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ElizabethB

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Everything posted by ElizabethB

  1. I have a chart with the vowel teams, one of my students had so much trouble with ou the I made it red for him, ou ouch blood red. http://www.thephonicspage.org/On Reading/Resources/OnePageVowelChart.pdf They learn the sounds with the color version, then on the black and white chart. I also teach along with it the normal spelling patterns for when each is used, within or at the end of a word or syllable: http://www.thephonicspage.org/On Reading/Resources/PL26VowelChart.pdf
  2. I used Singapore and really liked it, it had a bit of number bonds early on but not many. Much of the common core math, like @ClemsonDana mentioned, looks like they took a few things from Singapore but didn't understand it, so badly implemented Singapore math. Singapore math is more incremental and logical, we had friends who had biological children who kept up fine after their private school switched from A Beka math to common core, but an adopted child who did not get much protein his first few years before adoption could not keep up with the jumps that were made in common core math, he had been doing fine with A Beka math. If his school does the normal sight words and balanced literacy, you may need to do some nonsense words in addition to normal phonics for reading. My syllables page has some tests at the end, the MWIA will show if you need nonsense words, he should not have a slowdown or miss more phonetic than holistic words, and should not miss more than a 2 - 3 words on either list. http://www.thephonicspage.org/On Reading/syllablesspellsu.html
  3. Yes, clearly his fault or your fault, they couldn't be using a poor method or anything. Some children will struggle and need more repetition with any method but more children struggle with whole language based methods, and when you have a phonics foundation, at least there is no guessing to undo. I have had remedial boys overwhelmed by Spalding, but they don't guess, they just get overwhelmed and read slowly and have trouble figuring out which sound to use; with a switch to a normal phonics method they usually remediate easily with no guessing to un-train. I have not yet had a girl overwhelmed by Spalding, their brains seem to be able to handle the language overload better.
  4. They have to keep changing the names of this stuff as parents find out and demand phonics. Whole language, whole word, balanced literacy, sight reading, etc. At least balanced literacy added in a bit of phonics, so a bit better, but still not great.
  5. Yes, I agree! An added level of ridiculousness. It's called multi-cueing, and is a bad plan and leads to guessing. But try talking most teachers out of it, harder than getting someone to change their religious or political views. There is even a whole book about miscues, where they explain it (but the explanation made no sense to me) and explain the difference between a high quality and low quality miscue. They are all bad miscues to me, just teach phonics and then you don't have to worry about miscues. They argue, "but aren't more more options better?" No, they're not. Just teach the one that works reliably and doesn't lead to guessing. I wish I was making up this book, but it is real and often assigned in teacher training, "Miscue Analysis Made Easy." https://www.amazon.com/Miscue-Analysis-Made-Easy-Strengths/dp/0325002398/ref=sr_1_2?crid=12XBTCS2YG5FA&keywords=miscue+analysis+made+easy+building+on+student+strengths&qid=1568681955&s=gateway&sprefix=miscue+%2Caps%2C187&sr=8-2
  6. Spelling Plus has much of the info from The ABCs and All their Tricks and focuses on the most common 1,000 words. I would get both books and work on the words in Spelling Plus with Lori D's ideas. She has a companion book Spelling Dictation with dictation sentences using the words. You could also try Apples and Pears and their methods. I would focus on the 1,000 most common words, putting words back into the mix for review as needed.
  7. You don't have to explain, but if you want to, you can say that autism presents differently in girls.
  8. You're welcome! My daughter drew most of the bookmarks at several years ago. She is planning to major in Graphic Design at college next year, her drawing skills are even more impressive now. I can barely draw a stick figure, all the drawing talent comes from my husband's side of the family.
