Tag Archives: Phonics
|Dolch Phonetic System Classroom Materials Organization
|Record Keeping:Maintain a pocketed binder for student and class records.Store testing lists and or testing flashcards in the pocket of the binder.Maintain individual records, a class graph, and a status of the class.|
Test each student every week or two. They will “bug” you to test them. As a teacher, you will begin to see their confidence rise. In a regular classroom setting, teachers can grab a couple of minutes here and there for testing: during SSR, during an art project, while at the computer lab or library etc. Regular testing does not have to be
built into the schedule.
I prefer to do my own testing, so I can observe errors and help the student by giving little individual mini-lessons. If you use an aide or volunteer to test, make sure you demonstrate to them how you want your testing done. You are seeking automatically with the words. If the student takes more than a count to 5 to read the word, he/she doesn’t know the word well enough.
Dolch List 1
|the to and hea||I you it ofin||was said his thatshe||for on they but had|
|at him with up all||looks her there some||out as be have go||weak then little down|
The blends are: bl cl, fl, gl, pl, br, cr, dr, fr, gr, pr, tr, sk, sl, sp, st, sw, spr, cr, str
The vowels are: a, e, i, o, u,
The students will read word cards with accuracy.
• Word cards with words that contain familiar spelling patterns (or blends, rimes, digraphs, etc.)
Tell the students that they will be reading cards with familiar word patterns. Then,
1. Ask a student to read the first word card. Give the student no more than three seconds to answer.
2. If the student reads the card correctly, place it face down on the table. If the student cannot read
the card, tell him or her what the word is, emphasizing the pattern, and place the unread or misread card in front of the student.
3. Show the following word card to the next student, repeating step 2. Repeat until all word cards have been read or given to students.
4. Have the students who have cards in front of them attempt to read those words again. If they are able to read the card quickly and easily, take it back.
5. If a student misreads any words again, have the student keep the card and ask him or her to practice reading it.
To check for comprehension, ask students to use each word in a complete sentence.
Instead of using word patterns, use cards with sight words written on them, and have the students use the words in sentences.
This is a great activity for parents to use with their emerging readers at home too. There are many weeks left to summer, Happy Reading!
May we seek knowledge in all things,
A “mysterious” narrator takes the reader on many mysteries to be learned at the beach. Learn about the many animals that live on the beach while enhancing sight words and scientific knowledge. This book is includes a parent and teacher resource section. For parents or any caregiver, this is a great tool for exploring the teacher within and creating wonderful teaching moments for the learner in your life.
Reading is the cornerstone of all learning. Regardless if the book is hand held and made of paper, or if it is stored on an electronic device, the words open the door to the imagination, not the physical object.
If we are to teach and be effective in the 21st century, then we need to know its language and understand its abilities as a learning tool.
Technology is here and it is not going away, in fact, it is changing by the minute. The goal should be to embrace the good aspect of incorporating technology into the learning platform.
May we continue to seek knowledge in all things,
I will be working on epublishing two new academically focused children’s books with parent and teacher resource section.
The academic focus for The Many Mysteries of the Beach are sight words and science facts.