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Remedial Reading Chatboard

Phonics Readers and Free Homophone Book

by arachgold

Nov 1, 2010

There are some new phonics readers available from the publisher of "All About Spelling." What I like most about the readers is that most of the plots are thought provoking, the writing styles are more sophisticated than other phonics readers I have seen, and there are about 160 pages in each book so the beginning student feels that he/she is readin...See More

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Reading Tutor On 11/01/10, arachgold wrote: > There are some new phonics readers available from the > publisher of "All About Spelling." What I like most about > the readers is that most of the plots are thought > provoking, the writing styles are more sophisticated than > other phonics readers I have seen, and there are about 160 > pages in ea...See More

Dec 9, 2010

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The Brave

by moe

Nov 2, 2010

Hi, I would like to teach Robert Lipsyte's "The Brave" to my 9/10 Reading class but can't find any teaching materials to go with it. Has anyone taught this book? What did you use? Thanks

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What should I focus on for the state assessments?

by Lori

Dec 4, 2010

I work in a 6th grade 12:1:1 class with 10 students who have multiple disabilities. I have one child with autism, two with ADHD and the rest with other health impairments. The kids in the class are well below average and fall at least four grade levels in their reading abilities which means they are between kindergarten and 2nd grade. One of the pr...See More

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Qualifications for reading support

by kk

Jan 12, 2011

Our district is looking at revamping the criteria for qualifying for reading support in grades 1-6. I'm just wondering what levels/stanines/etc. other districts use. for example, if you assess using the DRAPM Benchmark Kit, what level qualifies for reading support in each grade? Thanks!

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Spelling Dolch sight words

by Inez

Jan 13, 2011

I have two level 1 students (3rd grade) who are not retaining the spelling of primer-grade 3 Dolch sight words. Does anyone recommend a teaching strategy or even a program which could help?

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Inez Open is "opin", were is "wrer", read is "reder", use is "yes", which is either "wech" or "witc". Thanks for any input you can give to help me teach. I've already taught the boys in a small group, chunking words/phonemes, teaching syllables and clapping syllables aloud as we spell the words.

On 1/15/11, arachgold2007 wrote: > Could you ...See More

Jan 18, 2011

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Grace/IL It looks as though these students have some idea of what letters belong in particular words but haven't figured out the order. Of course, some of them are the irregular words that need to be learned by rote.

"open" (opin)-- This is spelled quite the way we say it. Maybe teach them to say o-pen, emphasizing the /e/ sound.

"were" -...See MoreIt looks as though these students have some idea of what letters belong in particular words but haven't figured out the order. Of course, some of them are the irregular words that need to be learned by rote.

"open" (opin)-- This is spelled quite the way we say it. Maybe teach them to say o-pen, emphasizing the /e/ sound.

"were" -- One of those rote words. If you can teach them w-er and then add the e. I think of here, were, where, and there as companion words for spelling but pronunciation vary widely. Perhaps put these four words on cards for them to memorize.

"read" -- It appears they haven't mastered the primary spellings for long e (or are you asking them to spell the past tense of 'read' which would account for the first three letters?) Spelling that 'red' might be logical but where did they get the final er?

"use" -- The need to think of the most frequent spelling for long u: u_e. It appears they are using phonetic knowledge of y and then writing something that looks familiar. If they understand that use (noun) and use (verb) are spelled the same although we pronounce them differently.

"which" -- another rote word. However, they're doing some things right. There is a subtle difference in pronunciation when teaching spelling. If you teach them that the beginning sound here is more of an /hw/ but we spell it in reverse. 'Which' is one of only five words in the English language in which the /ch/ sound after a short vowel is spelled 'ch' -- rich, which, much, such, and touch. In all other cases, after short vowels it is spelled 'tch'. Teaching those five words as a group may help.

I think if you try to really analyze their misspellings, you'll be able to help them. I wish you well.

Grace

On 1/18/11, Inez wrote: > Open is "opin", were is "wrer", read is "reder", use is "yes", > which is either "wech" or "witc". Thanks for any input you can > give to help me teach. I've already taught the boys in a small > group, chunking words/phonemes, teaching syllables and clapping > syllables aloud as we spell the words. > > > On 1/15/11, arachgold2007 wrote: >> Could you give an example of some of the words along with >> their misspelings? >> >> >> >> On 1/13/11, Inez wrote: >>> I have two level 1 students (3rd grade) who are not >>> retaining the spelling of primer-grade 3 Dolch sight words. >>> Does anyone recommend a teaching strategy or even a program >>> which could help?

