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?Read More
There are a variety of reasons why students struggle to develop reading and writing skills, and many of these students need explicit instruction in foundational skills such as phonics for decoding and spelling, automatic fluent reading skills, and basic text structures.Read More
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.Read More
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.Read More
If you’ve been around with us for awhile you know how passionate we are about Structured Literacy. But don’t feel bad if you’re still wondering: What is Structured Literacy? It’s actually a rather new term that’s taking over what’s more been more popularly known as:Orton-Gillingham or (OG) Reading InstructionRead More
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.Read More
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.Read More
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.Read More
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.Read More
Here we are with our last syllable type! If you’ve been with us since the beginning of this series you’re all caught up on the crazy reading and spelling rules you may have never heard of - we certainly hadn’t. If you missed learning about all the spelling rules with the other syllable types - go back and check them out!Read More