susan.spigelmire
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susan.spigelmire
ParticipantI use our ESGI assessment to track phonemic awareness activities. One assessment I give is onset and rime. I give the test one on one and just say words broken into onset and rime such as /c/. /at/ and the student has to tell me cat. If they have mastered that I go on to breaking words into phonemes such as /d/ /o/ /g/ and the student has to tell me dog. If they can do that then I give them a CVC word and have them read it. With the ESGI I simply mark yes and no and it generates a report for each child and for the entire class.
ParticipantDyslexia programs are expensive, but the activities to help children are inexpensive. The trainings I feel just give you the science behind why those activities work. If you have the opportunity to get rained I do recommend it, but I also understand the costs. My district paid for me to be trained in IMSE Orton Gillingham and it was a fantastic training. I will be going through LETRS training this summer so I am looking forward to that.
ParticipantI have been dyslexia trained for about 5 years now so there wasn’t anything knew to learn here. However I remember before being trained I always thought dyslexia was a reversal of letters I now know that is not the case.
I implement a lot of strategies already but I have recently started the following strategy for HFW: I give them a sentence using the HFW word in context. Then I start by having them listen to the sounds and then we talk about how many sounds there are and show that with sound boxes. From there we look at the spelling and identify the letters and how many there are and then we put those letters into the sound boxes. From there we write the word by saying the sounds not the letters. We practice this multiple times writing them using a red crayon and a screen. We sound out and read the word each time we write it and then we come up with a sentence for our word and share it with a partner.
I want to be more explicit about teaching the syllable types. I do teach open. closed and magic e in Kindergarten but it is not built into my scope and sequence so I would like to add it to that.ParticipantI teach Kindergarten so my entire day is surrounded by foundational skills. I provide a lot of multi-sensory approaches to learning as I am Orton gillingham trained. I know that young students learn best though hands=on experiences which is why I provide them.
For Phonemic Awareness I use Heggerty which incorporates a lot of hand motions. For phonics we use sand try, tactile letters, screens with crayons to write among others. I am currently working on revising how I teach HFW as I want to focus on the sounds the words make not the letters so that students can begin to orthographically map the word in their brain to grasp a firm knowledge of it and move it to a sight word.ParticipantI too found the Scarborough’s reading rope helpful. I watched a video of her explaining how she came up with it and it was amazing. It is so important that we include all the ingredients necessary to build fluent readers.
ParticipantI too found it interesting that all students learn to read the same way. It is so important that we are using the strategies based on SOR to reach all of our students including the 20% that are dyslexia and undiagnosed.
Participant1. It is important to have a scope and sequence to make sure you have a systematic way of teaching and that all skills are being taught.
2. It is important to explicitly teach those skills on the scope and sequence and not leave them by chance.
3. Making sure that you are teaching decoding and language comprehension at the same time to create a reader.Questions I still have are:
How do I fit it all in?
What is best to do in whole group and small group? -
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