  9. Hanford's previous article about reading is also good: https://www.apmreports.org/story/2018/09/10/hard-words-why-american-kids-arent-being-taught-to-read And here are some videos explaining how the brain reads, seeing it in a video is fascinating. Most of the videos feature neuroscientist Stanislas Dehaene, his book "Reading in the Brian" is also good, but some things make more sense with video instead of pictures and words: https://www.youtube.com/watch?v=wlYZBi_07vk&list=PLJLxBWdK_5l1u9v4FTXD3CXgCBIGeSZpM
  10. Emily Hanford's latest article is great to share: https://www.apmreports.org/story/2019/08/22/whats-wrong-how-schools-teach-reading And, if they are being sent home lists of sight words, how and why to teach them with phonics instead (better for the way the brain learns to read, less guessing habits.) http://www.thephonicspage.org/On Reading/sightwords.html I now have cute bookmarks on my sight word page for parents that have to teach them, better and easier to teach them with the phonetic sight word bookmarks if you have to teach them out of order at all. I also have a YouTube video for how teachers can change their teaching of reading to be more in line with science. https://www.youtube.com/watch?v=n8su8WB0h9s
  11. I get GI symptoms, nausea, and shakiness from food allergies. It usually starts as GI symptoms and adds on more symptoms with time or larger amounts. I am allergic to cow's milk but tolerate sheep milk yoghurt and sheep cheese. The GI symptoms are moderated if I take vitamin C powder during and after eating, I am allergic to so many things now I have to have it with every meal, but when I was allergic to less I found it helped after an accidental ingestion of a food I was moderately allergic to that caused GI symptoms, Some of the other brands have things added to them that I'm allergic to, this is the powder that works the best, it really helps moderate the symptoms. https://www.amazon.com/gp/product/B00B7V2FI6/ref=ppx_yo_dt_b_search_asin_title?ie=UTF8&psc=1
  12. Actually goes back to the 1800's! There was a period of whole word teaching from 1826 to 1876. In the early 1800's and previous, everyone that learned to read learned with syllables, Quintillion even mentions syllables!! Whole language was found to be inferior with a large survey by Rice in the 1800's, then again and again and again each time it was tried, but it is strangely compelling to the people in the education schools for some reason. In the 1800's it was syllables in English, but until the 16th Century, people learned to read in Latin first with syllables, then in their native language with syllables. Here is a the history of reading instruction with a timeline: http://www.thephonicspage.org/On Phonics/historyofreading.html And more about syllabic phonics and its history: https://infogalactic.com/info/Syllabic_phonics Because it was taught in one room schools and it is actually pretty easy teach if you've watch the teachers teach it 5 or 6 times in a row in your one room school, there are no teacher's manuals explaining how to teach people to read with a Speller. The most extensive writing I've found about how it was taught is in the education section of the Slave Narratives, I've compiled most of the references here: http://thephonicspage.org/On Phonics/
  13. A short summary of science before or after teaching it at the 7th grader's level that the 1st grader sits in on, plays for rest of time. What was appropriate science for a 7th grader would have been different for each of mine.
  14. My daughter, who is good at everything else LA, for some reason did not pick up vocabulary from reading without explicit instruction in how to do that. I used the 1879 McGuffey readers. There are PDFs online, you can print out a few passages and try it, you need the PDF version. http://www.gutenberg.org/ebooks/author/5671 At first, we read vocabulary definitions at the end of the passage, then read the whole passage, then went over each sentence with a difficult word and discussed how you could figure it out from context. Then, she did that on her own. Then, she read the passage first and tried to figure out the words' meaning, reading the definitions afterward. You can take a few weeks or months on each step as needed until they learn to infer vocabulary from context on their own. The McGuffey passages cover a wide range of genres and have interesting vocabulary. You can also do word root study, my game is a fun way to learn word roots, play the bingo game, read out definitions as they look up the words. Explained and linked from my syllables page, instructions in how to use the syllables lessons videos, not actual syllables lessons, bingo files on syllables page. http://www.thephonicspage.org/On Reading/syllablesspellsu.html
  15. If the family really enjoyed picking one out, maybe you could get a small real tree and put it in your backyard?
  16. If you could get the Bible passage they are reading in advance, and anything they need to write out in advance, that would be helpful. You could print out the Bible passage double or triple spaced and add my UPP symbols if that helps, it helps some of my students and distracts others, you only need to mark when they need marked, for example, some of my students need the different th sounds marked, others are fine without them marked. http://www.thephonicspage.org/On Reading/upp.html
  17. Me x1000! The hundreds of children I've remediated and their parents X10,0000. It is so hard to undo the guessing habits. It makes me angry and sad, all the children harmed when the knowledge about how we should teach is out there. I warn siblings in my group class that their younger siblings will likely remediate to grade level faster than their older siblings, and may sometimes even surpass them overall, and it will not be their fault. I also tell them that I have had all my older students get to grade level, it just takes more work and more nonsense words to undo the guessing habit. I wrote a LinkedIn Article about how to overcome the guessing and train new habits: https://www.linkedin.com/pulse/building-good-reading-habits-liz-brown?trk=related_artice_Building Good Reading Habits_article-card_title
  18. It works mostly OK for some people, that is part of the reason it gains traction. A certain percentage of the population will figure out how to read no matter what is done, their brain figures out the pattern of the words and does fine. But, even some of them will have a bit of a guessing or spelling problem, you end up with better results for everyone if you use a good phonics program. Even with phonics, some people need a lot more repetition than others, and the whole language is even more damaging as a foundation to those with dyslexia, who need even more repetition and phonemic awareness work and may need multi-sensory methods.
  19. I have 25 years of anecdotal experience teaching remedial students who guess from whole language based methods, multi-cueing, sight words taught as wholes, and leveled readers that are predictable and use words they have not yet been taught to sound out. Emily Hanford's lastest article and podcast explain why this is a bad idea, each version is slightly different: https://www.apmreports.org/story/2019/08/22/whats-wrong-how-schools-teach-reading And, why sight words taught as wholes cause problems and how to teach them with phonics: http://www.thephonicspage.org/On Reading/sightwords.html Summary of scientific research on reading, recent brain research at end: http://www.nrrf.org/web-pages-in-support-of-the-science-of-reading-2019/
  20. Maybe you could look into a housing situation where she could live in a room of a house with an elderly lady who is lonely who likes to cook, and includes some meals as part of rent. Ask around churches or community centers in the area if they know of anyone.
