plan to implement?
I work with phonology most of all because most of my students need to improve on this foundation in order for them to be able to continue to the other aspects, and I would like to implement the teaching of syllables in a more specific way.

[alara]

in reply to: Your Phonics Instruction Strategies #6817

I agree, I think they both go together specially on lower grades. It is a very good way to lock in what they have learned by putting it into practice with a multisensory activity.

[alara]

in reply to: Your Phonics Instruction Strategies #6816

In regard to the HFW, at my school we are now using “Heart Words” which focuses more on the specific difficult and different sounds in HFW, students are not only learning them by memory but making an understanding of those different sounds in each word and how two letters can make a huge difference from word to word. It is interesting and fun to learn since you use a mat and different shapes to put on top of letters.

[alara]

in reply to: Your Phonics Instruction Strategies #6815

In your own reading classroom, do you see more of a need to spend more time on foundational skills or provide more multisensory approaches? Why?
I think my students will benefit from both spending more time on foundational skills with a multisensory approach because this will help each students with their individual goals.

What are some of your favorite strategies for teaching phonemic awareness and phonics?
I like using different songs where my students can hear rhymes, I use different games, and my students really like working with sound mats and magnetic letters.

[alara]

in reply to: Teaching Phonological Awareness #6814

Technology is such an important part of our lives nowadays, and your idea is a great example of using technology for an advantage and growing to become fluent readers. It can also help parents who’s first language is not English so students and parents can have a good example when practicing phonemes or words.

[alara]

in reply to: Teaching Phonological Awareness #6813

Not assuming background knowledge was a big a-ha for me too. Sometimes we tend to think that knowledge is there and assuming everything was covered or students were able to retain certain information; which is why is important to have explicit instruction when it comes to phonological awareness.

[alara]

in reply to: Teaching Phonological Awareness #6812

In what ways will you incorporate phonological awareness teaching strategies into your daily teaching?
In the school I work at we are currently using Heggerty, but within my SpEd classroom it has to be adapted to everyones goals, and level. Phonological awareness is huge for us, and we are constantly using different strategies with the students to reinforce those sound.

How will you ensure your teaching is multisensory?
I use videos, songs, manipulatives, magnetic letters, flashcards, tiles.

What questions do you have?
How can we approach phonological awareness with those students that don’t have English as their native language?

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