Your "eyes closed" comment did it for me! Phonics requires us to have our eyes OPEN so we can see the letters associated with sounds; whereas Phonemic awareness & phonological awareness do NOT require us to have our eyes open. We can keep them closed and analyze sounds without the use of letters. Thank you!
After the first few weeks of school, I only stay late during assessment reports and parent teacher conference season. But my school has us contracted 9 to 430 ( class time is 930 to 215) plus forty minutes of lunch with the kids but we are allowed to grade or whatever since we have an assistant.
@@learningattheprimarypond but then it sounds robotic. As I say, the syllable method doesn't always apply. It only teaches the letters, not the pronouncing.
The last half was great! Actual, useable techniques! Spend more time on the actual answer than introducing it and telling us what we already know. Duh we’re over worked. 😂 I joined the waitlist. Looks like a ton of great materials! Any plans to go above grade 2?
For now, the plan is to stick to K-2! I do have the Reading Intervention Collaborative which has a broader range, K-5: www.readinginterventioncollaborative.com/
Hello, we are beginning fluency, pre-K! And yes, my son is spending a lot of time sounding the word out which isn’t upsetting. I just want to be sure he is up to par with other classmates.
I just found your podcasts today as I am taking a class and reading the book Build Reading Fluency by Timothy Rasinski. . I love your podcast on fluency. Thank you for posting.
We use Total Physical Response (TPR) for reviewing letters and sounds. I used Literacy Links for this in years past. This year in kindergarten, we are adopting the actions that Preschool is using (Launchpad) to provide continuity and consistency. We also use Heidi Songs to review letters and sounds and heart words. 😊
They are my Intervention materials put in a binder! Here's the link - www.teacherspayteachers.com/store/learning-at-the-primary-pond-alison/category-reading-intervention-576478?TpT&
within seconds, your video has answered a question which has plagued me for so very long! Just place your hand on the larynx and feel it brr. Fantastic! Thanks :)
@@learningattheprimarypond I found some. I think my child is still struggling in spelling. She can't write numbers with letter, she often forgot the letter and its sound.
Hey! I definitely recommend starting with phonological awareness (video on that here - ru-vid.com/video/%D0%B2%D0%B8%D0%B4%D0%B5%D0%BE-foCy3r470k4.html) and some letter name/letter sound identification at that age! - ru-vid.com/video/%D0%B2%D0%B8%D0%B4%D0%B5%D0%BE-aZOga43qK9E.html
No, thanks to the Reading Recovery monster's grasp on teacher training and public schools, I wasn't taught this or basically ANY phonics rules when I got my Masters in Teaching ten years ago. I'm grateful for the advancement of the Science of Reading and videos like yours!
How do you coordinate all the needs at the same time for the varied levels? Do you have them all reading in small groups during the period? Do they actually stay on task when you aren't with them?
During small group instruction, there are usually 3-4 small groups. The groups are based on needs of students - so for instance, one group may need word on CVC words, another group may need work on words with blends, etc. (I would use assessments to gather this type of data.) The teacher would meet with one group while the others work independently. To get them to work independently, you have to start the beginning of the year by modeling and practicing each center in great detail! This definitely takes time to build up that independence. Then, they rotate so that I'm eventually able to meet with all the groups. Depending on the time constraints, you may be only able to meet with some of the groups each day.
Say “unsure” in the comments if you’ve ever worked with an advanced student or group of students and you just weren’t quite sure what you should be working on with them!
