I have had quite a few of these questions over the years. Question 3 "My child still doesn't know all his letters and sounds. What can I do to help him at home?" reminded me of working with a reader who was significantly behind his peers.
The student was not concrete with letter/sound correspondence. I worked with a program called process phonics. It did not start out with letters. We started with toys. Each sound had an object that went with a sound. Like a cat for "C" and apple for "a" and a turtle for "t". My students learned the sounds to go with the objects. We then took the objects and worked on a word mat and blended the sounds together and read words before we ever worked with the letters. Once the students could relate the sounds to the objects, we move to cards with pictures of the objects, then to cards with pictures and letters. Then to just letters.
The parent had a hard time with this. How I dealt with the questioning was to invite the parent to come in and watch their child read. Once we progressed through and the student could decode with letters and we got away from the objects, the parents could see the benefit. I think being honest and open with parent's questions is the best way to go.
Question 4 I have a student who seems to know words some days and not others. I also got the question from the mom. I asked the mom to spend some time having the kid find the same word (an easy one to start with -the-) in several sources and fonts. Then she could point to mom when mom used in in a sentence as well. Then they moved on through several other words one at a time. Mom saw progress and was happy. This was good homework that made the parent an effective tool for learning and brought the kid through the "levels of knowing hierarchy" faster. Also, it wasn't tying the kid to a table to write it over and over or read, read, read, read.
QUESTION 15: How do I know that my child understands what he is reading? ... Had a student who wanted and needed to get to chapter books. Decoding, etc was working, but couldn't remember what he/she read. The teaching team, mom, classroom teacher and I had set up a system where after each chapter student was to write a summary. Student kept writing the first and last sentence in the chapter. So, I started going chapter by chapter and reviewing. Finally student on own changed and tried the reviews, because he was tired of so much reviewing. Then I just looked over review and he did better. At one point he started putting the things down he liked about the story or were funny. He used that to tell me about the book and he could remember. This was a team approach and mom and classroom teacher were also assisting with questions that were, real. Remember when they found the tire, I love that part. Then the student would say something like, "Me too, when Bob fell over it into the mud, my brother did that at the lake last summer. . . I remember the aha. Also, it was a great teaming. So much of our stuff is teaming. This mom came in probably half dozen times on her way to pick up kiddos and bring them, to see what was going on and how to do things. SHE IS GREAT!! It felt so complete and the child was wrapped in a success blanket. Hope it happens again. Sometimes Parents do ask for things particularly in the summer. I have set up Summer Cookbooks of activities and games to do and a list of a few books that might be interesting. If a parent asks I will give them a copy. This has helped and the activiities are real life oriented like cooking and riding in the car games, etc. Found this several years ago.
I agree with Kim that often times parents need to be invited into the classroom in order to see that the things we are doing are working for their child. Being honest and open is definitely the way to go!
Question: "It seems like my child just memorizes the books he brings home. Last night he even told me he could read with his eyes closed. Is this okay?"
I have had this question asked many times. When working with K students this tends to be a very common question. My response is that this is beginning reading. Even if it is memorized the parent needs to focus on having their child point to each work as they read. They need to discuss what they have read as well in order to build comprehension. If students are at a point that they are ready to begin reading some harder material then harder books are sent home along with the easier reader. Once parents understand that the predictable type of book is READING and that students are practicing skills that will help them as they progress to harder material they are willing to continue working with their student in the way suggested.
Question 15: How do I know if my child understands what he/she is reading?
This question came up at a meeting. The student's fluency was fine but comprehension was a problem. The suggestions I gave seem pretty logical but I guess, as a parent, you don't really think of them. I suggested talking about the book while/after you read (what was funny, what you liked, didn't like, etc.) and to have the child retell what was read.
I like the idea of having kids find words in different colors, fonts, etc. as homework. That makes it a little more fun and it's definitely something parents can do at home. The same thing could be done for SpellRead sounds for those of us who use it. For instance, finding words with /oo/. Then sorting them into the two sounds it can make.
I agree with kim as teachers I think many of us have had these questions. rae Lynn I like your idea about the homework especially with SpellRead. I think that would help the students with the sound carry over in words to other books.
Question #12 "I check my child's backpack everynight, but there aren't many papers coming home. Where are the woorksheets and workbooks that I remember doing in school?"
I was asked this during a parent teacher conference and here was my response. Thank you for checking you child's backpack that helps us teachers out greatly. But you won't be finding alot of worksheets in you childs backpack. Most of the concepts that we are teaching your children have become hands-on activities, computer based projects, or whole group activities. This allows the student to participate and the teacher to check the student for understanding with immediate feedback. It also allows for you and your child to have a conversation about what they are learning.
