[williwoodz]

in reply to: Your Phonics Instruction Strategies #3186

I have used tongue twisters in these past with older students. They love it!

[williwoodz]

in reply to: Your Phonics Instruction Strategies #3185

I agree that movement is essential for our ADHD population and our littles need to wiggle.

[williwoodz]

in reply to: Your Phonics Instruction Strategies #3184

These last couple of years I have noticed a greater need for foundational skills as many students did not do well with online learning. Favorite strategies include play dough, movement, and hand motions.

[williwoodz]

in reply to: Teaching Phonological Awareness #3183

Agree! Short and sweet is best!

[williwoodz]

in reply to: Teaching Phonological Awareness #3182

I agree GoNoodle is a great tool and the kids love it!

[williwoodz]

in reply to: Teaching Phonological Awareness #3181

1. An a-ha for me was not to assume background knowledge. I will incorporate phonological awareness in multiple short lessons that contain manipulatives and movement. No questions.

[williwoodz]

in reply to: Intro to Science of Reading #3180

I will definitely search for that video!

[williwoodz]

in reply to: Intro to Science of Reading #3179

Very true!Teaching and teaching well is an art and requires continual learning and practice.

[williwoodz]

in reply to: Intro to Science of Reading #3178

Takeaways:
1. Reading is not a natural skill.
2. Therefore, instruction must explicit and systematic. Scope and sequence helps with this.
3.Scarborough’s rope is an incredible tool to use to pinpoint deficiencies and know where to focus.
Sadly, there is much data to support that if students are not proficient in reading by end of 3rd grade, they may never be.
Small group instruction is critical for strugglers.

[williwoodz]

in reply to: 5.4 – Lesson Planning Best Practices #3176

I too have used “I do, you do, we do. While this method is effective, I believe a more student led inquiry method allows for deeper understanding of mathematical concepts.

[williwoodz]

in reply to: 4.2 – Rich Tasks & Activities (Note: Under Project Banner) #3175

I chose the adding tape activity using a small group of mixed ability students. I was very pleased to have students that understood integers teaching and eliciting understanding from struggling students. Would be interesting to see if a more homogeneous group would be as successful. Exciting stuff!

[williwoodz]

in reply to: 4.1 – Math Strategies #3174

As a former ELA teacher, I am a big proponent for vocabulary. I believe that teaching, using and having students use proper academic vocabulary encourages confidence in students. Having no set rules allows meaningful conversations to take place amongst students and between teacher and student. This practice leads to a greater depth of understanding for both parties.

[williwoodz]

in reply to: 3.3 – Checks for Understanding #3173

White boards, exit tickets, KWL, thumbs up/down, and one-one discussion in small groups.

[williwoodz]

in reply to: 3.2 – Solve this Problem #3172

Understanding that a fraction is part of a whole is essential. Dividing 4 rectangles according to the denominator and shading the numerator shows the solution.

[williwoodz]

in reply to: 3.1 – Progression Ah-ha’s and Wonders #3171

All the videos resonated with me.It was good to see that the arrays and area models I stress in multiplication instruction. Also how important the understanding early numbers and counting are… hierarchal inclusion … did I stress that. Was very glad to se that use of ten fram3s were good practice for subtraction. After watching this, I understand why not to use “butterfly” but ugh…. Was the way I was taught and I have used it!

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