If students cannot answer the hard part or don’t remember, draw their attention to the correct spelling of the word (shown above the phoneme segmentation).Ĥ. Mix it up don’t always ask the sounds in order. “How do we spell _?” “What letter do we use to spell the first sound?” Repeat for each sound. My students are trained to put up one finger for each sound.ģ. “How many sounds are in this word?” Help students count the number of sounds in the word. “What’s this word?” Sometimes call on individual students to keep them engaged and accountable. What’s the word?” Click to the next slide.Ģ. Show the word by itself and say, “The word is _. I’ve been using this (based on all that I’ve read and learned so far):ġ. Try to get a routine and rhythm going so students can focus on the phonemes and graphemes and not what they’re supposed to say and when. Or, at least he did before we started the heart word slide show!Ģ. The same with the word a although I do still have one student who writes u for a. So why did I include it? Because, in my opinion, it’s perfect to start with a word they are so familiar with and use all the time. Students will know how to read and spell it just fine by the time we start using the heart word slide show. For example, I indirectly start teaching the in August (you’ll see, when August gets here and I start sharing everything). Some of the words I teach early in the school year, long before the students would understand the analysis of them. Things I need to tell you so you’re not wondering:ġ.
0 Comments
Leave a Reply.AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |