[grael]

in reply to: Teaching Phonological Awareness #4038

Gloria Rael In my school teachers teach the letters and the sounds to our little ones. Some students understand the relationship between the two. On the other hand, some do not have a clue. we will continue and see what happens.

[grael]

in reply to: Teaching Phonological Awareness #4018

Gloria Rael My question is, I wonder what will be the requirements for a preschooler or kindergartener? Let see if I am still alive to know what those requirements will be! I am 64 years old.

[grael]

in reply to: Teaching Phonological Awareness #4017

I now know the importance for teachers to teach the letters and the sound for the students to be able to learn to read. As a student, I had a lot of trouble to read, and it really frustrated me. Now, I try that students like to read, so that soon the students will love to read.

[grael]

in reply to: Teaching Phonological Awareness #4016

Gloria Rael I always make sure that the students have a strong knowledge in the letters and their sound. I knopw that it is very important for them to be able to be successful in reading and also for them to love to read.

[grael]

in reply to: Tracking Student Progress #4015

Gloria Rael I, started teaching in 1984, developmental kindergarten, at that time, it was just basics like the students needed to know 6 letters and sounds, colors, shapes, numbers 0-6, a few rhyming words, that was it. Now, the students need to know soo much in preschool, and all the other grades that I think that the late bloomers provably feel like the students can not catch their breath with soo many skills and concepts they need to know by the end of the year. As a school teacher, we now have to teach soo much for the benefit of our student. Us teachers, we need to do our best for our future students! Let’s do it!

[grael]

in reply to: Tracking Student Progress #4014

Gloria Rael In my school, most of the students are special education, mostly with physical disabilities, and autism. There are only 3 classrooms with regular education. One classroom with 18 students ages 3 to 4.11 years old, there skills vary from students their first year in school to 2 or 3 years in school. These age difference and skill difference makes it hard to teach the students. When I go and help the students, I have to realize that most of the students have never been in school, and I have to start from basics- letters and sound. I try to help as much as I can with the beginning students. In addition, this school have a lot of young teachers that don’t have a lot of experience teaching. I always tell them, if you have any question, if I can guide you, I will be glad to help.

[grael]

in reply to: Dyslexia & Structured Literacy #4004

Gloria Rael In this chapter, I have learned that dyslexia is not being able to spell, write, and sound out all the letters. Now, I know the importance of clapping words by syllable. I teach preschoolers, but this course has taught me that even this students need as much attention as the other grades. Thanks for opening my eyes. I think that as teachers, there is always room for improvement.

[grael]

in reply to: Your Phonics Instruction Strategies #4000

Gloria Rael I know it is very important for us teachers to constantly be reviewing the letters and the sounds, if not the students might forget. So we as teachers, must review letters and sounds in a variety of activities so that the students automatically can see the letter and know the sound for the students to be able to learn many words, then be able to read simple sentences. Finally, be able to read stories.

[grael]

in reply to: Your Phonics Instruction Strategies #3999

Gloria Rael Currently, I have just a very few students that is there second year at the preschool. The mayority of the students is there first year in the preschool, so the students are verly learning about 4 letters and their sounds. I hope that by the end of the year most of the students have learn most of the letters and the sounds. I want all the students to have good letter and sound foundation for them to be futere great readers. I always try to give the students daily an activity with the letter of the week, so that the students can relate the activities wwith the letter and sound. I know that those activities will be great adventures for them to be successful readers. I know I am doing my part for all the students to love reading.

[grael]

in reply to: Your Phonics Instruction Strategies #3992

Gloria Rael Where I teach, the preschoolers are starting to learn the letters and most do not know the sounds of any letter. So, I will start with introducing a letter and sound a week. My preschoolers are not ready for any other task. I will make sure that my preschoolers are learning and reviewing constantly. I want my preschoolers to be able to know the letter and sound at the end of the year.

[grael]

in reply to: Intro to Science of Reading #3991

I am currently teaching in a preschool ages 3 to 5 year olds. I have noticed that the preschoolers that is their second year in the preschool know at least a few letters and sounds and their second year it is easier for them to remember the letters and the sounds, and it is easier for them to continue with their learning. What I am making it a must is for me to daily review the letters and their sounds so that at the end of the school year most of the students are knowledgeable of the letter and the sounds. In that way, the preschoolers will be ready for KIndergarten and be able to continue the reading process. I feel confident that with the basic skills children will succeed in the following school years. Gloria Rael

[grael]

in reply to: Intro to Science of Reading #3984

I was also surprised that The Science of Reading that it is not a natural skill. And that if you want your students to learn how to read , I , Gloria Rael, I need to make sure that my preschoolers and if I teach kindergarteners, to make sure that any problems with reading is fixed, before the student is in second grade. It is very crucial for the students. Another aspect that caught my attention is prevention is easier than interventions. I also made a note of this: everyone learns to read the same way. I will make sure that my students get the love of reading. It is an open channel for students to learn about soo many subjects. Gloria Rael

[grael]

in reply to: 1.4 – Is It a Cheetah? #3189

grael I think that as educators, the districts should make it mandatory, for all educators to be very knowledgeable in Gifted educations. That way, all the students are placed in the correct place for all the students to do the best in their education. Schools should be a place for all the students to thrive and maintain their creativity going for each student.

[grael]

in reply to: 4.2 – Culminating Project #3160

grael My presentation is a series of links to make my presentations. What is BIPOC? Goggle Search 1. http://www.clubs/BIPOC-Black indigenous People of Color http://www.Brandywineschools.org 2. Symposium by Bridgewater State Mid-Year Symposium 2020Symposium by ForagerOne
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Why BIPOC Students are Underrepresented in Gifted and Talented Programs​

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I hope that all these links taught you some important information! Gloria Rael

[grael]

in reply to: 4.1 – Effects of Being Unidentified #3138

grael The effects of being unidentified is not a good thing for the students. These students could have lots of talents, but because teachers can not identified them: they are leveled as unmotivated, failure at school, good for nothing! I think that teachers should try to get special training for the students to be identified correctly and also to research more information to be able to help more the students. The long term effect is these students are lacking social skills and most likely might even turn out to be bullies, end up in jail, or be consider a thread to society. These children what they really want is for someone to understand and help them now!

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