We have a 3 day lesson in first grade: Day 1 Review visual drill, introduction, and reading of words with pattern; Day 2 Auditory Drill, Dictation of words and sentences; Day 3 Review of previous Heart/Red words and introduction of new Heart/Red words and read in sentences. We do PA as well, but at another time using Heggerty.
I am In MA and taking my master's as well. I have been watch your video for over a year, and very helpful! Thank you so much for continuing to share resources.
I am an early childhood education major. I have a diploma in writing for children and teenagers from The Institute of Children's Literature. I want to use poetry in my curriculum as an early childhood educator. I was told I will also get my special ed cert. I had a job as a mentor my first job working in the field of education and a few jobs at public libraries.
This helps so much! I am one who is transitioning from BL to SL... how would I take this information to a 3rd-5th classroom? What components do I leave and take out for my older readers? I am having a hard time finding information and resources for Small Group SL in the uppers.. please help!
Hi, I would love to know how you do a small group lesson. I am from South Africa, and we need to do a group guided reading lesson. However, I would like to make it in line with a structure literacy method. How would I go about doing this.
Hello! This may have been answered but where are you going to school to get your masters degree? Also, thank you for emphasizing not to throw out the read alouds and authentic texts!! PS I want to join your SJT but it says it is full for this school year...
I've watched this video several times, thank you! Majority of my first graders are incredibly low (don't know all of their letter names or sounds) so I don't know how/when to add in actual reading of decodable texts. I feel like all we're doing is phonemic awareness and phoneme/grapheme correspondence. Any advice on how to move towards blending and reading so it's more meaningful? Thank you! Your advice has helped so much over the past two years!
Hi Jessie! So I think your best bet is to continue solidifying those letter sounds and names and move into blending and segmenting simple 2-3 sound words aloud. As you do this a few times aloud, introduce the letters that represent the sounds too. For example, show students a letter card or tile with the letter a, and also one with the letter t and have them blend the sounds together to make the word at. This will help them connect the sounds and letters faster. Same with segmenting sounds. I also just made a video on tips to teach students how to blend sounds that I think will help, if you didn't watch it yet these ideas should help your students: ru-vid.com/video/%D0%B2%D0%B8%D0%B4%D0%B5%D0%BE-j3kTqDuORAg.html
@@SusanJonesTeaching Thank you that makes me feel a lot more confident moving forward! For successive blending, so you always do that in phonics when you have graphemes attached? Or do you ever do it just orally?
@@jessieliebner2780 both!! I usually start orally by having student simply blend two sound /c/ + /a/ = /ca/ then have them add /t/ to get cat. then they can add /p/ to get cap and /sh/ to get cash, etc!
