Our principal is now considering the possibility of doing it in the lower grades. She believes I am the strongest in literacy, so if this came about, I would teach reading/writing to K-2. Does anyone actually do this? If so, how does it work? I really can't imagine it at this point. We have one teacher per grade, 14-22 students in each.
Several years ago my colleague and I read about Florida schools team teaching in the lower grades. We talked our principal into letting us do it. We loved it, but she moved to another state, so it stopped after 2 years. My choice, as I didn't know the brand new teacher coming in. Actually, she would have been a great partner, but I didn't know that until too late to change back.
I was the math teacher to Kindergarten in the AM, along with other Kindergarten subjects including computer lab, except reading. I taught Math to the First Graders in the PM, including computer lab.
My colleague would teach First Grade reading in the AM to First Grade, then Kindergarten reading in the PM.
It was a small school with too many for just one teacher, but not enough for two of each grade. Splits were very common in my school.
If I was to do it again, then I would use Reading A-Z, if my building didn't have a wealth of leveled readers. And, I would want a Title I Reading teacher to work with me, so those on the "bubble" would get lots of extra help.
Multi-age classrooms should be pretty easy to Google.
I have several really struggling readers this year. In the past I've only had 1-3 kids who didn't meet school set goals on learning the Dolch Sight Words. This year I have 7!!! I already do a lot of sight word activities as it is. Can you please share some of your "sure-fire" methods to help the whole class but most of all my strugglers? Thank you!
I also agree ...See MoreHi Country Teacher I have some FREE materials that I think will be very helpful for your strugglers.
I find that breaking things down phonetically really helps the light bulb go on. I made up an anchor chart listing the Dolch Words phonetically and I've been really successful when I group & teach them that way.
I also agree with the other posts that students need to see these words in a phrase so I've made up trace and write phrase skill sheets for them as well as 40-60 phrase cards depending on the packet.
Making an Itty Bitty Dolch Word booklet is also fun for them. These are made out of Traceable Dolch word cards.
I also play Dolch Word Bingo with them. The more ways they are immersed in the words the better chance of the light bulb going on & children love playing games.
All of the above materials are FREE and on my website. Here is the link to all of the Dolch "stuff". Everything is divided by level: Pre-primer through 3rd.
Hope it helps. :-) [link removed] :-)
On 2/08/12, Countryteacher wrote: > I have several really struggling readers this year. In the > past I've only had 1-3 kids who didn't meet school set > goals on learning the Dolch Sight Words. This year I have > 7!!! I already do a lot of sight word activities as it is. > Can you please share some of your "sure-fire" methods to > help the whole class but most of all my strugglers? Thank > you!
EVERYTIME my class does partner or small group work they always figure out who goes first using their names. I tell them either first or last names. If, by chance, they get someone with the same first letter, we talk about going to the 2nd letter. It doesn't take them long to figure out how to do ABC order :)
Also, sometimes after they figure out who would go first, I have them go backwards - that helps if a student has a name that both first and last are at the beginning of the alphabet or at the end of the alphabet.
I've got a caterpillar from "The Very Hungry Caterpillar" and a large bat from "Stellaluna" and a large stuffed monkey for "No More Monkeys Jumping on the Bed & No More Spaghetti I Say." I have a polar bear from "Polar Bear, Polar Bear" and a penguin that goes along with several penguin books.
I have several kids that can't remember the #12 when counting. I don't know why it's specifically #12 but it's the one they always seem to forget how to say and write...any suggestions? Thanks in advance.
I think Nancy had the most reasonable explanation. In many other languages, especially the Asian languages, the numbers beyond 10 make sense with the language. 12 is just not a pattern. Also many adults only count to 10 with their really young children so counting beyond 10 is not a habit formed. My dgd who turned 2 years old today can count to 13 by herself. Why? Because since she was born, I have always counted our steps going down and we have 13 steps! I found the same with teaching preschoolers for many years. We counted the days daily on the calendar. Most of the children could count to 31 and that was it. Many could also count to 31 in Japanese, German, French and Spanish because we used those languages, too.
I would say repetition is the way to go to remember that good old number 12. How is is going now in your class, OP?
I am a Math Recovery teacher who works 1st grade students in a 1:1 intense intervention setting. This is a pretty common problem. I just posted some ideas to deal with this issue to my blog yesterday. [link removed]
I am tutoring a 4th grade student who is reading and performing math at more of a 1st grade level. The mother wants me to help her child learn math as well as reading. Are there any websites or suggestions for helping this child? I have never had to deal with a student who is this low. In my first session, he couldn't pay attention and would transpose numbers and didn't even know basic things.
Forget what grade he is in other than trying to find high interest materials. Start where he is and work from there. Not being able to pay attention makes it harder so it helps to get the student physically involved as much as you can. Get creative.
If mom's OK with it chewing gum can help while working. There are several studies but I just grabbed a site with info.
What are some good activit...See MoreI'm a first year teacher and I've just done running records on the struggling readers in my class. I have noticed that in almost ALL of their mistakes they use visual cues but seem to not look at all of the letters in the words to get the correct word (for example substitute "sew" for "saw or "look" for "took").
What are some good activities/lessons I can do with their small groups to help them focus on reading the whole world? Also, what are some good things to do to encourage them to also use syntax and meaning in their reading?
Using visual cues means using letters within the word. Your kids ARE doing that. Their substitutions are very close visually. However, they are not making sense. It is very important that you work on using meaning cues. If a child says 'sew' for 'saw', you need to say, 'Does that make sense?' or say, 'You said ___,(repeat the sentence)does that make sense?' What would make sense there? Then you can prompt for more detail in the print. 'Yes, 'saw' makes sense. Let's check and see if it looks right. Say it slowly and check it with your finger.' Sometimes the idea of visual cues seems like it should refer to the picture, but the picture is using meaning - also very important. Try it out.
I've read many articles on the Daily Five. I'm interested in knowing what other first grade teachers are doing each day of the week for their Working with Words center. Do you have a weekly routine? Thanks for all suggestions. Terry
AnnetteOn 3/22/12, MissCrabtree wrote: > I do my own version of the Daily Five. I read the book and > tried it their way and then came up with a version that fit me > and my class. I do Meet with Teacher, Read to Self, Listen to > Reading (listening center) Work with Words and Surprise! For > work with words we do spelling sorts from Words ...See MoreOn 3/22/12, MissCrabtree wrote: > I do my own version of the Daily Five. I read the book and > tried it their way and then came up with a version that fit me > and my class. I do Meet with Teacher, Read to Self, Listen to > Reading (listening center) Work with Words and Surprise! For > work with words we do spelling sorts from Words Their Way and > my kids sort and write their words. They also practice writing > 5 high frequency words with something different each day(like > markers, chalk, colored pencils, or rainbow crayons). For > surprise group, I have a game, craft or a language arts > activity and it is different every day. The kids love going to > surprise no matter what it is (even if it is writing words > from a children's dictionary.) We do writing together as a > class after we finish our centers. I have the kids rotate at > the same time and they stay in their reading groups the entire > time. This is what works for me what works for you might be > different. Good Luck Thank you teachers for all your great ideas. I just purchased the daily 5 and The Cafe Book. I am still reading them but was very inspired. I really love your ideas and look forward to implementing some.