tag:blogger.com,1999:blog-28940920239826641972024-03-13T10:28:46.438-07:00Karen Mallard Literacy CoachExpert Tips to Improve Elementary Students' Reading AbilitiesAnonymoushttp://www.blogger.com/profile/01085031086694250776noreply@blogger.comBlogger20125tag:blogger.com,1999:blog-2894092023982664197.post-8683549057882846182016-02-09T09:17:00.000-08:002016-06-10T07:52:59.562-07:00First Grade Spelling Scope and Sequence<span style="font-size: large;">Several teachers have emailed and asked to see the Scope and Sequence for the <a href="https://www.teacherspayteachers.com/Product/First-Grade-SpellingWord-Study-Lessons-2337435" target="_blank">First Grade Spelling Program</a>. </span><span style="font-size: xx-small;">https://www.teacherspayteachers.com/Product/1st-Grade-Spelling-Program-2337435</span><br />
<span style="font-size: large;">I studied <u>Words Their Way</u> ,<u> Word Journeys</u>, and the Virginia Phonological Awareness Literacy Screening Assessment to cover Common Core State Standards and the Virginia Standards of Learning to create the scope and sequence to ensure that the spelling patterns that first graders needed to master were covered. I also used the knowledge I gained as a Reading Specialist and a Reading Recovery Teacher.</span><br />
<img alt="https://www.teacherspayteachers.com/Product/First-Grade-SpellingWord-Study-Lessons-2337435" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOSdLaMQR7tcZR6qg4hDpA7zq2myAI6em2vuKmH9-UbduACUGwRQp_a9CXPZn1VP3JPfwwxaTV4uUNDsazN6ectz2MDo4i4fAVHhBDBShhEmMDV2sJhBS-TbG3z6vkAezKkzGF0DMTDLcT/s400/cover.PNG" /><br />
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<span style="font-size: large;">These are the spelling patterns that average first graders should be able to use by the end of the year. If you find your students are advanced, then skip the ones they know and move on to the next pattern. If some of your students don't master the pattern for that week, then provide remediation for them in a small group or individually. If you don't teach the grade level standard to your lowest children, how will they ever catch up? The idea is to accelerate their progress with explicit teaching and intervention to help them catch up to their peers. :) </span><br />
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<span style="font-size: large;">Here it is: </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjFByQN7JDJDkVoaEi2udJyec4iT09RFqfF9ViR40z4VQ3sinnsXYyDEQGbL_EkGcoFpq1xhhmIDoXXkjyxA14LA2sgt-Z-5vetl9_1x8yKRj015jl-13wmLiHjknp7yj405LFmtnna1AZ/s1600/Word+Study+Scope+and+Sequence.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img alt="https://www.teacherspayteachers.com/Product/1st-Grade-Spelling-Program-2337435" border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhjFByQN7JDJDkVoaEi2udJyec4iT09RFqfF9ViR40z4VQ3sinnsXYyDEQGbL_EkGcoFpq1xhhmIDoXXkjyxA14LA2sgt-Z-5vetl9_1x8yKRj015jl-13wmLiHjknp7yj405LFmtnna1AZ/s640/Word+Study+Scope+and+Sequence.png" title="First Grade Spelling Scope and Sequence" width="492" /></a></div>
<a href="https://flipagram.com/f/j4Yb9vpEID" target="_blank"><span style="font-size: x-large;">First Grade Spelling/Word Study Demonstration</span></a><br />
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<br />Anonymoushttp://www.blogger.com/profile/01085031086694250776noreply@blogger.com0tag:blogger.com,1999:blog-2894092023982664197.post-68988614521841917692016-01-23T09:39:00.003-08:002016-02-09T12:20:24.561-08:00The "Write" Way to Teach Spelling to Elementary Students<span style="font-size: x-large;">Do you have 4 or more <a href="https://www.teacherspayteachers.com/Product/First-Grade-SpellingWord-Study-Lessons-2337435" target="_blank">word study/spelling</a> groups? </span><br />
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<span style="font-size: x-large;"><span style="font-size: xx-small;"><span style="font-size: x-large;">Do you spend precious planning time finding and printing four sets of words?</span></span></span>
<span style="font-size: x-large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9AigfNkLyP6Aho7g7I9mNYi0PxDiqWMDANXoEl1HSDgUtVD3uxQcEZ65IdNuWeBUpBxGV8OXs1tJqVdF25YcrRPtUYkrhRNV1Lu3xlTJHdPfQscCAkFEXdgLv8YWKtqA5ryvpuHXyfCLq/s1600/sorting.JPG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh9AigfNkLyP6Aho7g7I9mNYi0PxDiqWMDANXoEl1HSDgUtVD3uxQcEZ65IdNuWeBUpBxGV8OXs1tJqVdF25YcrRPtUYkrhRNV1Lu3xlTJHdPfQscCAkFEXdgLv8YWKtqA5ryvpuHXyfCLq/s1600/sorting.JPG" /></a></span><br />
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<span style="font-size: x-large;">Do you spend more than 20 minutes of powerful instructional time teaching and <a href="https://flipagram.com/f/j4Yb9vpEID" target="_blank">testing</a> these groups? </span><br />
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<span style="font-size: x-large;">Are differentiated word/study groups effective and the best use of your time?</span><br />
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<span style="font-size: x-large;">As a first grade teacher, I tried differentiated word study groups and didn't find them to be effective. My students didn't apply the spelling patterns when they were writing.</span><br />
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<span style="font-size: x-large;">As a Reading Specialist, I helped teachers assess, organize and plan for instruction, but we still had the same problem. Our students didn't apply the spelling patterns they were studying. The results on the Virginia Pals State Assessment continued to drop and the quality of students' writing had not improved.</span><br />
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<span style="font-size: x-large;">Spelling is a very small part of the language arts block, but it
takes WAY too much time using differentiated word study/spelling
groups. Children were sorting words by just looking at the letters that
were the same. This is not meeting the objectives of VA SOLs or CCSS.
If you search the Virginia Standards of Learning and Common Core State
Standards, you will find spelling in the writing strands. They both
state that students will demonstrate/apply spelling patterns when
WRITING. </span><br />
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<span style="font-size: x-large;">Several of my teachers started searching online for something they could use that was manageable, but they couldn't find anything that was effective. </span><br />
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<span style="font-size: x-large;"><img alt="https://www.teacherspayteachers.com/Product/First-Grade-SpellingWord-Study-Lessons-2337435" border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOSdLaMQR7tcZR6qg4hDpA7zq2myAI6em2vuKmH9-UbduACUGwRQp_a9CXPZn1VP3JPfwwxaTV4uUNDsazN6ectz2MDo4i4fAVHhBDBShhEmMDV2sJhBS-TbG3z6vkAezKkzGF0DMTDLcT/s400/cover.PNG" title="First Grade Spelling Lessons" width="223" /><a href="https://www.teacherspayteachers.com/Product/First-Grade-SpellingWord-Study-Lessons-2337435" target="_blank">First Grade Spelling Lessons</a></span></div>
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<span style="font-size: x-large;">I began to brainstorm with them and for over a year I've worked on a complete spelling program that teachers could use sequentially from the first week of school to teach spelling patterns. It can be used to teach whole group with remediation for struggling students or with groups if your school system requires groups.</span><br />
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<span style="font-size: x-large;">Combining my knowledge as a Reading Specialist and Reading Recovery Teacher with my experience as a classroom teacher, I created sorts, activities, and assessments where children APPLY the patterns. There is a scope and sequence to ensure that all of the grade level spelling patterns are taught, as well as, specifically selected words so previous patterns are reviewed.</span><br />
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<span style="font-size: x-large;"><img alt="https://flipagram.com/f/j4Yb9vpEID" border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjV6-sQOOim4ko-HKdzGPDJ4imxCIP21UxpCkMUe1WTuO3oVthXPwblctVIBrC6wPwAP9G7FinYLEPjepQCIHetDwtrI6MHmSzC8ntw3XbcqyRczoex_fGSAotYinPVLEnFJaW4KNeoTeM0/s1600/spelling+demo.JPG" title="First Grade Spelling/Word Study Demonstration" /> </span></div>
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<span style="font-size: x-large;"><a href="https://flipagram.com/f/j4Yb9vpEID" target="_blank">First Grade Spelling/Word Study Demonstration</a></span></div>
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<span style="font-size: x-large;">Elementary school children need to spend more time writing in order to prepare them for the rigors of the higher grades. Teachers need materials readily available so they can spend their precious time teaching. </span><br />
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<span style="font-size: x-large;">Thanks for everything you do every day for children.</span><br />
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<span style="font-size: x-large;">Karen</span><br />
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<br />Anonymoushttp://www.blogger.com/profile/01085031086694250776noreply@blogger.com0tag:blogger.com,1999:blog-2894092023982664197.post-31230926605473951702015-12-28T18:36:00.002-08:002016-02-09T12:20:40.758-08:00Why I Teach Primary<span style="font-size: x-large;">When I was shopping at the mall recently, I mentioned that I was a teacher and the salesperson said it must be fun playing with little kids all day. She also said how much easier it was than teaching a <i>real </i>subject.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-h6OaTalarnnIb8VcDNUuG-qNgzGKMBnwBPrrjoFBRm8LKLaCW6qAWOe1beiBJtMkLi3BplTYLcDYxJaNgLq5Atu2eHWvdVrS8j1Hx8TZY9lhNusiU-4X7Pd77Q2iZ7y41Er2BBWCP3D0/s1600/boy2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi-h6OaTalarnnIb8VcDNUuG-qNgzGKMBnwBPrrjoFBRm8LKLaCW6qAWOe1beiBJtMkLi3BplTYLcDYxJaNgLq5Atu2eHWvdVrS8j1Hx8TZY9lhNusiU-4X7Pd77Q2iZ7y41Er2BBWCP3D0/s1600/boy2.png" /></a></div>
<span style="font-size: x-large;"> Now, playing is an important part of children's development and I <i>do </i>enjoy teaching. Actually, I LOVE it, but it's not why I became an elementary teacher or why I began my career as a first grade teacher. During college, one of my professors advised me to focus on primary grades. She felt that the primary grades were the most important and that only "masters" should be allowed to teach them. Our discussions about how primary school lays the foundation for children's success still motivates me today.</span></div>
