Where Butterflies Grow by Joanne Ryder is a wonderful spring-themed book filled with descriptive language and beautiful illustrations. It's the perfect text for teaching visualizing and helping students explore sensory language. In this book, students are taken on a sensory journey through the life cycle of a butterfly. The author writes in the second person point of view, helping students to apply their senses and imagine what it's like to be an actual caterpillar ready to turn into a butterfly... or what it's like to be a butterfly who just flapped its wings for the first time. Focus Skill In my experience, Sensory Language is often challenging for younger
What is Marungko Approach? Marungko Approach was first introduced in a public elementary school in Marungko, Angat, Bulacan, devised by Nooraihan Ali and Josefina Urbano. According to Nooraihan and Urbano, the method used is called "phono syllabic“ which is teaching of correct single sounds and the blending of sounds into syllables and words. Note that the mastery of letter sounds is very important in this approach. How to use Marungko? 1.The first 5 lessons are as follows: m, s, a , i, o Teach each sound and form until mastery before a new sound is introduced: a) Ask a question to which the response will elicit the target sound. You can use pictures of words beginning with m, s, a etc. depending on the current lesson. b) Show the target letter and tell the children to sound it again as they look at the letter. c) Show them how to write it. Ask them to write it, with the fingers in the air, on their palm, on their desks, and on paper as they give the sound. e) Mastery means they know the sound and the form of the target letter. They can give the sound and write the symbol. 2. After the first 3 sounds have been mastered, these can be combined to form words, phrases or sentences. Start blending of sounds. Every new sound is introduced with previous sounds already learned and in various combinations into words. Start blending of sounds. 3. Introduce function words that cannot be taught through the phono syllabic method as whole words e.g. ang, ng, mga, ay. 4. After the first 5 sounds have been mastered, any other sound can be taught in relation to sounds already learned. Suggested sequence is as follows: b, e, u, t, k, l, y, n, g, ng, p, r, d, h, w. Remember to blend only the sounds that were taught and mastered. Unang Hakbang sa Pagbasa Gamit ang Marungko Paalala sa mga magulang na gagamit nito. Ang TUNOG ng bawat letra ang pinakamahalaga upang matutong bumasa. Pagsamahin lamang ang mga tunog upang makabasa ng salita. Sa bawat aralin ay may dagdag na bagong letra at tunog na gagamitin sa pagbasa. Halimbawa: a+s+o = aso m+a+s+a = masa FREE Printable PDF COPY: CLICK HERE FREE Printable PDF COPY: CLICK HERE Tags: Unang hakbang sa pagbasa, Marungko Booklet, reading material, reading booklet, beginning reading tagalog, free, kindergarten, Grade One, Halina at Magbasa, pagbasa, paano ang marungko, remedial reading, non-reader
Our teachers have been working diligently to work with our students in guided reading. Once they got started, they asked some questions! Th...
In today's post, I'll share 10 quick, meaningful “follow-up” activities that you can use in your guided reading lessons - all materials are FREE!
MARCH GUIDED READING FOR KINDERGARTEN March is a lucky month to be a teacher! We see so much progress this month, and all our hard work is really paying off. I get asked a lot about how to tie reading and writing together, while focusing on fluency, comprehension, phonics, vocabulary, writing, et
Resources, tips, and materials to help you, help children with autism
What is Marungko Approach? Marungko Approach was first introduced in a public elementary school in Marungko, Angat, Bulacan, devised by Nooraihan Ali and Josefina Urbano. According to Nooraihan and Urbano, the method used is called "phono syllabic“ which is teaching of correct single sounds and the blending of sounds into syllables and words. Note that the mastery of letter sounds is very important in this approach. How to use Marungko? 1.The first 5 lessons are as follows: m, s, a , i, o Teach each sound and form until mastery before a new sound is introduced: a) Ask a question to which the response will elicit the target sound. You can use pictures of words beginning with m, s, a etc. depending on the current lesson. b) Show the target letter and tell the children to sound it again as they look at the letter. c) Show them how to write it. Ask them to write it, with the fingers in the air, on their palm, on their desks, and on paper as they give the sound. e) Mastery means they know the sound and the form of the target letter. They can give the sound and write the symbol. 2. After the first 3 sounds have been mastered, these can be combined to form words, phrases or sentences. Start blending of sounds. Every new sound is introduced with previous sounds already learned and in various combinations into words. Start blending of sounds. 3. Introduce function words that cannot be taught through the phono syllabic method as whole words e.g. ang, ng, mga, ay. 4. After the first 5 sounds have been mastered, any other sound can be taught in relation to sounds already learned. Suggested sequence is as follows: b, e, u, t, k, l, y, n, g, ng, p, r, d, h, w. Remember to blend only the sounds that were taught and mastered. Unang Hakbang sa Pagbasa Gamit ang Marungko Paalala sa mga magulang na gagamit nito. Ang TUNOG ng bawat letra ang pinakamahalaga upang matutong bumasa. Pagsamahin lamang ang mga tunog upang makabasa ng salita. Sa bawat aralin ay may dagdag na bagong letra at tunog na gagamitin sa pagbasa. Halimbawa: a+s+o = aso m+a+s+a = masa FREE Printable PDF COPY: CLICK HERE FREE Printable PDF COPY: CLICK HERE Tags: Unang hakbang sa pagbasa, Marungko Booklet, reading material, reading booklet, beginning reading tagalog, free, kindergarten, Grade One, Halina at Magbasa, pagbasa, paano ang marungko, remedial reading, non-reader
Are you wondering if guided reading can align with the science of reading? Let me show you 4 quick changes you can make to make it work!
