In my 9 years of teaching, I’ve yet to use anything from our so-called “professional development” trainings, which by the way go on for hours, but I hop on here and watch a 13 minute video with great takeaways that I can actually use with my class! Thank you so much!
Have you ever thought of having a student teacher? teaching college classes? doing a program at a teacher conference etc.? If not, you really should. You have enthusiasm, energy, excitement, positivity, etc.
I'm a first-year reading specialist and I am finding your videos incredibly helpful. Grad school didn't teach me everything I needed to know to do literacy intervention so I'm happy that I can watch your videos during my prep as personal PD. :)
Great information! My 6 year old is non-speaking but does a lot of different sounds and we are doing myofuntional therapy to help him connect his sounds together! Can't wait to try this with my kiddo 🙂
Thanks for this great video, I like how you recap the tips at the end. I teach first grade in a trilingual classroom with Russian and French being taught on alternate days so I'm looking for ways to help facilitate blending in English in easy and interesting ways. Just checked out your blending slides as well!
Great ideas i taught my first to read at 3 yrs old but my second isnt at her level when she was 3, so i needed new ideas to teach my second because kids learn in different ways something wasnt working for her. Hopefully this helps amazing videos you are amazing and great 👍
Also a great way to help,with blending is using onsets and rimes. This would be the next step after blending two sounds. I do this with my dyslexia students and it really helps them. A soon to be retired Dyslexia Specialist.
I do enjoy your videos. They are great refreshers. You are excellent. One challenge, what strategies can be used to move them into saying the word . Some have a difficult time moving on to saying the word. I hope you understand what I’m saying.
as a school administrator I also find most of teachers they lose of patience when the kids unable to do the blending, they start to have some temper and kids are so sensitive. End-up we got the compliant frm mum that their kid refuse to come and learn phonics again. I strongly recommend teacher to learn the skill frm this video before teaching. You never know who will be your student.
I work with students ages 3-5 in a licensed childcare home. What do you recommend that I work on each day with them to have them ready for Kindergarten when they start?
Hi there. I just bought the CVC blending slides and I saw that you mentioned successive blending in the CVC blending slides but I don’t see them. Is there a certain place to look or are they not ready yet? Thanks!
Such a helpful video! I teach EFL in Japan and have a student who just cannot blend non-continuous sounds with vowels (he can read all the examples given in that part of the video, but can't read CAT or BED). Do you have any tips on moving on from continuos sounds to not?
I'd suggest breaking down the words so he reads the first two sounds then adds on the last sound once he is comfortable reading the first part of the word e.g. slowly drag from c to a (in cat) -= ca then add t when he is comfortable with ca. It's going to be technique over speed so give him as much time as he needs to master this
For initial individual sound/letter recognition, I'd say yes, but because words don't usually have capitals throughout, perhaps use lowercase thereafter.
Great question! When students get to that point, they should learn about syllable types and syllable division to help them decode! Successive blending really helps with cvc words, words that end or begin with consonant blends, and digraphs!
@@SusanJonesTeaching yes..so I was dilemma on how to make the kids on spectrum understand this differentiation that when it comes to syllables they need to forget successive blending.
I’m sorry, but I've taught phonics at English primaries and your blending sounds are a little off. You are ending the first vowel sound too harshly. 'a' should have a soft ending, not a hard aH. In fact the the A should be sounded out more like aa and the T should also be soft. Otherwise children can’t learn to blend proper when reading. aH - Tuh, does not make at. It makes two unblendable sounds. aa - t = at.
This is a video that I found that my 5-year old enjoys to watch to help her stay familiar with her letter sounds: ru-vid.com/video/%D0%B2%D0%B8%D0%B4%D0%B5%D0%BE-SA6zjBcxbj4.html.
I am a new reading tutor and have the same issue. I have twin kindergarten girls who are struggling with letter recognition and their phonemes. Can you point me to videos that can help?
Perhaps try engaging them in more (playful) activities that involve sound recognition e.g. cards that have the sound and an image so they can refer to the image as a reminder of the starting sound
Anyone who wants a comprehensive and highly successful guide to teaching phonics should use Reading Reflex, a comprehensive book filled with exercises by Carmen and Geoffrey McGuinness. I have helped a number of struggling children learn to read using this system. Another great system, is a software system called Nessie, which has games, songs and rewards, as well as a scoring scheme and levels structure.
Again, I'm sorry, but you are advising people incorrectly. Start off with 2 letter words by all means, but you are not teaching people how to blend properly and I'm finding it really irritating to listen to your advice. I have taught special needs children phonics via Reading Reflex. You are making 'u' and 'p' 2 completely separate sounds. Uh and puh won’t automatically blend to form 'up'. To properly teach blending, you need to stretch the sounds out and not finish each sound with a harsh ending or beginning in many cases. Uuuup. Separate your lips when saying p, not puh, but pu.
