[sb861]

in reply to: Tracking Student Progress #3717

I hadn’t thought to consider onset-rime as a precursor to breaking apart words into individual letter sounds, so that’s super helpful to know for assessments! I love that this program has options for advancement for students who need it.

[sb861]

in reply to: Tracking Student Progress #3716

I love the bubble blowers idea!! That is so fun that they are practicing reading lots of words in a single breath, which will help with natural reading fluency as well!

[sb861]

in reply to: Tracking Student Progress #3715

Some skills that we have tested regarding fluency in our students is words per minute, accuracy of word recognition, and accuracy of punctuation and intonation. I have used a reading program called Read Naturally to assess and provide interventions for fluency, but this can also be assessed through a reading record with any grade-level reading passage. It helps to keep track of which words students read incorrectly and what they said instead to track patterns of errors that can be targeted later in instruction.

[sb861]

in reply to: Your Phonics Instruction Strategies #3712

1. I am a new teacher, but I think the students in my classroom will need a mix of both foundational skills and multisensory information because of their sensory needs. They will need to have explicit instruction in the basic phonemic and phonics skills, but these can be done through multisensory approaches that help with their sensory and attention needs.

2. One approach that I have seen so far that I really like are letter songs and videos that the kids learn and can sing from memory because they enjoy them so much!

[sb861]

in reply to: Teaching Phonological Awareness #3707

I really like your idea of having an app that parents can use to practice phonological skills! I think this would also help them to understand the basics of phonics themselves so they can correct errors and reinforce understanding of phonics rules when reading with their child at home!

[sb861]

in reply to: Teaching Phonological Awareness #3706

1. I plan to incorporate phonological awareness into my reading instruction by giving students lots of opportunities to practice these skills throughout the day. I want to use games in my language rotations to help them enjoy practicing it, ask them to practice during transitions or morning meeting, and incorporate videos and songs that they will like as movement breaks or lesson openers.

2. I plan to use lots of flashcards and letter tiles that students can manipulate to create words. For my students with disabilities, I also want to have pictures of how to form letter sounds with their mouth and pictures of common cvc or cvce words that I can use to assess their responses when reading.

3. My question at this time is: what is the progression of phonological awareness skills that my students need to “master” before moving on to other related skills?

[sb861]

in reply to: Intro to Science of Reading #3699

Your second takeaway is so important!! We don’t have a lot of time to make sure that students develop reading proficiencies before they move on to other grades, so it’s important that we aren’t confusing in our instructional methods.

[sb861]

in reply to: Intro to Science of Reading #3698

Your point about using Scarborough’s Rope for deficiencies is a great idea! It is certainly a helpful place to start when determining what a student needs to focus on for automatic skill development.

[sb861]

in reply to: Intro to Science of Reading #3697

My three takeaways are the following:

1. Everyone learns to read the same way, which is great to know for students who struggle at first, since it means that you have the tools to help them succeed.

2. Instruction should focus on both word recognition and language comprehension simultaneously, which means that you should give students the change to practice language comprehension even if they aren’t strong decoders yet.

3. Word recognition should become automatic for students at a certain point, which we can assess throughout their skill development.

My question right now would be: Are there specific language comprehension skills that we can focus on first as teachers of young students that support their ability to decode text?

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