I have had quite a few of these questions over the years. Question 3 "My child still doesn't know all his letters and sounds. What can I do to help him at home?" reminded me of working with a reader who was significantly behind his peers.
ReplyDeleteThe student was not concrete with letter/sound correspondence. I worked with a program called process phonics. It did not start out with letters. We started with toys. Each sound had an object that went with a sound. Like a cat for "C" and apple for "a" and a turtle for "t". My students learned the sounds to go with the objects. We then took the objects and worked on a word mat and blended the sounds together and read words before we ever worked with the letters. Once the students could relate the sounds to the objects, we move to cards with pictures of the objects, then to cards with pictures and letters. Then to just letters.
The parent had a hard time with this. How I dealt with the questioning was to invite the parent to come in and watch their child read. Once we progressed through and the student could decode with letters and we got away from the objects, the parents could see the benefit. I think being honest and open with parent's questions is the best way to go.
Question 4
ReplyDeleteI have a student who seems to know words some days and not others. I also got the question from the mom. I asked the mom to spend some time having the kid find the same word (an easy one to start with -the-) in several sources and fonts. Then she could point to mom when mom used in in a sentence as well. Then they moved on through several other words one at a time. Mom saw progress and was happy. This was good homework that made the parent an effective tool for learning and brought the kid through the "levels of knowing hierarchy" faster. Also, it wasn't tying the kid to a table to write it over and over or read, read, read, read.
QUESTION 15: How do I know that my child understands what he is reading? ...
ReplyDeleteHad a student who wanted and needed to get to chapter books. Decoding, etc was working, but couldn't remember what he/she read. The teaching team, mom, classroom teacher and I had set up a system where after each chapter student was to write a summary. Student kept writing the first and last sentence in the chapter. So, I started going chapter by chapter and reviewing. Finally student on own changed and tried the reviews, because he was tired of so much reviewing. Then I just looked over review and he did better. At one point he started putting the things down he liked about the story or were funny. He used that to tell me about the book and he could remember. This was a team approach and mom and classroom teacher were also assisting with questions that were, real. Remember when they found the tire, I love that part. Then the student would say something like, "Me too, when Bob fell over it into the mud, my brother did that at the lake last summer. . . I remember the aha. Also, it was a great teaming. So much of our stuff is teaming. This mom came in probably half dozen times on her way to pick up kiddos and bring them, to see what was going on and how to do things. SHE IS GREAT!! It felt so complete and the child was wrapped in a success blanket. Hope it happens again.
Sometimes Parents do ask for things particularly in the summer. I have set up Summer Cookbooks of activities and games to do and a list of a few books that might be interesting. If a parent asks I will give them a copy. This has helped and the activiities are real life oriented like cooking and riding in the car games, etc. Found this several years ago.
I agree with Kim that often times parents need to be invited into the classroom in order to see that the things we are doing are working for their child. Being honest and open is definitely the way to go!
ReplyDeleteQuestion: "It seems like my child just memorizes the books he brings home. Last night he even told me he could read with his eyes closed. Is this okay?"
ReplyDeleteI have had this question asked many times. When working with K students this tends to be a very common question. My response is that this is beginning reading. Even if it is memorized the parent needs to focus on having their child point to each work as they read. They need to discuss what they have read as well in order to build comprehension. If students are at a point that they are ready to begin reading some harder material then harder books are sent home along with the easier reader. Once parents understand that the predictable type of book is READING and that students are practicing skills that will help them as they progress to harder material they are willing to continue working with their student in the way suggested.
Question 15: How do I know if my child understands what he/she is reading?
ReplyDeleteThis question came up at a meeting. The student's fluency was fine but comprehension was a problem. The suggestions I gave seem pretty logical but I guess, as a parent, you don't really think of them. I suggested talking about the book while/after you read (what was funny, what you liked, didn't like, etc.) and to have the child retell what was read.
I like the idea of having kids find words in different colors, fonts, etc. as homework. That makes it a little more fun and it's definitely something parents can do at home. The same thing could be done for SpellRead sounds for those of us who use it. For instance, finding words with /oo/. Then sorting them into the two sounds it can make.
ReplyDeleteI agree with kim as teachers I think many of us have had these questions. rae Lynn I like your idea about the homework especially with SpellRead. I think that would help the students with the sound carry over in words to other books.
ReplyDeleteQuestion #12 "I check my child's backpack everynight, but there aren't many papers coming home. Where are the woorksheets and workbooks that I remember doing in school?"
I was asked this during a parent teacher conference and here was my response. Thank you for checking you child's backpack that helps us teachers out greatly. But you won't be finding alot of worksheets in you childs backpack. Most of the concepts that we are teaching your children have become hands-on activities, computer based projects, or whole group activities. This allows the student to participate and the teacher to check the student for understanding with immediate feedback. It also allows for you and your child to have a conversation about what they are learning.