Jan 19, 2011

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Comprehension interventions

by Ruth

Jan 18, 2011

We are in the process of giving the Fountas/Pinnell Benchmark Assessment System and are finding that the students accuracy level is way above the comprehension level.Does anyone have any suggestions for teaching comprehension strategies? How do you teach Verbalization and Vizualization? I have told the teachers to have the students read a paragraph...See More

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Marcy On 1/18/11, Ruth wrote: > How do you teach Verbalization > and Vizualization?

Do you use strategy posters like these that have sentence frames on the back for teaching comprehension strategies

Jan 24, 2011

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Mary DeFalco I like you strategy posters, Marcy! Mary

On 1/24/11, Marcy wrote: > On 1/18/11, Ruth wrote: >> How do you teach Verbalization >> and Vizualization? > > Do you use strategy posters like these that have sentence > frames on the back for teaching comprehension strategies

Jan 25, 2011

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list of reading interventions for RTI

by ruth

Jan 18, 2011

I read a response about a list of reading interventions that Cathy was going to send to teachers. If Cathy is still on this Chatboard, please send me a copy.

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Barbara Vaughan On 1/18/11, ruth wrote: > I read a response about a list of reading interventions > that Cathy was going to send to teachers. If Cathy is > still on this Chatboard, please send me a copy.

Try the website [link removed].

Jan 18, 2011

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Nicole S. This was a great find! Check it out!

Sarah Elton, ESU #1. Response to. Intervention ... [link removed]

Response to Intervention RtI Intervention Manual .Interventions ... Comments? Email Sarah at [email removed]]

download the RtI Intervention Manual . Scientifically Based Research ... Comments? Email Sarah at [email rem...See More

Mar 18, 2011

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Remedial Reading

by Mary DeFalco

Jan 21, 2011

Hi, Check out my web site for three major programs to use with At Risk students- same philosophy. The homepage lists major categories with sub set titles; each title has a lengthy page of support. Don't leave the site until you have clicked on each title.

Still Holds True Today “ There are many children who face frustration and failure ...See More

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make/take for ELL parent presentation

by ruth

Jan 24, 2011

I have to do a 55 minute session for ELL parents on how to help their K-1 children at home with reading. Any ideas? Also, since the session is 55 minutes long, I would like to do a make/take for the parents. Any ideas that have worked well with you?

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Mary DeFalco Dear Ruth, At your meeting with parents, explain activities you do in your class via transparencies, Power Point, or Keynote presentation. It will be easy for your interpreter to follow and translate unless you speak the languages of your students.

Read alongs are a great support. If you send home read alongs this would be a great time to...See MoreDear Ruth, At your meeting with parents, explain activities you do in your class via transparencies, Power Point, or Keynote presentation. It will be easy for your interpreter to follow and translate unless you speak the languages of your students.

Read alongs are a great support. If you send home read alongs this would be a great time to explain how you want your students to use them; viz. first grade students listen to the recording many times until they can read it independently. The picture books should revolve around what you are teaching in class. Make your own books. After developing a lesson, have the students draw pictures of what they learned or interested them. Label/title the pictures, scan them into the computer, and send the class booklets home. Find appropriate books and record the stories yourself and send the set home. If students don't have a tape player, CD player or a computer either ask the parents to buy or for those who can't afford ask the school to supply a listening machine. Public libraries have many read alongs - mostly in CDs at this time. If they have a computer at home, students can listen to elecrtonic books, work with alphabet sites etc. Your meeting with the parents is a great time to show parents what is available via your computer and a computer projector.

Send read-alongs of fairy tales that are familiar in their language. You may find abcteach [link removed].

Castles Under the Rainbow [link removed]

Depending upon the level of your students you may want to invest in mini books to send home for your students to practice: 25 Spanish Emergent Reader Mini Books - check it out. [link removed]

My web ESL web site [link removed].

55 min. may not be enough time for you- especially since you have to allow time for translations.

Enjoy preparing your presentation, Mary

On 1/24/11, ruth wrote:

> I have to do a 55 minute session for ELL parents on how to > help their K-1 children at home with reading. Any ideas? > Also, since the session is 55 minutes long, I would like to > do a make/take for the parents. Any ideas that have worked > well with you?

Jan 24, 2011

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Mary DeFalco Ruth, Another idea: make your own booklets for a take-home-keep-home. Take digital pictures of your students doing the objectives of the day. Type the words/sentences you want them to use. Or take the text from the book you are using and place them under your digital pictures. I invested in my own laser printer, digital camera, Flip, and software. ...See More

Jan 25, 2011

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