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<span style="font-size: x-large;">This memory was triggered earlier today when I read a <a href="http://fillingmymap.com/2015/04/15/11-ways-finlands-education-system-shows-us-that-less-is-more/" target="_blank">blog post</a> about how Finland's education
system values primary education so highly that it is THE most
competitive degree to get in Finland. The education departments only
accept 10% of all applicants and turn away thousands of applicants each
year. Not only do primary teachers have to be the best and brightest
to become primary teachers, they also have to go through personality
screenings and a series of interviews.</span><br />
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<span style="font-size: x-large;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh3-44bb90XzYyGsBHYRNyMRlLK26PqwwAFMBvci3nKY5lFxOk9FXricq-0ADfD0FFO5AV5Qt5RQcNoz0HnD3QwZdcZumpvI2z6aUexE02jJNfSNx28s_-hwfYxKYoymM8YG_zUbyX46K8w/s1600/boy.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><br /></a></span></div>
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<span style="font-size: x-large;"> Another interesting idea discussed in the blog about Finland was how the students loop with their teacher up to six years. WOW! Can you imagine how well teachers would know their students if they taught them for three consecutive years? Another aspect mentioned was how this helps the teachers understand the curriculum in a holistic and linear way.</span><br />
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<span style="font-size: x-large;">Having taught kindergartners through fifth graders, I understand curriculum in this way and can identify gaps in older children's understanding. I agree with the author that it could be a major factor in Finland's success. What do you think? </span><br />
<br />Anonymoushttp://www.blogger.com/profile/01085031086694250776noreply@blogger.com0tag:blogger.com,1999:blog-2894092023982664197.post-42115221989642588872015-12-16T09:51:00.000-08:002015-12-16T09:52:53.355-08:00It's My Anniversary- Big $avings for You<div class="separator" style="clear: both; text-align: center;">
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<span style="font-size: x-large;">Happy Hump Day Everyone,</span></div>
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<img alt="https://www.teacherspayteachers.com/Store/Karen-Mallard-3927" border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhC9ZM5drttVABthjzlJG-bm-jwnxFkcxJJz8izewxjB-d9JIqEwp2q_Kre4uvvbRVoWgtzz2aDazv21O7oMJ5kXqE49gYjy7dBH0RL4o4DT3n0-7qrmsKOliIHOGV6tbHUE0o0wjprbC2m/s320/Karen+Mallard.jpg" title="Karen Mallard" width="275" /></div>
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<a href="https://www.teacherspayteachers.com/Store/Karen-Mallard-240" style="background-color: white; border: none; font-family: CCCatNecklace; line-height: 60.2px; text-decoration: none;"><span style="color: red; font-size: large;">Karen Mallard</span></a></div>
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<span style="font-size: x-large;">I just realized that it's my first year anniversary with Teachers Pay Teachers so to celebrate I'm throwing a BIG sale. </span></div>
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<span style="font-size: x-large;">I love sharing lessons and ideas and feel so blessed to have found Teachers Pay Teachers.</span></div>
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<span style="font-size: large;">(: With a son in college, every penny counts :) </span></div>
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<span style="font-size: x-large;">AND my Christmas story with Reader's Theater Script, <u>Room 14's Christmas Surprise</u> is FREE!</span></div>
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<a href="https://www.teacherspayteachers.com/Product/Room-14s-Christmas-Surprise-Story-with-Readers-Theatre-2233904"><img alt="https://www.teacherspayteachers.com/Product/Room-14s-Christmas-Surprise-Story-with-Readers-Theatre-2233904" border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgaJYsz_zxr_IWnfmp3_W7rqbv0DFMEvoLJm4AInN8vUbsA_bFYYPa5VikD8ZqYy7HGfmzY_LUJ9Q4AwKGREPhfkWRKWg7nos_xWqBdEPNgD6L3_VVJ35xN3K16YKeeP-a8Vu4uM-okoOhe/s320/booktitle.png" title="" width="267" /></a></div>
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<a href="https://www.teacherspayteachers.com/Product/Room-14s-Christmas-Surprise-Story-with-Readers-Theatre-2233904" style="background-color: white; border-image-outset: initial; border-image-repeat: initial; border-image-slice: initial; border-image-source: initial; border-image-width: initial; border: none; font-family: CCCatNecklace; line-height: 60.2px;"><span style="color: #38761d; font-size: large;">Room 14's Christmas Surprise</span></a><span style="background-color: white; color: lime; font-family: "cccatnecklace"; font-size: 43px; line-height: 60.2px;"> </span></div>
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<span style="font-size: large;">The Decoding Skills Binder listed at $19 is now $12. </span></div>
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<span style="font-size: large;">It has over 400 pages to help struggling readers.</span></div>
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody>
<tr><td style="text-align: center;"><span style="font-size: large;"><img alt="https://www.teacherspayteachers.com/Product/How-to-Improve-Decoding-Binder-UPDATED-1860055" border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhEXG9sAT6Z_-zxnszy0MWOupM1DGcjoLmephUCISrCUsDQoBFvaXGEYUdMmaTcY1fzlPYc01DmgzhOaLhS0OsvxGxabVUVkKMLriT0F0HdI9XpjYdy8DM0HXgPE6Xyrci33pdhjTVWDZT6/s320/Cover+for+Decoding+Binder.PNG" style="margin-left: auto; margin-right: auto;" title="Decoding Skills Binder" width="240" /></span></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="color: red; font-size: large;"> <span style="background-color: white; border-image-outset: initial; border-image-repeat: initial; border-image-slice: initial; border-image-source: initial; border-image-width: initial; border: none; font-family: "cccatnecklace"; line-height: 60.2px;"><a href="https://www.teacherspayteachers.com/Product/How-to-Improve-Decoding-Binder-UPDATED-1860055" style="border-image-outset: initial; border-image-repeat: initial; border-image-slice: initial; border-image-source: initial; border-image-width: initial; border: none; line-height: 60.2px;">Decoding Skills Binder</a></span><span style="background-color: white; font-family: "cccatnecklace"; line-height: 60.2px;"> </span></span></td></tr>
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<span style="font-size: x-large;">This flash sale is only for 24 hours!</span></div>
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<span style="font-size: x-large;">Thank you!</span></div>
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<span style="font-size: x-large;">Karen</span></div>
<br />Anonymoushttp://www.blogger.com/profile/01085031086694250776noreply@blogger.com0tag:blogger.com,1999:blog-2894092023982664197.post-32039535707447356082015-12-10T13:39:00.000-08:002015-12-10T13:39:57.123-08:00How to Use a Carabiner to Lock Out an Intruder<span style="font-size: x-large;">Recently, I watched a video on how to tie a belt around the hinge of a door to stop an intruder. At school, we are always thinking of ways to keep our students safe, so I took a belt to school to see if this would work on our doors. It did, but as a teacher who usually wears a dress to school it wasn't practical. </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYVAPUbPIjAyIezRRbT49ayYPNzPhyphenhyphengPbeBh0NvB8oc48ipz2i8mN1Mv2zM28xQr0UnxKFGY41JgKcCM6lEDIIHpTgtY9RN8KsVKJXqWFH2hXn9ajTMidsEDyKg_GyCMHaDVPET-NX2Lw0/s1600/belt+on+door+%25282%2529.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYVAPUbPIjAyIezRRbT49ayYPNzPhyphenhyphengPbeBh0NvB8oc48ipz2i8mN1Mv2zM28xQr0UnxKFGY41JgKcCM6lEDIIHpTgtY9RN8KsVKJXqWFH2hXn9ajTMidsEDyKg_GyCMHaDVPET-NX2Lw0/s1600/belt+on+door+%25282%2529.jpg" /></a></div>
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<span style="font-size: x-large;">Later that day, I discussed this with our P.E. teacher and we started brainstorming other things we could use that would work in a similar fashion. </span><br />
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<span style="font-size: x-large;">He hangs his key ring on a nail with a carabiner. Inspiration hit us at the same time! Slide the carabiner over it!</span><br />
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<img alt="https://flipagram.com/f/go3KGc8wly" border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqZbZWF3sttdrjCM3L1QKCevws96TNAfKosBmDRBF_kyTPzpkiRJBOVhjXZI4QISMFq4aA2y6eyj6wZs6Q5v3RPjL5N7AB5QeO7wuJiqRf2EPi0gTmcJHFaEaveUDsBEQzK9uMiCzm_URI/s400/carabiner.PNG" title="Video of Using a Carabiner to Block an Intruder" width="225" /><a href="https://flipagram.com/f/go3KGc8wly" target="_blank">How to Use a Carabiner to Lock Out an Intruder</a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhn7tFCftheXOczk8yWmHoMu31BE2G2NM4iDEScEOYYf4BzgNI5qDcxpVv0mMHRDXbd2xVyybehZNZIdfgeWNtM_DKVfjYy0RTD-ZbhaWz6EJuEcUwN97jJPVWluXvYJKXFCOk6uhM3wo_/s1600/IMG_2764.PNG" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhn7tFCftheXOczk8yWmHoMu31BE2G2NM4iDEScEOYYf4BzgNI5qDcxpVv0mMHRDXbd2xVyybehZNZIdfgeWNtM_DKVfjYy0RTD-ZbhaWz6EJuEcUwN97jJPVWluXvYJKXFCOk6uhM3wo_/s400/IMG_2764.PNG" width="225" /></a></div>
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<span style="font-size: x-large;">Most teachers wear some type of lanyard to display their identification badges and hold their keys, so what if we attached one to our lanyards? </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrfHqqy6J9k_oTIf39tQeEkdSRqFzPSOGzKiz7ewRGkyaMkMfF2WXoRZjxwQD7SuzNtuaFXjmpQgZwg4h4iuBzEyjqoZzU23ohenD_PIIReTwVMscGpFiVp5PKbP5_6MOQ-wBsSo4NRREX/s1600/lanyard.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhrfHqqy6J9k_oTIf39tQeEkdSRqFzPSOGzKiz7ewRGkyaMkMfF2WXoRZjxwQD7SuzNtuaFXjmpQgZwg4h4iuBzEyjqoZzU23ohenD_PIIReTwVMscGpFiVp5PKbP5_6MOQ-wBsSo4NRREX/s320/lanyard.jpg" width="240" /></a></div>
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<span style="font-size: x-large;">What do you think? Would this work? Do you have any other ideas to keep our students safe?</span></div>
