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Creativity to the Core

My 3rd Grade Schedule

Literacy Centers, Misc

I am so {beyond} excited to be sharing my schedule with you today as part of the #2getherwearebetter monthly link up hosted by Schroeder Shenanigans in 2nd & Lucky Little Learners. (Let’s just stop right here and talk about two of the most genuine, friendly, encouraging ladies on the face of the planet! …I may be biased; Ashley & Angie are amazing!)



Scheduling is my thing. I love it. Could be my type A personality. Could be my colorful flair pens…but I love it. 


Wait! 🙂 My schedule is a bit confusing and very broken down into groups and rotations. I co-teach during reading only, so this is helpful to note:
8:00-10:10 – Classroom A with Ms. H, Reading
10:40-2:00 – Classroom B with Ms. N, Reading
(No, I do not have my own classroom this year, however, I do have students registered under my name, if that makes sense…)

—–


Here’s a little peek into my day of co-teaching third grade!



8:00-8:15 (Classroom A)
Welcome students, attendance, check homework, announcements, begin morning review.

Homework usually consists of a reading comprehension passage and a math review page. We check homework for completion (Except if there are BIG noticeable mistakes…then we conference with that student for a few minutes). We use a simple checklist with their names so that we can keep track of who is frequently not completing homework. This helps us when report card time comes around.

8:15-8:30
Because our 3rd graders in Florida have to pass to state assessment to be promoted to 4th grade, our school creates reading and math review packets. Students complete a page or two of the reading review packet before our mini lesson each morning. Ehhh you know…nothing really fun, but they are helpful, so we do them as test prep.

8:30-8:40
Mini-lesson – This changes often, but may include Picture of the Day or a YouTube video or maybe a short read-aloud to introduce a topic.

We loved this SUPER engaging {and hilarious!} mini lesson about comparing and contrasting using Apples and Oranges: Going Banana’s with Pairs (Thanks to Teaching with a Mountain View!)

Students love watching YouTube videos before practicing or reviewing a skill! Read more about this activity here!

8:40-10:10
Integrated Reading Block

Because there are two of us teaching at all times, we try to maximize our time and meet with all of our students. 

(Our school uses Journeys for the reading curriculum, however, we are urged to use other resources. Journeys is only one tool. We do not use it often at all. It is usually only used for intervention students.)

We teach completely in small group during reading. There are two groups of six students who are below grade level and three groups of four to five students who are on-level or above-level. Both teachers hold small groups at the same time. We are on opposite sides of the room, so it’s not distracting. We basically split the entire room in half when we are teaching — it’s like two separate groups of small group and centers in the same room. 

Monday and Tuesday – The main classroom teacher always begins the week with the below grade level students to lay a foundation. She has 2 small groups for about 30 minutes each. I always start the week with the on- or above-grade level students. I have 3 small groups for about 20 minutes each.

My Mon./Tues. schedule:
9:00-9:20 – Rotation 1
9:20-9:40 – Rotation 2
9:40-10:00 – Rotation 3

Wednesday and Thursday – SWAP! This gives students the ability to hear the same concept in two different ways, from two different teachers. I reinforce the lesson with the below-level students. The main classroom teacher reviews and enriches the lesson with the on- and above-level students.

My Wed./Thurs. schedule:
9:00-9:30 – Rotation 1
9:30-10:00 – Rotation 2

Friday’s schedule:
Assessments and finish any incomplete centers.
This was taken from my small group area. You will see the other teacher’s “side” directly across the room. One of her groups is in small group and the other is working on computers in the far corner of the room. When she is ready to switch, she will simply have those two groups trade spots.

Centers
While we are teaching our small groups, these centers are happening throughout the classroom. Students spend two days at each center. Our centers have broad labels, so that we can change them to include activities that are meaningful for students throughout the year. See the pictures below for some real-life examples:

  • Computer – We have a program called iReady that is used throughout the school. Students take individualized reading and math lessons on the program.
  • Vocabulary/Novel Study – My novel study groups read their novel, make annotations, and respond to their “flippy prompts” (blue flaps seen below). When we are not reading a novel, students complete vocabulary activities at this center.
  • Skill Practice – This center changes depending on our skill. It is differentiated for the different groups of students. There are often two separate activities for certain students. This center almost always includes writing. Sometimes it has task cards. Overall, it is based on the standard that we are teaching that week.
  • Text Evidence – Students are given books or passages and questions. We make sure that they are focusing on finding text evidence and responding in complete sentences with evidence based sentence starters. Paired text passages are a hit with students in this center.

 

Grab these Fiction and Nonfiction prompts that can be used to extend reading comprehension or during novel studies from The Teacher Talk.
Here is a student making predictions and reading Stuart Little in our Novel Study center. Many of our on-level students still struggle with forming complete sentences to explain their thoughts. We infuse TONS of writing throughout the day to help students to improve throughout the year.
This is a student practicing research and point of view in our Skill Practice Center.

10:00-10:05
Wrap up small groups, clean up centers, go to Specials.

10:10-10:40
Specials – Computer, Art, PE, Music, Media, or Chess

—–

 

When I switch classrooms, the students in Classroom B do pretty much the exact same activities as in Classroom A. I will just list times for you here. The activities are almost identical to the ones explained above.
10:45-11:20 (Switch to Classroom B)
Wrap up math from before Specials.
Snack and reading review packet warm up (same one mentioned above).
11:20-11:30
Mini lesson
11:30-12:40
Integrated Reading Block
My Mon./Tues. schedule:
11:30-11:50 – Rotation 1
11:50-12:10 – Rotation 2
12:10-12:30 – Rotation 3
My Wed./Thurs. schedule:
11:30-12:00 – Rotation 1
12:00-12:30 – Rotation 2
Friday’s schedule:
Assessments and finish any incomplete centers.
12:30-12:40
Wrap up small group and centers, clean up, go to lunch.
12:45-1:20
Lunch
1:20-1:40
Recess
(Truth – It’s Florida. It’s hot. Sometimes it’s miserably hot at this time. It’s optional to go outside. Many times we just do a series of GoNoodle dances in the classroom instead of sweating profusely.)
1:45
Assign homework, pack up
2:00
Dismissal
Thank you for stopping by to read about our day in third grade! Be sure to check out other teacher schedules below!
 
 
An InLinkz Link-up

 

 

7 Comments

Comments

  1. Schroeder Shenanigans in 2nd says

    April 2, 2015 at 11:11 am

    Meredith you are the sweetest!!! Thank you so much for linking up with us and for your constant love and support! We ADORE you!! I LOVE your post, too! I use Fridays for the same purpose that you do! I can't wait to get to chat with you in Vegas! <3

    Ashley
    Schroeder Shenanigans in 2nd

    Reply
    • merec1091 says

      April 2, 2015 at 9:29 pm

      Thank you, Ashley! I love reading all these scheduling posts. 🙂 Can't wait to meet you in Vegas!

      Meredith

      Reply
  2. Adrienne says

    April 2, 2015 at 8:30 pm

    I love the peek into your schedule. That is a really interesting way to co-teach. It seems like each class has a "normal" amount of students. Is that right? Do the main classroom teachers teach the other subjects alone? My school is always in need of creative ways to teach and reach all the students. This set up sounds like something I'd be interested in trying if the situation presented itself.

    Reply
    • merec1091 says

      April 2, 2015 at 9:32 pm

      Thank you, Adrienne! Each of the classes has about 25 students. In our county, the limit is 18 students. These two classes are "stacked". Therefore, I am a third teacher for those two rooms. This worked out better than taking a group from each teacher so late in the year (January) and combining them to make a third class. The main classroom teachers teach math on their own. There is also a paraprofessional that is sometimes there for extra support, but basically they are on their own for math. Social studies and science are taught within reading because it is all integrated. Thank you for your questions! 🙂 I appreciate them!

