I believe sometimes when we hold text back from a child due to lack of phonics 
knowledge we sometimes only add to the problem. Perhaps he is not going to be a 
child who can learn by phonics. Perhaps it is time spent with high interest and 
building whole word reading from his auditory memory. I once had a child who 
spent 43 days in KPALS and still couldn't master isolated sounds....Go, Dog, 
Go! (everyday, sometimes several times a day) gave him the sight word bank he 
needed to conquer other text.  This year (a 6th grader) scored 9.2 in Reading 
on Iowa Tests...Sometimes, we need to make them feel like readers even though 
they aren't, then when they feel like a reader, they will become one....have a 
great literacy day, and GOOD LUCK!!!!!!!

Together in education,
 
 
Teri Adams
Cody's Reading Specialist
adamst...@pleasval.k12.ia.us
563-332-0210
-----Original Message-----
From: Mosaic 
[mailto:mosaic-bounces+adamsteri=pleasval.k12.ia...@literacyworkshop.org] On 
Behalf Of Kathy Lunsford
Sent: Wednesday, January 23, 2013 11:56 PM
To: mosaic@literacyworkshop.org
Subject: [MOSAIC] Introduce myself - 1st Grade Decodables

Hi my name is Kathy and I am a special education teacher.  I teach a K-2 
Special Day Class for students with autism.  I have one 2nd grade child who is 
reading at a beginning first grade level.  He has great difficulty blending - 
it took him almost two years to master his letter sounds and read simple CVC 
words and he can read about 35 of the 100 first grade sight words.  I use the 
1st grade Open Court Language Arts curriculum and am finding that he is unable 
to keep up with the decodables.  They are just to difficult for him.  I would 
like some suggestions on a supplemental decoding series that might be good for 
him.  He has good comprehension skills so to go back to the Kindergarten 
Decodables would be to boring for him.  Thanks!
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