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in reply to: Tracking Student Progress #6833

I feel this way also, as I teach 6th grade. However, I teach all subjects, so I can at least implement some things into my reading block!

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in reply to: Tracking Student Progress #6831

In my 6th grad classroom, I frequently track fluency with short passages in small groups. When the student finishes reading the passage, we also discuss any new or advanced vocabulary. The students are then expected to come up with questions for the next group of students to test for comprehension. It is interesting to see what questions they come up with, as it show what information they found the most important from the passage.

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in reply to: Dyslexia & Structured Literacy #6829

Thanks for giving a name to your program that is used. I have been looking for some to offer as suggestions for my district.

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in reply to: Dyslexia & Structured Literacy #6828

I agree with you about the dyslexia programs. I always thought I would need some sort of curriculum to follow in order to “correct” the dyslexia.

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in reply to: Dyslexia & Structured Literacy #6827

-One thing that I learned was that dyslexia is the most common cause of reading, writing and spelling difficulties.
-I want to start working one-on-one with some of the students that I suspect may have dyslexia. They have made it to 6th grade without any diagnosis, but the signs are there. Specifically, I want to work more with sound symbols. I believe that it would benefit my low readers.
-I already morphology, syntax and semantics, as these are more on grade level for 6th grade standards. I want to implement more of the phonology and sound symbols.

[sprice]

in reply to: Your Phonics Instruction Strategies #6825

Since you have students that are in 5th grade, do you have any suggestions for working with 6th graders that are in special education reading at a 3rd grade level? I would love to get some more ideas for what I can do for my students to help them make even more progress.

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in reply to: Your Phonics Instruction Strategies #6823

-I do see a need in my classroom for more foundational skills practice. I teach 6th grade and many of my students are reading far below grade level. This may be because of their lack of phonemic awareness.
-I enjoy working with my student on morphology. We work a lot with understanding the meaning of words based on prefixes and suffixes.

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in reply to: Teaching Phonological Awareness #6822

This is so important! I find myself making this assumption often, as I teach 6th grade and assume that my students *should* already know certain things.

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in reply to: Teaching Phonological Awareness #6820

-I would like to begin phonemic awareness exercises in which my students will practice segmenting difficult words into individual sounds.
-Since I teach 6th grade, using some of the multisensory tools can be difficult. I can make it more interactive with the students by having them do some tactile word building. Hopefully, having some kind of textured papers to work with will enhance memory.
-What options and ideas are there to teach the most basic phonological awareness to 6th grade students who are reading at a 1st-2nd grade level?

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