![]() ![]() Here is an AMAZING activity! Watch the video clip below. In my reading support group, we practice reading each row rapidly and repeatedly, pointing under each word. Students should become automatic at reading and spelling these chunks: short vowel rimes. Teach tapping out and blending 3 sounds to form consonant-short vowel-consonant words or CVC words, such as bat, bit, tub, pet, pot. My Wilson Fundationspage will give you even more information! Check out phonics by grade level.ģ. Also, follow the Wilson Fundations Scope & Sequence for kindergarten. Print and follow this! If children cannot hear and manipulate sounds in their heads, they won’t be able to read!Ģ. Master phonological and phonemic awareness. Grades 2 and up should retell, state the author’s lesson, and describe the most important event and why.ġ. Grades K and 1 should retell the story, make a connection to their life or another book, and tell their favorite part and why. The child must also demonstrate comprehension.No more than 10 errors per 100 words, including words you had to tell your child, are acceptable. ![]() All children must have phonemic awareness and know letter names and sounds before learning to read.Types of Assessments, Goal Writing, Accommodations.Close Reading / Complex Texts / Test Taking.Best Practices for Comprehension, Decoding, & Fluency.Reading Comprehension & Interactive Learning Games.Family Engagement Activities in English & Spanish.Responding to student data as it happens- in the moment or taking notes to modify instruction at a later time, is a great way to ensure that students will succeed in mastering the standards and student growth. Without taking these notes into consideration, lesson planning would not incorporate my students and their learning and students might not be ready for the cookie-cutter instruction that the program specifies. One of the ways that I am able to keep track of all student data is with data trackers (see Fundations Assessment section) and with taking notes on lesson plans and using notes when planning instruction for the next days or weeks. With the data gathered from whole group lessons, student notebooks, and during mini Fundations lessons at the beginning of Guided Reading, I am able to make decisions for my classroom as a whole and students on an individual level to ensure that everyone is meeting the standards and mastering their letter identification, letter sounds, and letter formation. ![]() Most importantly, students are understanding the material and mastering the standards, even if they are doing so at a different place or utilizing different times in the day (small group Guided Reading, quick mini-lessons in the morning or end of day, etc.) to do so. There are days where students needed reteaching instruction, and due to this, I have had to make choices regarding differentiating instruction in small group that changes that planning grid for the rest of the semester. When thinking about student differentiation, I also must plan accordingly and consult with my literacy coach, as we have a set schedule we must stick to. This information is quickly written down for me on my printed plans (see Reflection of Student Data and Using Data to Drive Lesson Planning below). During instruction, it is important to quickly assess students to ensure that every student is understanding the lesson and that if misconceptions arise, I can either address them accordingly in whole group or address them one-on-one or in small group.
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