      Meredith

      Reply
  3. Melissa Dailey says

    April 3, 2015 at 2:38 am

    I just loved seeing your schedule and all of your photos! Wow, you have such a beautiful, CLEAN classroom! Can you please come over to my school and help me do that! Haha! You are rocking it!! Melissa from Mrs. Dailey's Classroom

    Reply
  4. C Hath says

    April 3, 2015 at 10:14 pm

    What a fun day! I would love to be able to switch classrooms, and work with all of the students. Hopefully by giving the students two different ways of hearing the information it is really helping it stick too!! I can't believe you get out of school an hour before me though!! Do you wish your day was longer?

    Mrs. 3rd Grade 

    Reply
  5. Angie Olson says

    April 4, 2015 at 2:36 pm

    Meredith! Thank you for linking up with us! It seriously means so much! I find it very interesting that you are able to teach your language arts in small groups! How nice…I may be slightly jealous! 😉 I'm excited to be able to officially meet you in Vegas this July!
    Mrs. Olson’s Lucky Little Learners

    Reply

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I'm Meredith, a South Florida teacher who loves coffee and creating.
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creativitytothecore

Keys to success when tutoring.🔑 ⭐️Plan in Keys to success when tutoring.🔑

⭐️Plan in advance. Write a lesson plan every time. Be prepared. Share a digital Google Doc with parents so that they can see what was done and what is to come along with comments.
⭐️Prep every single sound, word, or sentence you want kids to write. Write those down before hand. Set yourself up for success.
⭐️Organize your sessions so they follow a format. Students feel comfortable when they know what to expect. This also helps you to determine which sections of the plan are difficult or lack student interest or attention.
⭐️Use a variety of materials. Nothing fancy necessary, but using a group of materials each time diversifies the tutoring time and keeps attention.
⭐️Be flexible. If a student needs a break or an activity change, then be prepared for that. Including lots of hands on items allows you to make activities into games in an instant. Freeze dance is also a great way to get wiggles out midsession or as a reward.
⭐️Fill the time with many activities. I’m an hour session, I usually do 9-10 activities. Each takes about 1-5 minutes. They all build on each other and relate to the same skill and goal. Using many short activities keeps engagement up and gives you the ability to switch gears immediately if something isn’t working as you’d hoped.
⭐️Keep a folder of finished and unfinished work for the student. Date everything. Students can practice from that folder at home and always have something to reread as fluency practice. Dating papers allows you to see progress over time and works well when schools want to see progress.

📚Do you tutor? What tips do you have? Leave them here!👇🏼

#tutoring #tutoringtips #readingtutor #structuredliteracy #iteach #iteachfirst #iteachsecond #teachersfollowteachers #teachersofinstagram
👋🏼Let's chat about the Language Comprehensio 👋🏼Let's chat about the Language Comprehension part of the Simple View of Reading:

Word Recognition✖️Language Comprehension = Reading Comprehension

📚Language comprehension has an initial focus on vocabulary and background knowledge. These are two strands of Scarborough's Rope that are very closely linked and interdependent. Vocabulary knowledge is shown in reading and listening (receptive vocabulary📖) and writing and speaking (expressive vocabulary📢).

"One of the most well-established findings of educational research is that reading comprehension and vocabulary knowledge are highly correlated with one another, and that knowledge of individual word meanings accounts for as much as 50-60 percent of the variance in reading comprehension (Adlof & Perfetti, 2014; Stahl & Nagy, 2006). While the Reading Rope model indicates that other factors are also important in accounting for reading comprehension, 📣vocabulary is the most important single factor, once children have learned the alphabetic code."📣

⭐️Moats and Tolman explain that it is important to remember that sound, symbol, and sense are connected.⭐️ Great phonics instruction includes decoding and activities that explore word meaning. When we know a word well, we know all or most of the parts of the dimensions of the word's meaning. If we build a strong, well developed network of connections around each new word (swipe to see picture 3), the new word will be stored deeply and retrieved quickly. 