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<span style="font-size: x-large;">Thanks for reading,</span></div>
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<span style="font-size: x-large;">Karen</span></div>
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<br />Anonymoushttp://www.blogger.com/profile/01085031086694250776noreply@blogger.com4tag:blogger.com,1999:blog-2894092023982664197.post-10954092277270730702015-12-02T13:02:00.004-08:002015-12-02T14:09:36.838-08:00Do You Blog with Your Students?<span style="font-size: x-large;">As a teacher, I'm a lifelong learner. So this summer, I attended an ASCD conference to improve my knowledge of using technology effectively with my students.</span><br />
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<span style="font-size: x-large;">Communicating in the digital age is something new to me, but it's the world our children live in today. My primary school students don't know a world without the internet or the iPad. It was time for this old dog to learn some new tricks. </span><span style="font-size: x-large;"><br /></span><br />
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<span style="font-size: x-large;">One session focused on blogging with students. It was presented by <a href="https://about.me/sylviaduckworth">Sylvia Duckworth</a>. During this session, I had an epiphany. Blogging is writing for a REAL audience and for a REAL purpose. </span></div>
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<img border="0" height="235" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiswGumOZGJ-H9CnIKcmmTjd3QHrF5wTGZ-zFZP-vTgFbRH_RxZzM9O3QmuRkEmnBIs5CW8aR97InLU7J6mtND9W3rpXRge6lOIU71Z-YtThcQv-T_dLdT-6nAzReiaWYzzFpGEAFzbfIyZ/s320/boy.jpg" width="320" /></div>
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<a href="https://about.me/sylviaduckworth">Sylvia Duckworth</a></div>
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<span style="font-size: x-large;">When blogging, students use critical thinking, problem solving, creativity, and personal expression. Students improve their written communication skills and also have opportunities for collaboration and cooperation, as well as, practice to develop their communication technology literacy skills. All of these are 21st Century Skills and vital to our students' future success.</span></div>
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<tr><td class="tr-caption" style="text-align: center;"><a href="https://twitter.com/sylviaduckworth/status/610305395689533441">Sylvia Duckworth</a></td></tr>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwJf_NdmTcRhnkS527-PiTUjGD0tHvslTjynwBdlQpL_Z08qWDyGWE_pOTdXnqvjooLbsEJggtti3_SE-HA9_Z2eh_tgqu_sM6XWOMA460P9IcjJRl8lof1n7th21WOGcy53zBHVQWCdHv/s1600/New+Picture.bmp" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-size: x-large;"></span></a></div>
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<span style="font-size: x-large;">I began researching and reading lots of information/blogs on the internet and found some very helpful information. </span><span style="font-size: x-large;">Blogging can be used in so many ways to teach writing skills to children. There are some free sites and lessons available from NCTE to help you start.</span></div>
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<span style="font-size: x-large;">One idea I found was to create a <a href="https://www.theedublogger.com/2013/10/03/create-and-manage-student-blogs/">Class Blog</a> for primary/elementary school children where the teacher and children write the blog together, similar to the interactive writing approach.</span></div>
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<span style="font-size: x-large;">For students in grades 6-12, ReadWriteThink.org has lesson plans and tips on how to manage student blogs, </span><a href="https://www.theedublogger.com/2013/10/03/create-and-manage-student-blogs/" style="font-size: xx-large;">Teaching with Blogs</a><span style="font-size: x-large;"> . </span><span style="font-size: x-large;"> </span></div>
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<span style="font-size: x-large;">Blogging isn't just writing about something, it's a conversation between you and the world. Teaching children how to post a response to a blog is just as important as creating a blog post. The posts to a blog should be thoughtful and engage the author and other readers.</span></div>
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<span style="font-size: x-large;">Do you blog with your students? If so, please post tips and helpful hints. This is something I want to start at my school and we would really appreciate ideas to help us get started.</span></div>
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<span style="font-size: x-large;">Thanks for reading!</span></div>
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<span style="font-size: x-large;">Karen</span></div>
Anonymoushttp://www.blogger.com/profile/01085031086694250776noreply@blogger.com0tag:blogger.com,1999:blog-2894092023982664197.post-46963997489340157872015-12-01T13:24:00.003-08:002015-12-01T13:32:39.977-08:00Running Record Analysis SIMPLIFIED Part 2<span style="font-size: x-large;">Today, I took running records as I listened to two students read and the running records provided some great examples of why students get stuck in a level. </span><br />
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<tr><td style="text-align: center;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDxsTLGOJh01bv55etRxddMAlncA9aIuFrnBdo3AppDqf5fsEMeKDsdHJRShDrOvaFEO8RgMD7jc4xCKgbU4qScmAmwgPmT6_0uDqyyXngxR1l5MbfCu3E0zvBj2TO9GuE9JyZ7woVJExj/s1600/rr4.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img alt="https://www.teacherspayteachers.com/Product/Decoding-Cards-to-Practice-Segmenting-and-Blending-Words-with-3-Parts-Bundle-2220815" border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhDxsTLGOJh01bv55etRxddMAlncA9aIuFrnBdo3AppDqf5fsEMeKDsdHJRShDrOvaFEO8RgMD7jc4xCKgbU4qScmAmwgPmT6_0uDqyyXngxR1l5MbfCu3E0zvBj2TO9GuE9JyZ7woVJExj/s640/rr4.jpg" title="Decoding Cards to Practice Segmenting and Blending" width="480" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><span style="background-color: white; color: #666666; font-family: "cccatnecklace"; font-size: 43px; line-height: 60.2px;"> </span><a href="https://www.teacherspayteachers.com/Product/Decoding-Cards-to-Practice-Segmenting-and-Blending-Words-with-3-Parts-Bundle-2220815" style="background-color: white; border: none; color: #ff8023; font-family: CCCatNecklace; font-size: 43px; line-height: 60.2px; text-decoration: none;"> </a><span style="font-size: small;"><a href="https://www.teacherspayteachers.com/Product/Decoding-Cards-to-Practice-Segmenting-and-Blending-Words-with-3-Parts-Bundle-2220815" style="background-color: white; border: none; color: #ff8023; font-family: CCCatNecklace; line-height: 60.2px; text-decoration: none;">Break It Blend It Cards </a> <span style="background-color: white; color: #666666; font-family: "cccatnecklace"; line-height: 60.2px;"> </span><a href="https://www.teacherspayteachers.com/Store/Karen-Mallard-240" style="background-color: white; border: none; color: #ff8023; font-family: CCCatNecklace; line-height: 60.2px; text-decoration: none;">Karen Mallard</a><span style="background-color: white; color: #666666; font-family: "cccatnecklace"; line-height: 60.2px;"> </span></span><span style="background-color: white; color: #666666; font-family: "cccatnecklace"; font-size: 43px; line-height: 60.2px;"> </span></td></tr>
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<span style="font-size: x-large;">The first student's running record on a Guided Reading Level D/ DRA 5 book had 8 Tolds and four errors: flower/yellow, hippo/elephant, blue/purple, says/said. The student needs to learn what to do when she gets stuck on a word and needs to check to make sure the word looks right by checking the beginning part of the word. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGXjchPRhcwHKRQmmztOLrWDs1THbU6EbCXiMHRwXqnDZdq7G_FmSUmbS0SZ0ykMp-pT328rfPukRD_CnKA2s3ShzVEAo04_x-8Rb6MlYLLe6NnFUiwuSRuExUjJM_ov-k5DX-27dm_waK/s1600/blog+pic+2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-size: large;"><img border="0" height="492" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGXjchPRhcwHKRQmmztOLrWDs1THbU6EbCXiMHRwXqnDZdq7G_FmSUmbS0SZ0ykMp-pT328rfPukRD_CnKA2s3ShzVEAo04_x-8Rb6MlYLLe6NnFUiwuSRuExUjJM_ov-k5DX-27dm_waK/s640/blog+pic+2.png" width="640" /></span></a></div>
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<span style="font-size: x-large;">For example, when she read flower/yellow or hippo/elephant she should have noticed that the first letter of the word didn't match what she said. She also needs to try to solve the word instead of appealing for help. </span></div>
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<span style="font-size: x-large;">I showed her how to check the picture, go back and reread and say the first part of the word. We call this Get Your Mouth Ready.</span></div>
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<span style="font-size: x-large;">The second student's running record had one self- correction: sat/sit SC. There were three errors: wanted/went, get/got, and swim/swam. The student isn't looking left-right through words and is noticing that the middle parts don't match. I began by praising the student for the self-correction sat/sit/SC and asked why he changed the word. He noticed it didn't sound right. I told him it didn't look right either. Then I wrote the two words on a white board and asked him how the two words were the same. Then I asked him how they were different. I asked him how he was going to know which word was sat and which word was sit. He said that he had to look in the middle. </span></div>
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<span style="font-size: x-large;">Then we compared the other errors in the same way. By comparing and contrasting those words, he was able to gain new understanding in how words work. We will study his running records for the next few weeks to see if he applies what he learned today in his reading. If he needs additional help, we will use some activities we created to help him practice this skill.</span><br />
