Hello! Have you ever had a student sound out a word correctly, only to get stuck on the exact same word later? Let's use map. The student gives you /m/ /ă/ /p/, blends it together, and says map. Yay! They read it. Then map shows up again later... and they're back to /m/ /ă/ /p/. We want students to connect the sounds they hear in map with the letters they see, and as those connections get stronger, they don't have to work so hard every time they see the word. Eventually, they see map and read...

Hello! When students first see a word with three consonants between the vowels, it can look a little intimidating. But VCCCV words are much easier to divide once you know what to look for. In OG, we often call these Ostrich words to highlight the three-consonant pattern. The key with VCCCV division is knowing when consonants need to stay together. So, how do you divide an Ostrich word? Step 1: Underline the vowels or vowel sounds.Step 2: Code the word VCCCV, starting with the first vowel.Step...

What if a student knows the patterns or rules you've taught, but still stumbles during reading or when trying to use the words in context? Would you slow down and work toward automaticity with those earlier concepts, or keep moving through your scope and sequence while working on fluency along the way? I think there's room for both. I'd probably slow down a little, but I wouldn't necessarily stop moving forward. First, I'd want to know: Does the student really know the rule and apply it to...