👩‍🏫👨‍🏫Teachers can help to create these networks by focusing new word instruction on the following:
1️⃣Talk about pronunciation, spoken syllables, phonemes (sounds), morphemes (base words & affixes)
2️⃣Look for graphemes (spellings)  or patterns/generalizations that you know
3️⃣Identify and talk about synonyms, antonyms, examples, categories.
4️⃣Bring connotations of words into discussion
5️⃣Talk about and describe multiple meanings in context

(Moats & Tolman, 2019, Volume 2, p. 6, 14)

#vocabulary #vocabularybuilding #vocabularywords #vocabularyinstruction #languagecomprehension #structuredliteracy #scienceofreading #iteach #iteachk #iteachfirst #iteachsecond #teachersofinstagram #teachersfollowteachers
The face you make when it’s time for your nightl The face you make when it’s time for your nightly Heggerty brain workout. 🧠🏋️

#musictomyears #parentsupport #parentadvocacy #phonologicalawareness #phonemicawareness #heggerty #primethebrain #structuredliteracy #scienceofreading 
*Shared with permission
The Science of Reading is not just phonics. I repe The Science of Reading is not just phonics. I repeat, evidence based reading instruction does not mean we teach only phonics.⭐️

Drs. Moats and Tolman describe all components of effective reading instruction: phonological awareness, phonics, fluency, vocabulary, and language comprehension. These 5 components have been front and center since the National Reading Panel report in 2000. We should look at our instruction and our curriculum with this lens. Are all 5 components present and prominent?💭

It is imperative to develop word recognition in order to support students reading comprehension as they grow to be independent readers. Scarborough’s Reading Rope (2001) also shows that it’s imperative to build students’ language comprehension: background knowledge, vocabulary, language structures (syntax, semantics), verbal reasoning (inference, metaphor, etc.), and literacy knowledge (genres, print concepts, etc.).📚

We know from the Simple View of Reading (Gough & Tunmer, 1986) that reading comprehension is the PRODUCT of word recognition and language comprehension. This means neither word recognition or language comprehension can be lacking if we want to achieve proficient reading comprehension.🙌🏼

Word recognition & language comprehension are dual goals, as Moats and Tolman stated. They should be strengthened together. While it is necessary to focus more time into phonics instruction in the early grades, a phonics only lens will never support this dual goal.

#teachersofinstagram #teachersfollowteachers #iteach #iteachtoo #structuredliteracy #scienceofreading #wordrecognition #languagecomprehension
If you’ve been following along this year, you pr If you’ve been following along this year, you probably know that I homeschool for a family. I teach 2 siblings each day, full time.❤️

Well, this morning I walked into a classroom decorated with hearts and pink post it’s. They found all the pink and red books and put them up on the display shelves.📚

And...drumroll please...they made this hilarious shirt for me. Before to the word “Academy”, they wrote their last name. 😂 So now we have a legit one room school house. And I’m the ONLY teacher...soooo apparently I win Teacher of the Year at this school.😝

I’m still laughing, and my heart is full. Enjoying all the humor in this crazy year.
Happy Valentine’s Day, friends! 

#teachersfollowteachers #teachersofinstagram #iteach #iteachtoo #iteachfirst #iteachsecond
Drawing attention to the syllables, onset and rime Drawing attention to the syllables, onset and rime, or phonemes in words is extremely helpful when students are learning to orthographically map words AND when they are learning new vocabulary words. It helps the brain form a connection between the spoken word, and the printed word.🗣

We’re working on -EST in words, but I wanted to increase the difficulty by focusing on meaning a bit more. I chose words that had -est as the rime or word family unit. I also chose words that contained the suffix -est at the end of a base word.📚

Each time I said a word, they would repeat the word. I would give a sentence and then students would segment it into either onset and rime or into syllables, depending on the length of the word.🤍

If the word had an onset and the rime -est, they would quickly notice that the onset was not a word on its own (n - est). BUT, if the word had an onset and a longer rime (f - astest), we would try to divide it by syllables instead (fast - est). We would ask ourselves if the base word (fast) was a real word. If they said yes, we talked about how -est changes the meaning of that word and how it is a suffix.⭐️

