In the past two weeks, Jenna has made mind-blowing progress in her RUN, BUG, RUN! reader. I need to buy more star stickers!
Most of these stories are at a Guided Reading level of A or B, but a few of them, like “Get the Moth, Meg” and “The Sad Hog,” are at level C or perhaps D.
I apologize for sounding like I’ve drunk the All About Learning Kool-aid, (full disclosure: I am an affiliate), but committing to our All About Spelling materials twenty minutes a day has really made a difference.
As a former K-4 teacher, I’m still scratching my head about what’s going on. I’ve taught Jenna phonics since she was two years old. We’ve done multisensory lessons up the wazoo. (For a list of everything I’ve tried, click here.) All of my methods worked with Jenna…up to a point. Then she got glasses, which made a big difference.
Now, my daughter is presenting me with the opportunity of becoming a better teacher.
With my son Bruce, I could teach him a spelling pattern like “th,” “sh,” or “ch” and he could generalize that out to basically every word in existence. We could practice with 10 words, and he would be able to read 100.
With Jenna, I’ve discovered I need to explicitly teach all 10o words. Not only that, but it makes a big difference how I teach the words.
Flashcards are the least effective way for Jenna to learn new words.
Multisensory activities are a lot better.
Dictation helps too. She has exceptionally strong auditory skills, and can almost always sound out words properly–even though her handwriting is the subject of another post. In this picture, we are using raised lined paper and that helps a bit.
Too many words doesn’t help. Jenna does better when she can learn words one at a time. Then, if you present her with text where she knows almost all the words, she will be successful.
By the time Jenna has spelled out a word with tiles, and then written it down on paper, she does fine with the flash card version. When she encounters this word in text, she can sound it out.
Another thing that is really helping is the reading focus cards. I’m not sure if reduces eye-strain, improves tracking or what. But for Jenna, they were really worth purchasing and a lot better than the homemade versions I had used with her previously.
My homemade reading windows didn’t have colored film, plus the scalloped edges were probably distracting. For Jenna, they didn’t work very well, although I’ve had them work beautifully for other students.
As a mom, I have 900 kid commitments I’m responsible for right now. As a writer I have a book coming out next year and a sequel following. As a newspaper columnist, I have a deadline every week. So unfortunately, tinkering with my blog is low on the list of my priorities.
Ideally however, I should go back through all my old posts and tag them as “visual,” “auditory,” or “kinesthetic.” I would also go through my main list of ideas and organize them differently. I think Jenna would have had more success earlier if I could have pinpointed her best-practices-learning-path. “If your child is a visual learner, start here.” “If your child is an auditory learner, this page is for you.” etc.
In the meantime, here’s a very cool visual from All About Learning.