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OGforALL helps tutors, teachers, home school teachers and parents, and parents whose kids are being taught the English language using phonics to better support their students.
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...
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...
Happy Summer! I don't know about you, but summer always seems to go faster than I expect. If you've been meaning to fit in some literacy practice but haven't found a rhythm yet, there's still plenty of time. That's exactly why I created the 2-2-2 Summer Plan. Instead of trying to squeeze in full lessons several days a week, the idea is to keep skills active with a routine that's realistic for busy summer schedules: ✔ 2 days a week✔ 20 minutes a day✔ 2 types of practice If you'd like to learn...