We would look at our T chart and decide if it should be written on the “rime unit” side or the “suffix” side. I carefully chose base words with a variety of endings so that we could practice doubling the final consonant (biggest), changing y to i (happiest), and dropping one e (largest). We did this entire activity guided and with manipulatives, talking through each word together.📝

#speechtoprint #phonologicalawareness #phonemicawareness #spellinginstruction #wordstudy #structuredliteracy #teachersfollowteachers #teachersofinstagram #iteachtoo #iteachfirst #iteachsecond
Teensy post-its make everyone’s day.📝 Word s Teensy post-its make everyone’s day.📝

Word sorts are a great way to practice new skills, review previous ones, or a combination of both! Here we reviewed many phonics patterns while working on syllable types.🔍

I like using word sorts when students do not have to write because it creates more time for me question. I’m constantly asking questions and providing clarifications. Students answer aloud and explain their thinking. I often think aloud with them to model how to analyze certain tricky words. Soon, they’re able to think aloud on their own which builds a deeper understanding.💭

Sort from Flyleaf decodable homework handouts (free online) which are provided for every digital decodable that they have.

#teachersofinstagram #teachersfollowteachers #iteach #iteachtoo #wordsorts #phonicsfun #phonicspatterns #syllabletypes #structuredliteracy #flyleaf
Flyleaf has the most beautiful and engaging decoda Flyleaf has the most beautiful and engaging decodable readers.📚

We love switching between their nonfiction and fiction decodables. The pictures and illustrations are beautiful. The fiction books have great story lines. The nonfiction books are so informative and fun! They have tons of real pictures and text features.🙌🏼

They are free online, but cannot be printed. There are weekly handouts supplies for each book. They include handwriting practice, orthographic mapping, syllable division, reading comprehension with text evidence, and essay prompts. My students do some of this work as independent work throughout the week.✏️

Swipe to watch my first grade reader.⭐️

#iteachtoo #teachersfollowteachers #teachersofinstagram  #iteachfirst #iteachk #iteachsecond #structuredliteracy #decodablereaders #scienceofreadinginstruction
Teaching reading IS rocket science (thanks, Dr. Lo Teaching reading IS rocket science (thanks, Dr. Louisa Moats!) but curling your hair doesn’t have to be. 📚😂

I know this isn’t reading or teaching related. I’m also not a fashion blogger. 🤪 BUT the gram needs to share this tip. Thanks to my friend @ally.applegate, I can do this more often because it’s speedy and it works!

I have THICK long hair. If I want to curl it, it could take 30 minutes! And it won’t hold longer than a few hours to a day. I have two littles (as you can hear in the background), so that doesn’t work. But this hack! This makes it doable in just 7 minutes!!! SEVEN! 🙌🏼 

It’s the little things. That is all. ❤️ 

And don’t worry. I won’t change from sharing reading tips to sharing beauty tips. Just this one.😝
Since I first started virtually teaching about fou Since I first started virtually teaching about four years ago, I have been amazed at how quickly relationships are built through a screen. When I first started with VIPKid, I had friends in China and students who are excited to learn every class. I’m not currently teaching for VIPKid, but still keep up with a few regular students and hope to meet them one day. 😍

Today I started virtually tutoring a kindergartner in Canada. 🇨🇦 We have only had an assessment and one session together & the same is true. We’re learning and giggling together. Having fun, getting to know each other, and learning to read.📚

Teaching is hard, but little moments make it so worth it to me!💓
💻DIGITAL PORTFOLIO🗄 In 2017, my husband was 💻DIGITAL PORTFOLIO🗄

In 2017, my husband was starting a new job in a different city and I needed a job. I wasn’t going to be able to travel there to interview as it was about 4 hours north of us. So I decided to create a digital portfolio to essentially allow principals to get an inside view of my classroom from afar. 

📸 I used @weebly because it was easy to create and free! I keep the URL to myself since there are some pictures of student faces. I organized my portfolio by Marzano domains (the teacher evaluation system in FL). Pictures were a must and I linked many videos as well. Essentially, I showed proof of each domain and many of the categories within each domain. ⭐️Swipe to see some snapshots⭐️

💌When I sent emails to principals, I included the link so they could view at their convenience. When I applied online, I dropped the link into the section labeled portfolio or even “Is there anything else you’d like us to know.”