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<tr><td style="text-align: center;"><img alt="https://www.teacherspayteachers.com/Product/Read-It-Right-Bundle-Help-Children-Read-Easily-Confused-Words-1871827" height="400" src="https://mcdn.teacherspayteachers.com/thumbitem/Read-It-Right-Bundle-Help-Children-Read-Easily-Confused-Words-1871827-1448860505/original-1871827-1.jpg" style="margin-left: auto; margin-right: auto;" title="Read It Right Bundle Help Children Read Easily Confused Words" width="308" /></td></tr>
<tr><td class="tr-caption" style="text-align: center;"><a href="https://www.teacherspayteachers.com/Product/Decoding-Cards-to-Practice-Segmenting-and-Blending-Words-with-3-Parts-Bundle-2220815" style="background-color: white; border: none; color: #ff8023; font-family: CCCatNecklace; font-size: 43px; line-height: 60.2px; text-decoration: none;"> </a><span style="font-size: small;"><a href="https://www.teacherspayteachers.com/Product/Read-It-Right-Bundle-Help-Children-Read-Easily-Confused-Words-1871827" style="background-color: white; border: none; color: #ff8023; font-family: CCCatNecklace; line-height: 60.2px; text-decoration: none;"> Read It Right Cards</a></span></td></tr>
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<span style="font-size: x-large;">My friend, and co-creator of our I<a href="https://www.teacherspayteachers.com/Store/Ashley-Benoit/Category/Intervention-Binders">ntervention Binders</a>, <a href="https://www.teacherspayteachers.com/Store/Ashley-Benoit">Ashley Benoit</a> , </span><span style="font-size: x-large;">and I created activities and assessments and then we organized them in binders to share with our colleagues. These binders help us stay focused and organized. </span></div>
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<span style="font-size: x-large;">We've included the Running Record Analysis in our </span><a href="https://www.teacherspayteachers.com/Product/Reading-Intervention-Binder-2nd-Grade-1941116" style="background-color: white; border: none; color: #ff8023; font-family: CCCatNecklace; font-size: xx-large; line-height: 59.7333px; text-align: center; text-decoration: none;">binders</a> <span style="font-size: x-large;">to help you decide which sections you can use for each type of error.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvKCEosO-AW1raQsxVb0hHOD7LUgx-C-7uYgyNbO43vlXu-nG7a4-v_jAAFdCGbjP7Clsbsi-1GVoTbHduEmyq1muFfenrxfOkJngebGwzNUJqWA4Co-dzpW_5vBoe3NLP7mOE5-Xa-vMI/s1600/FirstGradeReading.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjvKCEosO-AW1raQsxVb0hHOD7LUgx-C-7uYgyNbO43vlXu-nG7a4-v_jAAFdCGbjP7Clsbsi-1GVoTbHduEmyq1muFfenrxfOkJngebGwzNUJqWA4Co-dzpW_5vBoe3NLP7mOE5-Xa-vMI/s320/FirstGradeReading.jpg" width="320" /></a></div>
<img alt="https://www.teacherspayteachers.com/Product/Reading-Intervention-Binder-2nd-Grade-1941116" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNuN33T03FyeDbOzYL7DPAUsyQbbRfVc5mTc9V988b6iUCkSxNHy1f5iPNV1yRK9E8b7CaVhnTVcxhVfOrTVwZg3ed3IibMn8Fcy0aKo-tQmB11db0f6_tEsGJJU3kyLE4AS3ZBVf8q9H3/s320/SecondGradeReadingPin.jpg" title="Second Grade Reading Intervention Binder" /></div>
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Anonymoushttp://www.blogger.com/profile/01085031086694250776noreply@blogger.com0tag:blogger.com,1999:blog-2894092023982664197.post-49044177750517895142015-11-17T14:53:00.001-08:002015-11-17T14:53:26.382-08:00Running Record Analysis SIMPLIFIED!<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><span style="color: #999999; font-family: "arial" , "helvetica" , sans-serif; font-size: medium;">MOST elementary classroom teachers have not had the extensive tra</span><span style="color: #999999; font-family: "arial" , "helvetica" , sans-serif; font-size: medium;">ining necessary to do in-depth analysis. Keep in mind that they also have to teach math, science, and social studies. We need to be realistic about our expectations of what teachers can accomplish in the limited amount of planning time they are given. We also need to provide them with easier ways to analyze data. With that in mind, I created some cards to simplify running record analysis.</span></span><br />
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<tr><td class="tr-caption" style="text-align: center;"><a href="http://www.teacherspayteachers.com/Store/Karen-Mallard-240" style="background-color: white;"><span style="font-size: small;">Karen Mallard Literacy Coach</span></a></td></tr>
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<span style="color: #0b5394; font-family: arial, helvetica, sans-serif;">As a Reading Specialist, I spend a great deal of time analyzing data, interpreting results, and providing teachers with information and activities to use with their students. As a trained Reading Recovery Teacher, I had extensive training to analyze running records. This training and experience helps me quickly analyze running records so I can make teaching points instantly<span style="font-size: large;">.</span></span><br />
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<span style="font-family: arial, helvetica, sans-serif;"><i><b>Once you have scored the accuracy and self-correction rates focus on the errors as they will give you clues on which teaching points to make.</b></i></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">Monitoring is crucial with beginning readers. Show them how to make their finger match and to check the first letter to confirm that they are correct.</span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><a href="https://www.teacherspayteachers.com/Store/Ashley-Benoit/Category/Intervention-Binders" style="border: none; color: #ff8023; text-decoration: none;">Intervention Binders</a></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;">My next blog will continue with Running Record Analysis. </span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: medium;"><span style="font-size: large;">Thanks for reading and for everything you do for your students every day!</span></span></div>
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<span style="font-family: "arial" , "helvetica" , sans-serif; font-size: large;"><span style="background-color: white; text-align: center;"><a href="https://www.teacherspayteachers.com/Store/Karen-Mallard-240" style="border-image-outset: initial; border-image-repeat: initial; border-image-slice: initial; border-image-source: initial; border-image-width: initial; border: none; color: #ff8023; line-height: 60.2px; text-align: center; text-decoration: none;">Karen Mallard</a><span style="line-height: 60.2px; text-align: center;"> </span></span></span><br />
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If your students are struggling with decoding, check out this <a href="https://www.teacherspayteachers.com/Product/How-to-Improve-Decoding-Binder-UPDATED-1860055" style="border-image-outset: initial; border-image-repeat: initial; border-image-slice: initial; border-image-source: initial; border-image-width: initial; border: none; color: #ff8023; line-height: 60.2px; text-align: center; text-decoration: none;" target="_blank">Decoding Skills Binder</a>. My teachers and I have used these activities and they have really helped our students.</div>
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<br />Anonymoushttp://www.blogger.com/profile/01085031086694250776noreply@blogger.com0tag:blogger.com,1999:blog-2894092023982664197.post-53041197565006666452015-11-09T12:30:00.003-08:002015-11-09T12:30:39.207-08:00Reading Intervention Tips<h3 class="post-title entry-title" itemprop="name" style="background-color: white; color: #666666; font-stretch: normal; font-weight: normal; margin: 0px; padding: 0px; position: relative; text-align: left;">
<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">Howdy Friends,</span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: large; line-height: 60.2px; text-align: center;">I've teamed up with my amazing friend </span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><span style="line-height: 60.2px; text-align: center;">(and co-creator of our </span><a href="https://www.teacherspayteachers.com/Store/Ashley-Benoit/Category/Intervention-Binders" style="border-image-outset: initial; border-image-repeat: initial; border-image-slice: initial; border-image-source: initial; border-image-width: initial; border: none; color: #ff8023; line-height: 60.2px; text-align: center; text-decoration: none;">intervention binders</a><span style="line-height: 60.2px; text-align: center;">) </span><a href="https://www.teacherspayteachers.com/Store/Ashley-Benoit" style="border-image-outset: initial; border-image-repeat: initial; border-image-slice: initial; border-image-source: initial; border-image-width: initial; border: none; color: #ff8023; line-height: 60.2px; text-align: center; text-decoration: none;">Ashley Benoit</a><span style="line-height: 60.2px; text-align: center;"> </span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><span style="line-height: 60.2px; text-align: center;">to bring you a post about running records and </span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><span style="line-height: 60.2px; text-align: center;">reading intervention.</span></span></div>
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<span style="font-size: large;">Where do you begin?</span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><span style="color: black; line-height: 1.4; text-align: center;">The answer is </span><span style="color: black; line-height: 1.4; text-align: center;">simple: </span><span style="color: black; line-height: 1.4; text-align: center;">assessments. </span></span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><span style="color: black; line-height: 1.4; text-align: center;">Teachers must know what areas students </span></span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><span style="color: black; line-height: 1.4; text-align: center;">are struggling with </span><b style="color: black; line-height: 1.4;">so they can meet their </b></span><b style="color: black; line-height: 1.4;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">needs </span></b></h3>
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<b style="color: black; line-height: 1.4;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">effectively.</span></b><b style="color: black; font-family: Arial, Helvetica, sans-serif; font-size: x-large; line-height: 1.4;"> </b></h3>
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<span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">Once you assess students, use the data to identify those students </span></span></div>
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<span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">who are at risk. Then, be sure to monitor their progress </span></span></div>
