A Look into Teaching -ck

Today, I want to walk through some of the components we want to pull in when teaching -ck to students. We like to use the acronym SMARTER when teaching new phonogram patterns to students. What does SMARTER stand for?

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Megan LahtiComment
Why the Auditory Drill is a Crucial Part of your Lesson

So often, I meet or talk to an interventionist who is leaving out one of the most critical parts of their lesson. Usually, it is because it only takes a few minutes, is similar to other pieces of the lesson, and just gets overlooked. This is doing such a disservice to our students, because without this crucial aspect, their reading intervention is not building a strong enough foundation. This critical piece is the Auditory Drill.

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Mikayla Storey Comments
What is the Purpose of a Sound Drill?

This is a task that we do in every single lesson. If you aren’t familiar with the sound drill, it is when the clinician shows the student a card with a letter on it, and the students have to immediately say what sound/sounds that letter (or letter combination) makes. We always start our lessons with this.

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Mikayla StoreyComment
Learning to Read is Like Playing Jenga

When we think of Reading Intervention, we often refer to the Jenga Tower. This stems from the game Jenga where players take turns strategically pulling  blocks out of a tower. Each block is then placed on top of the tower, creating a progressively taller and more unstable structure.

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Ability Grouping Made Easy

With conferences upon us and a new reporting period staring us down, it is the perfect time to evaluate where are students stand after their first reporting period, and to possibly re-adjust our grouping.

Using data you gathered during this first quarter (DRA, iReady, STAR testing, or another common assessment) you can plot your students on our this diamond in order to get a clear picture about how to proceed with ability based grouping for the upcoming quarter.

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My Name is Mackenzie, and I am Dyslexic.

My name is Mackenzie, and I am dyslexic.

Some of my earliest memories of school are feelings of frustration, confusion, sadness, and feeling lonely. Another memory that still makes my stomach hurt today is trying to memorize math facts. I have a great memory for some things; song lyrics, things people say, and pictures. But, remembering letters and numbers is a totally different story.

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How Do I Pick Relevant Activities for My Reading Intervention Students?

So this can be one of the most challenging things we face as interventionists - what activities do I pull to target specific weaknesses for my students? And how can I do that without spending a TON of extra time that I don’t really have?

We all want the very best for our students, it’s our mission and our goal to be providing the best possible instruction to help completely eliminate reading and spelling gaps.

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Corey PollardComment