I've decided to use this page to post teaching strategies, simple and complex. I've been a special ed teacher for a million years -started as a Gillingham tutor in 1974. For PRINTABLES go here. For IDEAS, stay on this page.
When you teach remedial reading or special education, you find the things that are simple for some are stumbling blocks for others. Some need to work on these little words no matter what reading level they are at. The focus they need for these words is not typically there.
1. We place the words on a table in the shape of a clock.
2. Teacher calls a time, like 2:00 or 2:30.
3. Child places the pencils to show the time and reads the word.
4. The pencils can be eliminated and child can use imagination.
5. The child takes a turn at being the time caller.
There are many variations for this activity that gets the attention fo the children. I created this in 1974 when I tutored my first child with Dyslexia. I was being trained as an Orton Gillingham specialist by Mrs. Alice Garside, and her rule was EVERY TUTORING SESSION MUST INCLUDE A GAME.
RUN TO SPELL
Make up movement routines for spelling words that "break the rules." For "friend", have kids do a jumping jack for each of the letters f-r-i, then a jog for each of the letters e - n- d. That's 3 jumping jacks and 3 jogs. They should be spelling the word out loud while they are doing the jacks and jogs. (Some kids have a hard time with jumping jacks. We substitute a step-slide movement for them or just jumping in place.) Then have them run to their own clipboard and write the word in crayon.This is one of MANY Run to Spell ideas I've used over the years. See the illustration on this page.
STUDY SHEETS FOR STORIES
This summer, I'm tutoring 3 students. The materials we use don't have pictures. The stories were written primarily to help children learn to decode. The vocabulary is tightly controlled by phonics and sight words. To help the children glean needed information from the stories, I prepare study sheets to use along with the reading selections.
1. The child reads the character section aloud.
2. The child reads the setting section.
3. The child reads the story. When the child comes to the problem, he writes it on the study sheet. Together we edit for spelling and punctuation.
4. The child reads until he finds the solution. Then he writes a sentence or two. We edit this section also. 5. At the end, the child makes a personal connection. I write the connection in the box.
I use the Reading Error box to record errors while the child is reading. This helps me dialog with the child about what he needs to work on. More often than not, it is little words (the, he, her) that need to be attended to.
GIANT WORD CARDS FOR DECODING
Click to see actual size.
As an inclusion teacher, I need to move my students faster so that they can decode grade level materials with their classmates. I create GIANT word cards with the classroom vocabulary, using dots to divide word parts or syllables. Then I take a small group of "decoding students" spread the words on the table and have them "find" them. Sometimes I call the words out, other times I give a clue.
Kids love these. As a parent you can make these at home and make learning fun and easy. I make them for EVERY story and use over and over. It's time well spent.
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© 2009 Carol Goodrow