  21. I would not use any store bought condiments, sauces, etc. for a while...you can make your own BBQ sauce, tomato sauce, etc. Or, just go sauce free for a bit, eat very plain whole foods that you know are safe, easier to cook and you'll know you will be OK, you can add more complicated sauces and extras later. With my extensive food allergies I started making my own pasta sauce, it was easier than I thought it would be. I would also avoid dairy for a while while you are building up, it can often irritate the villi when they are knocked down, then you can see if you can add it after 6 months of strict GF, no dairy practices. So, you could eat spaghetti squash with your homemade tomato sauce and a meat with an oil you can use. You could make a honey mustard sauce for salad with honey and dry powdered mustard, check for one with no other ingredients. You can make another dressing from rice milk mixed with avocado. Or, just go dressing free for a bit, eat a veggie heavy salad or just veggie sides. The chili powder I used to buy started adding in a lot of stuff, I make my own taco mix from scratch, this is the chili powder I use, it is actually cheaper than what I used to buy and is more flavorful: https://www.amazon.com/gp/product/B000RHVH58/ref=ppx_yo_dt_b_search_asin_title?ie=UTF8&psc=1 A paleo cookbook with simple recipes also sounds like a good idea for a while until you build up your health to research new things to add. You can find good products at asian grocery stores and Whole Foods, some things that you might look for are rice vinegar, any rice based products with few ingredients, coconut vinegar, etc. I get rice breading online, it spices up chicken nicely, the only ingredient is rice, I buy it by the case!! You can get smaller quantities, here is what I buy: https://www.amazon.com/gp/product/B000EHXWIQ/ref=ppx_yo_dt_b_search_asin_title?ie=UTF8&psc=1
  22. For someone that age, if they understand why they are guessing and why it is important to sound out words instead, that can also help stop the habit, but a lot of it is unconscious, and has to be retrained habit wise to stop the unconscious portion of the guessing. The sentences do lend themselves to guessing from context for someone who has been trained to guess and if the phonics is not fully automatic, so guessing may seem easier than sounding out the word.
  23. The most important thing is daily nonsense words with either my game or the nonsense word documents linked on my syllables page. http://www.thephonicspage.org/On Reading/syllablesspellsu.html I wrote an entire article about how to stop guessing habits and build good reading habits!! https://www.linkedin.com/pulse/building-good-reading-habits-liz-brown?trk=related_artice_Building Good Reading Habits_article-card_title If their native language is more regular, for example Spanish, they can read outside books in it but stop all outside reading in English for a few weeks while you work to stop the guessing habit. You need to get them to retrain their brain to automatically decode from left to right. Also, if they are young and still being taught sight words as wholes, make sure they are learning them with phonics: http://www.thephonicspage.org/On Reading/sightwords.html My syllables program with its nonsense words and word lists is also helpful for stopping the guessing habit, I skip the sentences in Webster until my students stop guessing and just teach with word lists and nonsense words, the context of sentences and the sight words they contain triggers the guessing habit. If their parents or a sibling reads English well enough, for a few intense weeks of retraining I even like to have the parent read their homework for them, so all they are doing is the correct habit. If no one in the family is capable of monitoring nonsense words for correctness, they can take home the nonsense word homework from my syllables program or my extra word nonsense word document, number some of the paragraphs on their copy and your copy, have them read one of the numbered passages to you over the phone daily, the daily nonsense word work cuts down on the guessing so much faster, it should just take a minute or two, if it takes longer, just have them read the number of lines they can do in 2 minutes. This is a common problem, unfortunately. A tutor I know has made "slay the guessing dragon" stickers and rewards her students at first for just a few guesses, then for no guesses. Another has a guessing snowman game, like hangman, you get points or something if she didn't draw a whole snowman, she draws a part each time they guess. Don Potter has a no guessing zone sign. Another tutor says "no guessing in reading" in a joking manner, like "no crying in baseball," she says her students think it's funny. Both the sight word teaching as wholes and the cueing teaching cause guessing, Emily Hanford explains how the 3 cueing system causes guessing in her latest article. https://www.apmreports.org/story/2019/08/22/whats-wrong-how-schools-teach-reading
  24. If you haven't left yet, you can print out the Blend Phonics Readers. http://donpotter.net/education_pages/blend_phonics.html
  25. I would just do math at home at her pace and send in 2 transcripts if you do end up doing college, her high school one and a homeschool one with math. My daughter is good with spacial abilities and did better in Geometry than Algebra, math is her worst subject. We're doing broad math review this year to be prepared for college level math.
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