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<span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">often. Struggling readers should be assessed at least </span></span><span style="color: black; font-family: Arial, Helvetica, sans-serif; font-size: large; line-height: 1.4;">bi-weekly, </span></div>
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<span style="color: black; font-family: Arial, Helvetica, sans-serif; font-size: large; line-height: 1.4;">if not weekly.</span></div>
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<span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">After you’ve assessed the student, it’s important to analyze the running record. </span></span></div>
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<span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">Score the accuracy and self-correction rates so you can determine if the text is at </span></span></div>
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<span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">their independent, instructional, or frustration level.</span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3FNuoR8YmdX23LYbPka1eFpYPpC1FOMvgoYtB7GLN2KoYUpJdeBJvwf5-ztfkIZQtGu444JBW-uUGliEeX2_AagV_Tm36oW5LIBH6WtlHR2b2GYOjnKZULugi9pjdvooh5bd9Bhyphenhyphenaqxol/s1600/Slide1.jpg" imageanchor="1" style="border: none; color: #ff8023; margin-left: 1em; margin-right: 1em; text-decoration: none;"><img border="0" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3FNuoR8YmdX23LYbPka1eFpYPpC1FOMvgoYtB7GLN2KoYUpJdeBJvwf5-ztfkIZQtGu444JBW-uUGliEeX2_AagV_Tm36oW5LIBH6WtlHR2b2GYOjnKZULugi9pjdvooh5bd9Bhyphenhyphenaqxol/s320/Slide1.jpg" style="background-attachment: initial; background-clip: initial; background-image: initial; background-origin: initial; background-position: initial; background-repeat: initial; background-size: initial; border: 1px solid rgb(238, 238, 238); box-shadow: rgba(0, 0, 0, 0.0980392) 1px 1px 5px; padding: 5px; position: relative;" width="320" /></a></div>
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<span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">A topic that we have been discussing at school recently has been self-correction rates. Some teachers asked for guidance so I gave them some guidelines. I also think that if a student has a 1:1 ratio but has more than 5 errors that were self-corrected the child is working way too hard. Analyze the errors and look at the information the student is neglecting. Is it a weakness in decoding left to right, or a lack of high-frequency word vocabulary? Address the weakness so the child becomes a more accurate and confident reader.</span></span></div>
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<span style="color: black; font-family: CCCatNecklace; font-size: 28pt; font-weight: bold;">Self-Correction Rates</span></div>
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<span style="color: black; font-size: 28pt;"><span style="font-family: Arial, Helvetica, sans-serif;">1:1 Excellent</span></span></div>
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<span style="color: black; font-size: 28pt;"><span style="font-family: Arial, Helvetica, sans-serif;">1:2 Good</span></span></div>
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<span style="color: black; font-size: 28pt;"><span style="font-family: Arial, Helvetica, sans-serif;">1:3 Fair</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: x-large;"><span style="color: black;">1:4 and higher </span><span style="color: black;">show that the student isn’t monitoring consistently.</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">Is the student noticing that it doesn’t sound right, make sense, or look right?</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">Is the student self-correcting with only one source of information and ignoring the others?</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">The goal is to be flexible and to use all of the cues/information together. (Meaning-pictures, Structure-language, Visual-letters.)</span></div>
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<span style="font-family: CCCatNecklace; font-size: 32pt;">Errors In Reading</span></h3>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">Errors in reading are a common issue. It’s important to look for patterns with errors. Are students only having errors with proper nouns? Do they struggle with reading all the way through the word? Think about why you think the student is making the error. This is crucial to figure out how to drive the instruction.</span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">In the primary grades, students sometimes learn a strategy I call “Guess and GO”. These students are looking at the beginning of the word, and guessing on the rest. They do not read through the middle of the word.</span></div>
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<span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-large;">Sometimes students will have errors similar to guessing, like this:</span></span></div>
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<span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-large;">was/saw</span></span></div>
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<span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-large;">here/her</span></span></div>
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<span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: x-large;">us/use</span></span></div>
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<span style="font-family: Arial, Helvetica, sans-serif; font-size: large;"><span style="color: black;">Whenever students have these errors, I show them both words. I ask the students if they can see how the words are different and how they are the same. We discuss the meaning of each word and then use strategies from our </span><span style="color: black;"><a href="https://www.teacherspayteachers.com/Store/Ashley-Benoit/Category/Intervention-Binders" style="border: none; color: #ff8023; text-decoration: none;">intervention binders</a></span><span style="color: black;"> to help fix it.</span></span></div>
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<span style="color: black;"><span style="font-family: Arial, Helvetica, sans-serif; font-size: large;">In our <a href="https://www.teacherspayteachers.com/Product/Reading-Intervention-Binder-2nd-Grade-1941116" style="border-image-outset: initial; border-image-repeat: initial; border-image-slice: initial; border-image-source: initial; border-image-width: initial; border: none; color: #ff8023; text-decoration: none;">binders</a>, we've included running record analysis to help you decide which sections you will need. This has been so helpful to so many of our colleagues!</span></span></div>
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Anonymoushttp://www.blogger.com/profile/01085031086694250776noreply@blogger.com0tag:blogger.com,1999:blog-2894092023982664197.post-57915714918682384602015-10-18T16:58:00.001-07:002015-10-18T16:58:13.115-07:00How to Pinpoint and Prioritize Part 2Several years ago I began working with a first grader who was almost on grade level, but wasn't decoding accurately. We began tutoring sessions in May and worked throughout the summer on decoding. We used the Break It Blend It Cards (cards that help children see where to break the words so they can practice breaking words aprart and blending them back together-ch art, ch arm, sh ark,<br />
sh arp). Another area of focus for the tutoring sessions was increasing her high frequency word vocabulary. As her vocabulary grew, so did her confidence. <br />
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Second grade began and she continued to work very hard at learning new words and practicing breaking and blending words. She also developed very strong comprehension skills using context clues, picture clues, and predicting. She made it through second grade without too much difficulty.<br />
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Then came third grade with longer and more complex texts and she hit a wall. When she looked at the longer texts with fewer pictures and more complex decoding patterns, she really began to struggle. This was a diligent reader who never gave up. However, the reading required for social studies, science, and math combined with language arts overwhelmed her.<br />
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Obviously, she had more going on than confusions or not understanding patterns. Testing confirmed that she did, so we had to find a way for her to still be a successful reader. She had developed a large sight word vocabulary and learning words was easier for her than decoding. This was a strength for her and an effecitve way to overcome her weakness. <br />
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We assessed the words she knew and very carefully chose words she needed to learn immediately to be successful by combining words for reading, math, and the content areas. She knew what she had to do to be successful and felt empowered.<br />
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Developing a large sight word vocabulary can help readers who can't decode effectively. <br />
If the river current is too strong to swim across, find a boat or build a bridge.<br />
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Learning to read is very complex. There are many different reasons children struggle to become effective readers. Start by looking for gaps in early reading behaviors. Often, they just have confusions or gaps. <br />
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<i>Teaching Tip</i><br />
Some of you may ask why we didn't test her earlier for this decoding difficulty. With young children the "normal range" is huge because young children develop at different rates and the results would not have shown a discrepency. Most learning disablities can't be diagnosed until around third grade. <br />
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Keep calm and teach on!<br />