🏆I got a phone call within an hour of sending the email to principals. And I was then hired immediately from that phone interview. I sincerely think that the portfolio helped my principal to “see me in the classroom” without physically seeing me.

👌🏻Ever since, I’ve updated it and used it in every job inquiry and interview. It works every time and I often get comments about how convenient it was for admin.

❤️Do you have a portfolio? Is it digital or in a binder? Has it helped you secure a job? I truly think that digital portfolios will be a huge benefit with interviews under cov!d regulations.❤️

#teachersfollowteachers #teachersofinstagram #iteach #iteachtoo #teacherinterview #teachingportfolio
Keep reading books to kids, no matter the age!🙌 Keep reading books to kids, no matter the age!🙌🏼

Do you agree? Like, share your thoughts in the comments, and share with anyone you know!!! 🥰

#teachersofinstagram #teachersfollowteachers #readaloud #listeningcomprehension #booklover #structuredliteracy #iteachfirst #iteachsecond #iteachtoo
📢Sound on📢 CC: Students are telling their mo 📢Sound on📢
CC: Students are telling their mom about the word “have”. They say “No English word ends in a V. So you have to put an E after it. But it doesn’t make it “hAve” (long A).🤩

Tonight when I received this video from their mom with the text “I learned something new from them today!” I laughed hard, but I was so so so proud!❤️

My students are continuing our homeschool routine via my lesson plans while out of town. So tonight they taught their mom about the orthography of the English language.🙌🏼🙌🏼🙌🏼

💭No English word ends in V. They also don’t end in I, U, or J. (3 exceptions: you, thou, and I)
This explains why HAVE has a silent E at the end, but is not pronounced with a long A. Words that DO end in I, U, V, or J are loan words borrowed from other languages or abbreviations. For example, “menu” is French and “taxi” is an abbreviation.

🤷🏼‍♀️Did you know this? I did not know this until this past year...my 7th year of teaching. If you do know this...when did you learn it?

#teachersfollowteachers #teachersofinstagram #thelogicofenglish #structuredliteracy #phonicsinstruction #english #linguistics #iteachfirst #iteachsecond
This is what we call progress. Week 1 & Week 20. A This is what we call progress. Week 1 & Week 20. Almost 6 months to the day.🙌🏼

📝My second grader needed lots of phonemic awareness, phonics, and writing intervention. We have hashed out those skills nonstop since the first week of August. It’s been an amazing journey to watch. 

📚When I look at these two samples, I see text understanding, sentence structure and variety, written comprehension, and significant phonics growth. Both of these are reading responses to decodable passages. 

❤️On the first page, I had to assist with finding facts, writing sentences, and spelling words. On today’s writing, I only had to help with the EA in “defeated” and when to use -ED. I watched as a previously reluctant writer, finished an entire page of writing while I worked with another student. THAT is called a win.

🤩This is not to toot my own horn. It’s to celebrate my student and his hard work. It’s to focus on the fact that if we are CONSISTENT with foundational skills, they will translate into reading and writing improvements. 

📢Keep on keeping on, friends! Light that spark and watch for these moments that warm our teacher hearts. Progress over perfection!

(Curriculum is a phonics book titled: “From Phonics to Reading” by Wiley Blevins, Sadlier Publishing)

#teachersfollowteachers #teachersofinstagram #iteachtoo #iteachfirst #iteachsecond #phonicsinstruction #structuredliteracy #writeeveryday
🤍If there’s one work thing I’ve been thankf 🤍If there’s one work thing I’ve been thankful for over the last year in this pandemic life, it’s online professional development. Countless webinars, live chats, and courses are available digitally now for free or low cost. It’s been such a year of growth for me!

🤍During most breaks you can find me lesson planning or sitting watching a webinar of sorts (or doing both simultaneously). I enjoy the bit of quiet & cozy up in my swivel chair while highlighting or taking notes. Enneagram 3 for ya...always doing something. I can’t help it.

