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charlotte.reading

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Viewing 9 posts - 1 through 9 (of 9 total)
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  • charlotte.reading
    Participant
    in reply to: Tracking Student Progress #2982

    Our curriculum is constantly having us check our students comprehension. After we give a mini lesson our students go with partners to find key details and main idea in passages. They are supposed to underline and annotate. Then we come back together and we discuss what they found. At this time I can glance and see who is underlining and annotating and are they underlining the whole thing or key parts? Then I send them to independently write down key details from the text or main idea depending on our mini lesson. These are like an exit ticket where I can usually see who is understanding and who is struggling.

    We do like activities for sequence and comparing and contrasting.

    charlotte.reading
    Participant
    in reply to: Dyslexia & Structured Literacy #2978

    I have been under the assumption that in order to help my students with Dyslexia learn to read I had to have a program. Most of which are extremely expensive. While they might be beneficial this chapter showed me that there are many things I am doing already and can implement to help all my students including those with Dyslexia.

    I have been teaching syllables, but I will now use the order in which it talked about to teach them. When I teach them I will try and use multisensory activities.
    I would also like to use some of the items that it suggested such as colored lined paper. I have used speech to text tools for some of my students and that works wonderfully.

    I think the aspects of structured literacy that I am currently using is taking time in the day to teach spelling rules and syllable rules. This reading is just helping me understand better ways to teach it.

    charlotte.reading
    Participant
    in reply to: Your Phonics Instruction Strategies #2977

    Rhondajord, I had recently asked you your grade level. It looks like we both are teaching third. It is very different for us. I have seen since the pandemic a greater need for phonics in our grade. This has made me reach out for PD such as this to try and help my struggling readers get back on grade level.

    charlotte.reading
    Participant
    in reply to: Your Phonics Instruction Strategies #2976

    I need some foundational skills for about 3 of my students. All my students would benefit from multisensory. I am very excited to try some of the strategies that they gave me. I am excited to use the tongue twisters! We have been doing alliteration with our cursive writing and now I can have them say them out loud as fast as they can. They will be thrilled. I am really excited to use the highlight suffixes prefixes. thanks for the ideas. We have done the fly swatter with vocabulary it it will be fun to use for reading skills.

    Some of my strategies have been word games that they do coming up to the board or on their own dry erase boards. I’m looking forward to implementing different ways.
    My ELL students and I do play games for learning as well. They are usually memory games, four in a row or tic tac toe 🙂

    charlotte.reading
    Participant
    in reply to: Teaching Phonological Awareness #2975

    I am curious what grade level you teach. I may be spending too much time with my lessons 🙂 This is all new to me and I teach third grade. It is great that you bring in so many multisensory activities to your lesson!

    charlotte.reading
    Participant
    in reply to: Teaching Phonological Awareness #2974

    I am currently incorporating phonological awareness by focusing on spelling rules. I teach third grade, so most of my kids can read. We spend 10-15 minutes each day go over rules such as when we use ay or ai. We review prior skills that have been taught as well. I do some phonics in small group with my struggling readers. It is a lot of decoding.

    I do need to bring in more multisensory. I need more ideas for that. We do clap out syllables, but It would be great to have more options.

    My questions would be what other ways can I integrate multisensory. Also, is there a specific order that I should be teaching spelling rules?

    charlotte.reading
    Participant
    in reply to: Intro to Science of Reading #2850

    HEllo Rhonda,

    I agree with your point about finding the time in our reading block and still doing what our districts ask of us. I will need to find a way. I guess it will take further reading and understanding and maybe it won’t take as much time as we think or maybe it will be something I can do with just my strugglers at the back table.

    charlotte.reading
    Participant
    in reply to: Intro to Science of Reading #2849

    HEllo drecebrissette,

    Wow!! YOur first big takeaway just now settled with me. As I teach third grade and feel so defeated and helpless sometimes trying to catch my kiddos up. Now realizing that they my not get caught up is sad. That won’t discourage me from trying 🙂

    charlotte.reading
    Participant
    in reply to: Intro to Science of Reading #2847

    My three main takeaways; I was surprised to learn that reading is not a natural skill. That we all can learn the same. Teaching in the older grades I just thought if I keep my kiddos reading over and over they will get better. However, I haven’t given them the tools to help them get better. It has been frustrating to me. Then see Decoding X Language Comprehension = Reading Comprehension. Also, seeing Scarbarough’s Reading Rope I realized that I need the tools and then I can teach my kiddos in a more effective way. So, my question is how to I teach decoding. I know as a teacher you would think I would have learned, but in third grade students should be reading, so there has not been training in the basics.

Viewing 9 posts - 1 through 9 (of 9 total)