KarenAnonymoushttp://www.blogger.com/profile/01085031086694250776noreply@blogger.com0tag:blogger.com,1999:blog-2894092023982664197.post-33664789407080711822015-10-17T07:55:00.001-07:002016-02-29T10:29:06.043-08:00Struggling Readers- How to Pinpoint and Prioritize <span style="font-size: x-large;">I read with a struggling fourth grader who was having difficulty with comprehension. There are several reasons for this; decoding, fluency, vocabulary, lack of comprehension skills. Or it could be all of the above. First, determine which skills are not mastered. Then, prioritize which to teach first and have a specific focus to achieve accelerated progress.</span><br />
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<span style="font-size: x-large;">I picked an easy book that I love to use. It's one of my testing books from Reading Recovery,(RR Level 8 GR Level E). It's an easy, short book; but one that's full of opportunities for me discover if the child is decoding left to right. </span><br />
<span style="font-size: x-large;"><br /></span>
<span style="font-size: x-large;">Obviously, it was an easy book for the child, but there were some errors that gave insight on how he processes visual information. For example, the errors wanted/went, board/bar, scrap/soap demonstrated that the reader isn't decoding left to right <b>through</b> words.</span><br />
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<span style="font-size: x-large;">The beginning and endings of these words are the same. The middle parts are different.</span><br />
<span style="font-size: x-large;">I wrote the words on a piece of paper and asked: how are these words the same? How are they different? I asked the child to verbalize the difference so I knew he was looking carefully at the words.</span><br />
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<span style="font-size: x-large;">Then I had him read a beginning third grade passage. He made the same kinds of decoding errors, but he noticed his errors when it didn't make sense and reread and self-corrected. However, with all of that rereading and self-correcting, he was working way too hard. This has a negative impact on comprehension.</span><br />
<span style="font-size: x-large;"><br /></span>
<span style="font-size: x-large;">The priority with this reader is to give him some practice at the word level; comparing words that have the same beginning and ending sounds but different vowels. For example, get/got/gut; let/lot/lit. Then, I would work on words like fat/fast/fit/fist, let/left/lit/lift/list. Show him examples where he has to look carefully left to right. Some more examples are back/black/beak/bleak......</span><br />
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<img alt=" Read It Right Cards" border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjqnXGy01hUyPz32vGtqUH3lWL2aWGFBpDQvBwbECWEtUHw_IVjzpY6evBdWGPzZ2b5h8KKxp3tYwv7scK3I-_oedmJkNcT9byAFKvWBnEjDryWRizhLEi1A3A6QDDKsgqJyyahgm3Ppn6Y/s320/Read+It+Right.jpg" width="246" /><a href="https://www.teacherspayteachers.com/Product/Read-It-Right-Bundle-Help-Children-Read-Easily-Confused-Words-1871827" target="_blank">https://www.teacherspayteachers.com/Product/Read-It-Right-Bundle-Help-Children-Read-Easily-Confused-Words-1871827</a></div>
<span style="font-size: x-large;"><br /></span>
<span style="font-size: x-large;">The decoding has to be addressed first because it's a crack in his foundation. Providing reading passages at an easy level will then give him the opportunity to practice decoding quickly and accurately and build his confidence. </span><br />
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<span style="font-size: x-large;">If a reader doesn't improve decoding skills after 3-4 weeks of explicit decoding instruction, then another intervention might be necessary and you should talk with your reading specialist or special education coordinator.</span><br />
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<span style="font-size: large;"><i><br /></i>
<i>Teacher Tip</i></span><br />
<i><span style="font-size: large;">Toward the middle of first grade, readers look at the beginning and ending of words and "guess and go". This is effective at this level and a good strategy. As they continue to develop their reading skills, most children discover that they have to look at the middle of words and begin to decode left to right through words. However, there are some students who continue to "guess and go" while ignoring the middle parts of words which becomes a bad habit that has to be broken.</span></i><br />
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<i><span style="font-size: x-large;">For instance, read the following sentences and think how the meaning of the sentence changes. Now imagine a third or fourth grade text with multiple paragraphs. </span></i><br />
<span style="font-size: x-large;"><i><br /></i>
<i>The wise old uncle smiled at the small, proud mouse.</i></span><br />
<span style="font-size: x-large;"><i>The wise old uncle smelled at the small, proud mouse</i>.</span><br />
<span style="font-size: x-large;"><br /></span>
<i><span style="font-size: x-large;">Once I had a third grade student who read smelled for smiled and asked me why the wise old uncle smelled at him- didn't he take a bath? :)</span></i><br />
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<span style="font-size: x-large;">Thanks for reading!</span><br />
<span style="font-size: x-large;">Karen</span><br />
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<br />Anonymoushttp://www.blogger.com/profile/01085031086694250776noreply@blogger.com0tag:blogger.com,1999:blog-2894092023982664197.post-71980655156578521382015-10-04T15:35:00.003-07:002015-10-04T15:35:57.583-07:00Whole Group Word Study LessonsAs a Reading Specialist, I completely support differentiated instruction to meet children's needs, but I'm concerned that struggling students are only being taught at their level and not being exposed to grade level standards.<br />
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It's important to provide scaffolding and support for our struggling learners, as well as, challenge our advanced learners. However, it's also imperative that we teach our grade level material as well. <br />
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I created Power Points for Whole Group Word Study Lessons that can also be used for small group instruction or with individual students and added explicit instructions in the note sections. Please use these with your class to teach the spelling patterns that are required by your school districts.<br />
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When you pull small groups, you can review the grade level standards or use them to differentiate based on your children's needs. <br />
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These Power Points have been placed in my Teachers Pay Teachers Store, http://www.teacherspayteachers.com/Store/Karen-Mallard-240.<br />
They are FREE from today through October 7th as a treat for you! I'm also having a store-wide sale. It's October, time for treats! Look for sales all month long!<br />
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If you need help with math, check out Ashley Benoit's Teachers Pay Teacher's store, The Teachers Treasure Chest, for amazing resources!<br />
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Happy October!<br />
KarenAnonymoushttp://www.blogger.com/profile/01085031086694250776noreply@blogger.com0tag:blogger.com,1999:blog-2894092023982664197.post-11458735960011705362015-07-28T08:08:00.001-07:002015-07-28T08:11:05.036-07:00How to Help Struggling First and Second Grade ReadersStruggling readers who get stuck at Guided Reading Level F/DRA 10 are not decoding left to right through words. They make mistakes like ran/run or staying/starting. They guess and go looking at only the beginning and ending letters. This works for them at earlier levels but some children don't make the adjustment to look through the words which impacts accuracy and comprehension at higher levels. For example, when the child reads he smelled for he smiled the meaning of the story changes.<br />
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Struggling readers will also confuse words that are visually similar like was for saw or went for want. Good readers will notice if they incorrectly read went for wanted and correct their mistake. However, struggling readers don't notice or ignore the visual discrepancy and just keep going. Look for these types of errors beginning at Guided Reading Levels F/DRA 10 or G/12. Teachers need to analyze the student's running records for these types of errors and prompt students to notice and guide them into decoding left to right through words.<br />
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Jan Richardson's book, The Next Step in Guided Reading, provides prompts for teachers to use during small group instruction to help students improve.<br />
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More resources, Reading Intervention Binder for First Grade and Reading Intervention Binder for Second Grade, can be found at teacherspayteachers.com. My colleague, Ashley Benoit, and I have created these resources to provide materials for teachers, tutors, and parents to use for remediation. Go to Ashley Benoit's store at teacherspayteachers.com and you will find the Reading Intervention Binders.<br />
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Please remember that careful observations of children's reading behaviors and analysis of their mistakes are key to unlocking their potential as readers. <br />
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Thanks again for visiting my blog!<br />
KarenAnonymoushttp://www.blogger.com/profile/01085031086694250776noreply@blogger.com0tag:blogger.com,1999:blog-2894092023982664197.post-45264320405065081862015-05-24T06:54:00.002-07:002015-05-24T06:54:59.028-07:00How Teaching Has Changed Since 1988I began teaching first graders in 1988 and it's just incredible how the world has changed. I had a desktop computer with floppy disks, shelves with dictionaries and encyclopedias, and there was no internet. Today that information is available in seconds with a quick search on a cell phone.<br />
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The immeasurable impact of technology on my profession is daunting. As a Reading Specialist of a primary school with students in grades pre-kindergarten, kindergarten, first and second grade, how can we prepare students for such a rapidly changing world?<br />