🤍I should’ve kept track of each session I watched, each course I attended, each article I read. That would’ve been a great addition to a digital portfolio. “The Pandemic PD.” 😂 But I didn’t.

🤍I have really loved The Reading Teacher’s Top Ten Tools course. YouTube videos from The Reading League & PaTTAN are also top notch. If it’s podcasts that you need, check my highlights for suggestions.

🤍The resource pictured here is The Reading Science Academy. It’s a monthly subscription created by Dr. Stephanie Stollar who is a professor at Mount Saint Joseph University in Cincinnati. (MSJ is well known for their masters and doctoral programs in the Science of Reading). The subscription is $9 and offers core and monthly content from experts in the field. I love it so far!

🤍Have you taken virtual PD this year? What has been your favorite? Let us know below so we can all share!👇🏼

#iteachtoo #teachersfollowteachers #teachersofinstagram #virtualpd #iteachfirst #iteachsecond #structuredliteracy #scienceofreading #growthmindset #alwayslearningalwaysgrowing
Just a reminder to myself and any other mamas out Just a reminder to myself and any other mamas out there - get IN FRONT of the camera from time to time and have someone else capture some moments for you. ❤️ You won’t regret it!
Sight word = ANY word that is orthographically map Sight word = ANY word that is orthographically mapped and permanently stored in memory so that it is retrieved automatically.

•Sight words are not only Dolch and Fry words. It is not as effective or efficient to memorize irregular words as whole words or by shape.

🎉Spellings of words are bonded to their pronunciations and meanings. (Phonemic awareness and vocabulary instruction are SO essential here!)

•Building your sight word knowledge leads to reading automatically, without decoding each word as you come to it. Reading automatically therefore leads to fluent reading which leads to higher comprehension of what you are reading.

💡When words are mapped and become sight words to us, the connections in our brains are activated EVERY time we see the word, REGARDLESS of if we want to read it or not. If someone flashes a word and takes it away immediately, you will still read the word automatically without even trying to. This is why we can look at something and know what it says before thinking, “Hmmm let me read that!” We cannot keep ourselves from reading a word that we see and we can also not forget how to read a word that we have mapped.🤯

Swipe to read each of the four quotes as they go together and are taken directly from her published work.

Source: Linnea Ehri 1992, 1995
Linnea Ehri is a well known psychologist who has developed and published research on orthographic mapping and the stages of reading (and much more!).
Merry Christmas from our family to yours! ❤️ G Merry Christmas from our family to yours! ❤️ Glory to the newborn King! 👑
We’ve been working on syllable deletion in three We’ve been working on syllable deletion in three syllable words this week and last. Students have been ROCKING it!🌟 

This specific example was our last of an E2 set from Kilpatrick’s Equipped for Reading Success book. I love how she, suddenly and unprompted, realized that the word was like another word she knew.❤️ I went with it and showed her how to manipulate one syllable within 3 syllable words as an intro.

This was randomly caught on video but made me so excited. It shows why phonological awareness is important. It helps students to identify, read, and interact with multi-syllable words.📚

We have manipulatives out and students can use them if they wish. Eventually I notice students rely less on tapping the manipulative and simply answer quickly and automatically.🙌🏼

💭How have you seen manipulatives help with phonological awareness instruction?💭

#iteachtoo #iteachfirst #iteachsecond #phonologicalawareness #equippedforreadingsuccess #syllabledeletion #syllables #multisyllablewords
Quick Tip!💭 Print out a one or two page versio Quick Tip!💭

Print out a one or two page version of a sound wall and use it to track the data from your auditory drills!📝

Auditory drills - ask the student to write all the graphemes or all the ways (that they’ve learned so far) to spell a particular phoneme.🗣 

I just date it and give it a check if it was correct or almost correct. Then I can visually see which sounds we haven’t practiced yet. We do auditory drills about every other day and I just had this idea last week. It’s now saving my sanity!🤣

#iteachfirst #iteachsecond #teachersfollowteachers #teachersofinstagram #structuredliteracy #auditorydrill #soundwall
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