Re: [MOSAIC] phonemic awareness/segmentation help wanted
Hello, Debbie; If phonemic awareness isn't developed by 1st grade (per Marilyn Adams; other researchers say it's even earlier), it probably isn't going to develop. What you're describing below for your older students is phonics - the match of grapheme and phoneme. I suggest stepping back, and going through the phonological continuum. Remember to keep it totally auditory(pull your little guy in, too) First, general listening. Can they hear? Have they had a hearing test? Can they match general big sounds? - meow to meow - the sound of water to the sound of water - etc. Play sound Bingo... Next, can they combine and delete compound words? Combining is much easier...can they hear - sunflower sun.flowersun..flower sunflower - back...pack backpack back..packbackpack Then delete compound words - If I say, starfish, and take away the STAR, what is left? - If I say, cowboy, and take away the BOY, what is left? After you are sure they are fluent at BOTH those skills, move to syllables; combining and deleting - the same pattern as comppound words... - get them moving - hopping syllables, tapping syllables, etc - just don't let the props over-shadow the auditory process Then, when fluent at BOTH combining and deleting syllables, move to ONSET-RIME - the same pattern...combine, then delete REMEBER - this is all totally auditory, there is no print involved.when working with onset-rime, remember that you're focusing on that beginning sound - the onset - first. Don't force the issue of producing the RIME (rhyme) yet. That is more difficult. Then, after you're sure the students are capable of onset-rime, move to phonemes. Have them use Elkonin boxes, props, etc; but NO print yet, until you're sure they have the phonemes down. Once you're confident they have the phonemes, then move to the phonics. Good luck - your students are so lucky to have you! Best; heidi -Original Message- From: KENNETH SMITH [EMAIL PROTECTED] Sent: Jun 21, 2008 8:22 AM To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Subject: [MOSAIC] phonemic awareness/segmentation help wanted Hi, all, I am looking for some suggestions on teaching phonemic awareness and segmentation to older students (3rd and 4th grade). I have several students who just don't get it, and they can read lots of words, but they are limited to the words they know and don't know how to apply decoding strategies to the ones they don't, and they can't spell worth beans! If I give them just a single word, they are usually okay, but in text they are lost. They also can't handle words with more than one syllable. They tend to jumble up the sounds in the middle. I have used the boxes to write each sound that we hear when we say a word, and I've given them words to attempt to do the same, but they just don't get it. And sometimes they are way off - they will insert completely random sounds (/r/ seems to be a favorite). They do this more often when orally trying to break down the sounds, but also when writing. They have such poor comprehension that they aren't able to use the context to help with decoding. Sometimes it seems as though the only way they can use context is if I read it to them. They may read a sentence and substitute a random word (usually begins with the same letter, but that's all), and not even realize that it doesn't make sense. When I try to focus their attention on the word, they just can't figure out anything that would make sense that begins like that word, and we spend so much time on this level of reading that it's hard to get to the deeper meaning and enjoyment of reading. I have one more really difficult student and I would love to hear suggestions on this. The little guy will be entering first grade next year and did double duty in our half-day kindergarten this year (attending both sessions). He is unable to remember what any letters are. He still doesn't recognize his own name, he can't get all the way through the alphabet orally, he only gets to about g, but he can't match letters to the alphabet song as he sings, he can't distinguish between letters and numbers. We have tried every style of learning we can think of with him. After tracing his own name for the entire school year he still can't write it himself. (And that's just his first name, with only 4 letters.) He was tested for SPED and didn't qualify, supposedly because his IQ was too high (70's). What's a reading teacher to do?? He's a sweet boy and I am very concerned for him. His older brother is one of the kiddos described in the above paragraph, and I believe he is on the autism spectrum(our autism specialist and I have done many observations). Family support is minimal. Any suggestions would be appreciated! Thanks, Debbie Smith ___ Mosaic mailing list Mosaic@literacyworkshop.org To
Re: [MOSAIC] Kindergarten preparation
Hello; Your idea of the welcome packet is FANTASTIC! Entering kindergarteners should not be reading sight words! They should be exploring their world and developing those emergent literacy skills (and numeracy skills) that will prepare them for the formal instruction they'll be recieving soon For the packet, I suggest ...providing play do - along with ideas for what to do with the play do and the WHY (small motor, creativity)of it. Suggest the parent buy a cheap cookie sheet as a play-do Board, so the child has a defined area in which to create (parents always worry about the mess!) ...what about a list of books to read over the summer, along with a pamphlet about Caldecott Award winners? This is easily obtained via your public library. In fact, you can make them a partner in this! ...Recipe ideas - simple things like the apple tarts you can make with canned biscuits and cinnamon sugar..and with that, provide a simple one page write up about taking your child with you to the grocery store, talking about the apples, comparing the different kinds of apples, weighing the apples - sharing how important it is to talk with you child, and the benefits of talking with them - in English or another language (just talk!) also recipes for bubbles, puffy paint, chalk, etc! ...provide a list of free things going on in the summer. The library usually has a story time, and local bookstores (BN, BAM) usually do too. ...Compile a list of websites (argh - last resort) that are kid friendly and are more than just moving ditto sheets). Make sure to include a disclaimer on there about content and your district's liability. ...Could you put together a calendar for the summer, with something each day (or every other day) to do? (ie: June 15 - make chalk and then make a hopscotch board; July 3: visit the library to find out about why we celebrate the Fourth of July) The calendar could also include things school specific (Meet the teacher day; First day of school maybe a checklist for the first day of school countdown, and have it culminate with a party for all entering kindergarteners right before school starts? This could be a special Meet the Teacher day for kindergarten kids only There is a great book called, The Night Before Kindergarten by E.J. Sullivan. YOu could read that book at the party! Good luck with your project! Regards; heidi maier -Original Message- From: Heather Wall [EMAIL PROTECTED] Sent: Apr 18, 2008 7:24 AM To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Subject: [MOSAIC] Kindergarten preparation Does anyone do a Kindergarten Welcome Packet type of thing for their entering Kindergarteners in the Spring? Our superintendent is thinking of starting this - sort of a Welcome to K packet of possibly a book and/or sight words and/or parent tips - that would be for the kids we've registered to begin K in the fall. We'd try to get it to them before summer starts. I'm thinking perhaps we could get a free sample level A book from readinga-z.com (everything has to be very cheap to do it county-wide), and possibly some parent tips from readingrockets.com I'm not sure about the sight words. What do you think? Should a pre-K student be studying sight words? We're a rural, high ESL population in general, with pockets of middle class families. Any ideas you have that can help, or if you've done something like this before, would be greatly appreciated! Heather Wall/ Instructional Coach/ Georgia NBCT 2005 Literacy: Reading - Language Arts ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
Re: [MOSAIC] Skill or Strategy
Hi, Kendra and all; The Reading Teacher had an article on this just last month! I do not have ready access to the journal as I write this, but I know it was a prominent article. Regards; heidi -Original Message- From: Kendra Carroll [EMAIL PROTECTED] Sent: Mar 31, 2008 11:01 AM To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Subject: [MOSAIC] Skill or Strategy I always have trouble explaining the difference between a skill and a strategy to my students. Anyone have any good ideas/definitions? Thanks, Kendra ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
