marialignos
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marialignos
ParticipantIt is fun and easy to track how many words a student can read in a set period of time. I ask the student to first make a prediction, “How many words to you believe you will be able to read in 45 seconds?” I then have the student color a bar graph. One bar is the previous results, the next is the predicted amount, and the last bar is the actual amount of words they read during this assessment.
ParticipantFor phonological awareness I have the students put their heads down on the desk. I then ask them to raise a hand only when they hear the sound we are looking for. Example: if we are studying ai long a sound they are to raise their hands when I say rain, train, plain, etc… I will also say the word cake which is a long a sound but follows the magic-e rule instead. Some students raise their hands because they hear the long a sound and some do not because they know how to spell cake. I also make a coloring game. I will put ai words, magic-e words, and other random words in boxes. I then ask them to color all the boxes that follow the ai long a sound.
I also play a game with them for rhyming. I pair the students up. I give them a starting word. They then take turns finding words that rhyme. The winner is the one who said the last rhyming word. They take turns going first.
The kiddos like making nonsense words by blending. I make 3 piles of cards. The first pile has digraphs, the second pile are the vowels, and the last pile contains the consonants. They take turns flipping the cards. Sometimes real words are made and sometimes they make nonsense words. The class needs to give a thumbs up or down to determine what kind of word it is, real or made up. I get a lot of giggles when we play this. I just need to make sure that all words made are school appropriate.ParticipantPlease let us know how you enjoyed the LETRS training. What was the biggest take away from the course?
ParticipantI too had a misconception on what dyslexia truly is. I feel as you do; that this course has given me new tools to help my students become less frustrated and more successful.
ParticipantThis chapter taught me that students who suffer from dyslexia do not hear all the syllables in a word.
I also learned the correct definition of what sight words are. They are words that you do not have to decode. I always thought sight words were words that did not follow the rules and so you had to memorize their spelling.
I am already teaching the 6 syllable types in the proper order: closed, open, magic e, controlled r, vowel teams, and lastly consonant-le. I love the idea, shown in the Mr, Lucas video, of the sorting game. I will incorporate this game. While teaching a new syllable rule I can reinforce the previous lessons by asking the students to place words under the correct syllable rule category.ParticipantI am also Orton Gillingham trained and believe it is the most effective way to teach reading.
ParticipantHave you tried singing “Down By The Bay” by Raffi with your SPED kids? It is a fun way to familiarize them to rhyming words. Sometimes I even invite them to give me the word they would like me to find a rhyme to sing about. That is usually really challenging for me but fun for them when they get to stump the teacher. If I cannot find a rhyming word I fall back on “Did you ever have a time when you couldn’t make a rhyme down by the bay?”
ParticipantI responded to someone else’s post.
ParticipantI do not need to incorporate more multi-sensory activities as I use sky writing and arm tapping to reinforce spelling. The kiddos think it is silly. I also ask them the spell words on their palms with their pointer finger.
ParticipantI currently use the Orton-Gillingham approach. My student also made greater progress.
ParticipantI like that your district uses scripted instruction. When I tutor I also use a script. The only challenge that using a script poses is making it not sound scripted.
ParticipantI will incorporate Explicit Instruction. following the 4 steps: Explanation, Demonstration, Modeling, and Practice.
My teaching method will be multi-sensory by incorporating games such as I spy where students will have to get up out of their seats and look for items. I will also have them stomp or clap. I will also use tiles.
My question is how to explain words that do not fit phonological rules such as the word July. July does not follow the y long i rule.ParticipantI know it can be extremely discouraging,but hang in there! I bet as this course continues we will be taught the necessary strategies needed to help our students become successful readers.
ParticipantI agree. Students that struggle with reading must be identified early on and given the extra instruction they need. I have noticed that if they are not proficient readers by the third grade, even the second grade, it affects every aspect of their school day. It especially affects their self esteem and relationships with their peers.
ParticipantThe three points I took away from this chapter is that students need both explicit and systematic instruction to become proficient readers, reading is not a natural skill as is walking and talking, and everyone learns to read in the same way.
My question is how do we teach students to read sight words when the word is not spelled as it is supposed to sound? For example the word pretty,phonologically it should be spelled pritty.
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