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It's difficult to even imagine the jobs they will have when they are adults so I began reading everything I can find on how to best prepare my students for the future. Today's children are natives to this digital world and very comfortable with technology. Using technology will never be an issue for them. So what can teachers do to prepare children for the jobs of tomorrow?<br />
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From everything I've read and as an educator with almost 30 years of experience, I believe that the most important strategies children will need to be successful in the future is anaylzing, synthesizing, and metacognition. Basically, they have to learn to think and solve problems. Applying what they know to new learning will be an essential skill so educators and parents need to provide opportunities for these processes.<br />
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With that in mind, I tried some new activities with my students that seem to have helped them analyze and synthesize during our lessons. Have they applied these "thinking skills" back in their classrooms? Initial testing seems to show they have. I will have the final results next week so stay tuned.<br />
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Until next time,<br />
KarenAnonymoushttp://www.blogger.com/profile/01085031086694250776noreply@blogger.com0tag:blogger.com,1999:blog-2894092023982664197.post-80778880661290227362015-05-04T14:30:00.000-07:002015-05-04T15:52:42.972-07:00Improve Decoding and How to Correct b/d Reversals<br />
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<span style="font-family: Calibri;">The month of May is the final push to prepare students for
the next grade and I’m noticing a trend- the first and second grade students I
tutor and teach at school are not decoding left to right through
words.<span style="mso-spacerun: yes;"> </span>They will guess words based on
the first and last letters which works in the early reading levels in first grade
and is ok at that time. However, if children don’t begin to notice and decode the
middle parts of words this can become a problem at the end of first grade and
during second and third grade. </span></div>
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<span style="font-family: Calibri;">I created some activity cards to use with children who guess
and go and have uploaded them to my Teachers Pay Teachers Store, <span style="color: #0070c0;">http://www.teacherspayteachers.com/Store/Karen-Mallard-240</span>.<span style="mso-spacerun: yes;"> </span>I entitled the activity Break It / Blend It because
that’s what the children have to do: break the words apart and blend them back
together.<span style="mso-spacerun: yes;"> </span>The cards provide a step by
step approach to decoding words left to right while blending the sounds
together.<span style="mso-spacerun: yes;"> </span>They can be used in small
group instruction, with partners, for homework, one on one with a tutor, or
placed in a center after teachers have taught the students how to use them.<span style="mso-spacerun: yes;"> </span>If students aren’t decoding left to right
through words on their own they MUST have explicit, precise directions to teach
them how to do it.</span></div>
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<span style="font-family: Calibri;">Another activity to focus children's attention on looking carefully at words that are visually similar is Read It Right. Children often confuse words like was for saw or went for want and some students won't realize the difference without someone showing them. I write the two words and ask the students to tell me how the words are the same and how they are different. For example, was and saw have the same letters but they are in a different order. Then I ask the children, "How are you going to remember this word is was and this word is saw? You have to know these words." The Read it Right Cards are like a game and fun for children to do with a partner or in a center, as well as, with a parent or tutor.</span></div>
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<span style="font-family: Calibri;">Another concern that I have is children who have b/d
reversals in primary school. It is common and does not mean that they have
dyslexia but children who confuse b/d must be taught how to identify them
correctly.<span style="mso-spacerun: yes;"> </span>Explicit instruction must be
used to correct the confusion as it interferes with decoding quickly while
reading.<span style="mso-spacerun: yes;"> </span>At the end of first and <span style="mso-spacerun: yes;"> </span>throughout second grade students are beginning
to use higher level comprehension strategies like drawing conclusions and if
they have to spend time deciding if it’s a b or a d it interferes with
comprehending the text on a higher level.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">I have uploaded an activity entitled b/d Reversals to my
Teachers Pay Teachers store that specifically teaches students one letter using
the see, say, do method.<span style="mso-spacerun: yes;"> </span>This method is
similar to how students learn routines in Tae Kwon Do or karate. When you say
the movements as you perform them you activate two parts of your brain which
helps you master the task faster.<o:p></o:p></span></div>
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<span style="font-family: Calibri;">Classroom teachers have so many curriculums to teach and so
much to do that it’s hard to know where to begin to help a student improve in
reading.<span style="mso-spacerun: yes;"> </span>That’s why I created these
activities with detailed instructions and teaching notes which teachers,
teachers’ assistants, tutors, and parents can follow to help students overcome
obstacles on their way to success.<o:p></o:p></span></div>
Anonymoushttp://www.blogger.com/profile/01085031086694250776noreply@blogger.com0tag:blogger.com,1999:blog-2894092023982664197.post-69197293745607966172015-01-31T09:13:00.000-08:002015-01-31T09:13:15.146-08:00How to Introduce Reading to Preschoolers Using Environmental Print Young children see print EVERYWHERE. Spark their interest in reading by showing them their favorite cereal box and ask them to tell you what it is in the box. They can tell you it's Cheerios or Fruit Loops. Or show them the logo for McDonald's, Busch Gardens, Chuckee Cheese, or Wendys and ask them where you are taking them. They know the answer and those logos and symbols are called <b><u>environmental print.</u></b><br />
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When I taught first grade I displayed environmental print in my classroom during the first weeks of school. I hung pictures of road signs (stop, etc..) restaurants, cereal boxes, candy wrappers, grocery items, etc... so the students were surrounded with print that they saw every day at home and around town.</div>
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When a student told me they couldn't read I pointed to some of the things in the room and asked them what they saw. When they told me what they were I told them they were reading. This gave them the confidence they needed to try and they knew I believed in them.</div>
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When my sons were preschoolers I took pictures of them at Wendys, McDonalds, at Ocean Breeze and the Norfolk Zoo. I printed the pictures and put them in mini photo albums I purchased from the dollar store and created little books for them and read them to them over and over again. This was a springboard to begin reading. Young children love reading about themselves and it hooks them right away. </div>
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<b><u style="background-color: orange;">Read the directions below to create your own mini books to share with your students or your own children. </u></b></div>
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1. You can use pictures you have or take pictures of your children at different places or simply download pictures of places your children like to go from the internet.</div>
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2. Place the picture on the left side of the photo book.</div>
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3. You can type the words and glue them on an index card or write on the index card and place the card on the right side of the photo book.</div>
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<b><u>I wrote patterned books like the ones listed below</u></b>. Use these as a guide to begin.</div>
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Mitchell likes McDonalds.</div>
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Mitchell likes Wendys.</div>
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Mitchell likes the beach.</div>
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Mitchell likes the zoo.</div>
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Mitchell likes Ocean Breeze.</div>
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Mitchell likes home the most.</div>
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Matthew wants to go to....</div>
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Matthew is at ........</div>
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You can also put family member's picture in the books (on the left side) and then write their names on the right side.</div>
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Mom, Dad, Grandma, Grandpa, sibling's names, pet's names.</div>
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If you make it personal to them it will grab their interest and start them on the path to love reading.</div>
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If you have any questions just ask,</div>
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Thanks for reading!</div>
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Karen</div>
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Anonymoushttp://www.blogger.com/profile/01085031086694250776noreply@blogger.com0tag:blogger.com,1999:blog-2894092023982664197.post-69490940073007090252015-01-19T12:15:00.001-08:002015-01-29T12:09:29.228-08:00Powerful and Effective Teaching Part 2Let's discuss the kindergarten student and what I discovered while working with her. Remember she knew only 4/54 letters on the Letter Identification Test. Her teacher had worked with her individually reviewing the letters but she still wasn't making progress.<br />
