Week 2
Week 2:
Student #1: Introduced /ur/. New work is always difficult for #1, but he's not nearly as defensive about it as he was. It takes ages for him to become even partially competent with any new concept so I'm prepared to be on this phonogram for some time. I made a little card game with all the usual suspects - turn hurt burn nurse etc. I also added urgent, furtive absurd and survive. At one time the kids all knew the word "surprise" right from grade 1. Now they don't. It's one of the indications that we're finally moving away from whole language in the school system.
I also gave #1, the prefix "sur". He's started French this year so that won't be too difficult for him to grasp. I was a little dismayed though that he had difficulty in verbalizing the meaning of the prefix 'dis' which was his most recently introduced prior to this. So I will have to make sure we do lots of work with that.
#2: What a brilliant kid this is. But so incredibly ADD. I have the ch/tch exceptions on a card "much, such, rich, which" and it's always part of his visual drill. He said "I've got another one for you. It's sandwich". But this kid is almost completely out of his depth if not working one on one -- and even then -- it's iffy. Today I introduced the second sound for /ow/. Asked him what he would say if I picked the /w/ up off the paper and stuck the sharp points in his arm. Response was perfect. He's reading a book in class that is fine content wise but way over his head in terms of decoding, specially to work independently. So we continued with "Get Set", from the Merrill series. It was no trouble for him and that's what I'm aiming for. He needs lots of practice to achieve automaticity at this level. He's bright enough that if I can get him to think of reading as more or less effortless, he'll be self-motivated to jump into more complex text.
#3: This guy is very very slow, but I think going to be fine. Of course he is just starting to learn the column 1 rules, and they are still very shaky, but in contrast to a student such as #1 (above) he can hear all the sounds separately and distinctly. He just hasn't been shown how to work with that information. In addition to the 2 OG lessons per week, he is withdrawn by the sped teacher for an hour each day and she works one on one with him. What is she doing? The ever popular "dolch" list of course. I need to ask her to lay off that until he's really got the sound-symbol thing down pat, as that will do nothing at all for him in a remedial sense, and probably seriously add to his confusion, but I will have to pick my moment.
#4. I went to withdraw #4 from the resource room and the teacher asked me if I would have time to see another student who really needs to "work on her sounds". Of course I told her it was out of the question. I wanted to say "What's stopping you from doing it yourself"? She should be doing that with every student in there in my estimation. They could do it in a group. There are no more than 10 students in that room at any given time adn most of the time they are on the computers. Much as I would love to work with this particular child, if I take on anyone else, the lessons I'm doing with the 4 I have are going to be seriously compromised. If they can get me a parent volunteer to train it may work out. It's been mentioned, but not acted on just yet. As for #4 herself, she knows more than she expresses. She is not good at taking initiative and if no one asks her, she does nothing. But each sound I gave her in the "write sounds" portion, she was able to write - and in all the manifestations we covered last year. In the write words portion, although I had to draw her attention to a couple of missing sounds when she was fingerspelling, she was able to write 10 perfect words. I know she's not independent as long as I'm coaching her with the fs., but she will improve. I know that.
Student #1: Introduced /ur/. New work is always difficult for #1, but he's not nearly as defensive about it as he was. It takes ages for him to become even partially competent with any new concept so I'm prepared to be on this phonogram for some time. I made a little card game with all the usual suspects - turn hurt burn nurse etc. I also added urgent, furtive absurd and survive. At one time the kids all knew the word "surprise" right from grade 1. Now they don't. It's one of the indications that we're finally moving away from whole language in the school system.
I also gave #1, the prefix "sur". He's started French this year so that won't be too difficult for him to grasp. I was a little dismayed though that he had difficulty in verbalizing the meaning of the prefix 'dis' which was his most recently introduced prior to this. So I will have to make sure we do lots of work with that.
#2: What a brilliant kid this is. But so incredibly ADD. I have the ch/tch exceptions on a card "much, such, rich, which" and it's always part of his visual drill. He said "I've got another one for you. It's sandwich". But this kid is almost completely out of his depth if not working one on one -- and even then -- it's iffy. Today I introduced the second sound for /ow/. Asked him what he would say if I picked the /w/ up off the paper and stuck the sharp points in his arm. Response was perfect. He's reading a book in class that is fine content wise but way over his head in terms of decoding, specially to work independently. So we continued with "Get Set", from the Merrill series. It was no trouble for him and that's what I'm aiming for. He needs lots of practice to achieve automaticity at this level. He's bright enough that if I can get him to think of reading as more or less effortless, he'll be self-motivated to jump into more complex text.
#3: This guy is very very slow, but I think going to be fine. Of course he is just starting to learn the column 1 rules, and they are still very shaky, but in contrast to a student such as #1 (above) he can hear all the sounds separately and distinctly. He just hasn't been shown how to work with that information. In addition to the 2 OG lessons per week, he is withdrawn by the sped teacher for an hour each day and she works one on one with him. What is she doing? The ever popular "dolch" list of course. I need to ask her to lay off that until he's really got the sound-symbol thing down pat, as that will do nothing at all for him in a remedial sense, and probably seriously add to his confusion, but I will have to pick my moment.
#4. I went to withdraw #4 from the resource room and the teacher asked me if I would have time to see another student who really needs to "work on her sounds". Of course I told her it was out of the question. I wanted to say "What's stopping you from doing it yourself"? She should be doing that with every student in there in my estimation. They could do it in a group. There are no more than 10 students in that room at any given time adn most of the time they are on the computers. Much as I would love to work with this particular child, if I take on anyone else, the lessons I'm doing with the 4 I have are going to be seriously compromised. If they can get me a parent volunteer to train it may work out. It's been mentioned, but not acted on just yet. As for #4 herself, she knows more than she expresses. She is not good at taking initiative and if no one asks her, she does nothing. But each sound I gave her in the "write sounds" portion, she was able to write - and in all the manifestations we covered last year. In the write words portion, although I had to draw her attention to a couple of missing sounds when she was fingerspelling, she was able to write 10 perfect words. I know she's not independent as long as I'm coaching her with the fs., but she will improve. I know that.
posted by Shirley at 1:19 PM
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