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I began by making an ABC book with her. I used a small photo book from the dollar store along with a pack of ABC picture cards. I wrote the letters she knew on index cards and slid the letters on the front side of the page and the picture on the back. I used <b>only </b>the letters she knew. While reviewing the letters she said <i>tiger, /t/ /t/ /t/, T.....................</i></div>
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<b>What? </b>An insight into how her brain works. Her strength is sound to letter not letter to sound like most children. That's how we needed to teach her. I began with the letters in her name, one at a time. </div>
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<span style="background-color: #6fa8dc;"><b><u>TIP:</u> </b>In order to accelerate a young child's learning limit the amount of new information being taught so the short term memory isn't too crowded. </span></div>
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I also taught her a song to spell her name like the song I taught my son when he was 2. (MIT, CHE, LL spells Mitchell to the tune of MIC, KEY, MOUSE) As the student was learning the new letters in her name I would show her the picture in her ABC book, then the letter, and she would sing the song to help her remember the name. I told her that these letters were the most important letters because they were the letters in the most important word she would ever know- her name. </div>
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I gave her a baggie with the letters in her name and an index card with her name on it. I told her to practice making her name at home and that she could use the card to check to see if she was right. Then we slowly began adding knew letters and some knew words to the baggie.</div>
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Since her strength was learning from sound to letter I followed the sequence of sorts from Word Journeys by Kathy Ganske. I took the Word Study Graduate Class from UVA with Beth Estill who is an amazing trainer. If you ever get the chance to attend one of Beth's sessions at a conference or take a class from her seize that opportunity!!!! </div>
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In a few weeks the student's letter identification score went from 4/54 to 26/54. We started comparing and contrasting those letters. How do they look the same? How do they look different? What do you notice about this new letter that will help you remember it? Again, it's about metacognition, about empowering students.</div>
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A few weeks later I assessed her letter knowledge again and she knew 52/54 letters. The classroom teacher and I worked together closely to help this student succeed.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRKYjqFAX0VCdpadZhcEKqmyzjl0zgCnTMgTmbG0aWPe2Me0rYoEmRIJVxWyyw0T1qNFSfgzQG7lEaMMz67rvS1CkxPamIcd2Fvw-i9eFvIP_re_FwlPMAxLA43yS1q3g9oF18Kf0SV_4z/s1600/Ducky.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRKYjqFAX0VCdpadZhcEKqmyzjl0zgCnTMgTmbG0aWPe2Me0rYoEmRIJVxWyyw0T1qNFSfgzQG7lEaMMz67rvS1CkxPamIcd2Fvw-i9eFvIP_re_FwlPMAxLA43yS1q3g9oF18Kf0SV_4z/s1600/Ducky.jpg" height="213" width="320" /></a>The classroom teacher had done everything she knew to help her student. She didn't have the Reading Recovery Training I received and she had 24 other students in that class and then another 20+ students in the other class and only half a day to teach all of them math and reading. There is only so much time teachers can give individual students when classrooms are so overcrowded.</div>
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If we all work together; students, parents, teachers........ we can make a difference.</div>
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Thanks for reading!</div>
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Karen</div>
Anonymoushttp://www.blogger.com/profile/01085031086694250776noreply@blogger.com0tag:blogger.com,1999:blog-2894092023982664197.post-86332675821613988582015-01-18T15:21:00.001-08:002016-03-01T08:51:58.644-08:00What's My Secret to Powerful and Effective Teaching? As the Reading Specialist/Literacy Coach for my school, I am responsible for determining the needs of the teachers and students and providing instruction and support to meet those needs.<br />
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Sometimes it seems a bit daunting as everyone needs something different.<br />
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I have kindergarten students who were struggling to learn letters and sounds, first graders who knew very little sight words and second graders who couldn't decode multi-syllable words. I have new teachers and experienced teachers. How can I help all of them in one training session or collaboration meeting?<br />
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My diagnostic training has taught me to look for patterns. So where's the pattern in the examples listed above? Read them again. Do you see it?<br />
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Here's what I discovered as I worked with these students.<br />
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The kindergarten student had no preschool experience and only knew 4 letters. She couldn't even identify all of the letters in her name. <b>She hadn't learned how to learn.</b><br />
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The first grader who knew only knew a few words <b>hadn't learned how to learn.</b><br />
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The second graders who couldn't decode multi-syllable words were just looking at the first part and maybe the last part of the word and <b>guessing. They hadn't learned how to decode left to right through the words.</b><br />
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The teachers were reviewing letters and sight words over and over and providing multiple opportunities to practice so why weren't the children improving?<br />
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I worked with the kindergarten and first grade students individually and trained their brains on how to learn more effectively. I systematically taught the second graders how to decode left to right through words. It's all about metacognition and making it relevant to children.<br />
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In my next blog, I'll tell you exactly what I did with each student and how the students are doing now.<br />
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Thanks for reading!<br />
KarenAnonymoushttp://www.blogger.com/profile/01085031086694250776noreply@blogger.com0tag:blogger.com,1999:blog-2894092023982664197.post-19267175505567201782015-01-05T18:03:00.001-08:002015-01-05T18:03:26.104-08:00Language Development in Young Children and The Little Couple TV ShowI'm watching one of my favorite shows on TLC, the Little Couple. I've watched every episode and I just love Bill and Jen and it's been wonderful watching their family grow and their adopted children blossom.<br />
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While watching tonight I realized that their show is a perfect example of how parents can optimize vocabulary development in their children. Bill and Jen engage their children in conversation and explain things to them. When the toddlers say things that aren't grammatically correct, Bill and Jen will say it correctly for them thus providing a language model. It's the perfect example of how to talk with children to encourage language development.<br />
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When my sons were toddlers and would say that is big, I would reply yes, it's really big, it's large and huge. etc..to teach them synonyms for big. While grocery shopping I would point things out and tell them the names of everything. For example, I would tell them the names and colors of the vegetables.<br />
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One of the most important books I read as an educator and as a parent is Meaningful Differences in the Everyday Experience of Young Children by Risley and Hart. This book chronicles their research in vocabulary and language development in young children and the disparity of the rate of growth of children from low income families compared to children from professional families.<br />
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Their research provides proof of how important a quality preschool experience can be to children, especially those from low income homes with parents who aren't well educated. Those early years are crucial to success in school. <br />
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Watch a few episodes of the Little Couple and listen and learn.<br />
Thanks for reading!<br />
KarenAnonymoushttp://www.blogger.com/profile/01085031086694250776noreply@blogger.com0tag:blogger.com,1999:blog-2894092023982664197.post-87106707346269715962014-12-30T19:41:00.001-08:002014-12-30T19:41:39.102-08:00HelloWelcome to my blog!<br />
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I've been a public educator for almost 30 years. I began during college as an assistant in kindergarten and after witnessing that first aha moment with a child I was hooked.<br />
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I have been an elementary classroom teacher, a Reading Recovery Teacher, and a Reading Specialist.<br />
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I'm passionate about teaching and continuously read research, attend conferences, and obtained a master's degree in education because early in my teaching career I came across a student I couldn't help. I tried everything I knew and I still couldn't help him. <br />
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Since that day I also began to collaborate with other teachers because teaching is impossible to do alone and we must do everything possible to help our students be successful. <br />
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I've learned so much from so many and from my own trial and error. I want to share my knowledge with others because it's up to us to find the right way to teach them.<br />
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Thanks for reading!<br />
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Karen Mallard, Literacy CoachAnonymoushttp://www.blogger.com/profile/01085031086694250776noreply@blogger.com0