This post is for a series called “Quick Guide to Benchmark Advance,” which helps teachers with the basics. Disclaimer: Materials may vary based on what your district purchased and where you are located. These are the materials I have available to use in my classroom, and I am based in CA. The materials are consistent ... Read more
Discover the essence of phonics instruction! Unravel the complexities, learn the systematic approach, and master multisensory teaching techniques. Explore the SMARTER Research-Based Instruction Framework for effective reading intervention. Dive into the science and practice of phonics with clarity a
These Blend Reading Comprehension Passages are designed to help your students become skilled readers. They are perfect for helping to develop comprehension, phonics skills, fluency and sight word knowledge. The passages are filled with words that contain S blends, L blends and R blends. Each passage...
I just finished up a new pack and I’m super excited about it. Because it’s for me. And my team. But I thought hey, if I need it, maybe someone else needs it, too, so I decided to put it in my store. Okay, yes, that’s A LOT of words on the page for a Back ... Read More about Reading and Listening Comprehension
Teaching students reading strategies, as well as allowing them to interact with them, is crucial to their reading comprehension of both nonfiction and fiction texts. This reading comprehension strategies fan is a fresh, hands on and unique way students can visually see each reading strategy broken down for them. It is an alternative to reading response that will help you to reach all learners in your classroom. This reading strategy fan craft requires little to no prep, and the only materials needed are scissors, glue, and metal fasteners. Included are two options: 1 Book: Students write the title of their book on the “Fan Full of Reading Strategies” cover. 2 or More Books: Students write the title of the book they are reading on each fan blade. Students can use some or all of the strategies included. You can also print out multiple of the same fan blade to focus on just one strategy at a time. Strategies Included: Make Connections Determine Importance Draw Conclusions Make Inferences Make Predictions Ask Questions Create Sensory Images Use Background Knowledge Close Read Use Fix-Up Strategies Synthesize Information Use Context Clues Visualize
Explore the amazing world of inventors and their inventions with our bumper resource pack! It includes a comprehensive topic guide, printable biographies, activity resources, writing templates, vocabulary challenges, display materials and much more!
When studying learning and cognition in graduate school, I was drawn to the theories of Lev Vygotsky, a Russian Psychologist from the early 1900s that presented a sociocultural approach to learning and cognition. He offered a theory that I believe presents optimal classroom instruction for all learners. What is Vygotsky’s Theoretical Lens? At the heart of Vygotsky's theoretical lens is that social interaction plays a key role in the development of learning and cognition. Vygotsky claimed: "Every function in the child's cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (inner-psychological) and then inside the child (intra-psychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals.” A second key feature of Vygotsky's theory is that one’s potential for learning depends upon the "zone of proximal development" (ZPD). In the literature, ZPD is synonymous with the later concept, scaffolding, and suggests learning with adult guidance or peer collaboration exceeds independent learning. Vygotsky defined the ZPD as the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem-solving under adult guidance, or in collaboration with more capable peers." Using the ZPD to Enhance Classroom Teaching and Individualized Instruction: It’s always best to keep your students in the ZPD. See the image above. On the one hand, when learning is too easy, students get bored and their attention drifts away from a lesson. On the other hand, if learning is too hard, then anxiety and confusion can result and when discouraged enough, students can develop a sense of learned helplessness. The “sweet spot” is the ZPD where students are challenged enough to maintain attention and they are able to learn new concepts with guided assistance and scaffolding. Then, as learning happens, the support structure is slowly pulled away. Eventually, students engage in independent learning and practice until they reach automatization. Learning to automatization means that one has fully learned a concept to mastery and the process of completing a problem is virtually automatic and requires little to no thought. What are Some Direct Applications of Teaching in the ZPD? Because every student’s zone of proximal development is different, it can be challenging for teachers to accommodate the individual needs of each learner. Here are some possible problems and solutions. Problem Solution A student is unable to answer a direct question in class. - The teacher guides the student to the correct answer providing some scaffolding and by asking them questions. Some students have already learned the concept and others have not. - Break the class into two groups. Provide challenging applications to the group that has learned the concept and scaffolding instruction to the group that has not learned the concept. - Allow the students that have learned the concept to teach the students that have not. My students have a wide range of experience and knowledge with a topic. - Create learning stations with hands-on manipulatives, guiding materials, and demonstration videos that teach the concepts of the lesson. Have beginners, intermediate and advanced stations that increase in difficulty. Help each student select the best learning station. When a student finishes the advanced station, have them assist the other students to mastery. Some students still have not learned the concept after the lesson. - Offer one on one guidance and scaffolding with yourself or a peer mentor. - Go multisensory, creative and colorful in your instruction. Provide opportunities for the student to watch a demonstration and then do it themselves. Eventually, have them teach the concept back to you. Some students are ashamed or hide the fact that they have not learned a concept. - Create a safe environment for students to ask questions. Provide positive reinforcement for students that communicate misconceptions and learning difficulties. - Create a box in your class where students can write down their questions and ask for additional help. - Ask students to anonymously rate your lessons. Let them rate their learning on a scale of 0 to 10 (0 = Didn’t learn it - 10 = Got it). Also ask them about how engaging the lesson was (0 = boring and 10 = interesting, fun and engaging). By tapping into each student's zone of proximal development, you can assure that you will be maximizing your students' learning potential. What's more, you will find that your students are more engaged, find joy in the learning process and become active learners. I hope you found this blog helpful. I would love to hear your thoughts. Cheers, Dr. Erica Warren Dr. Erica Warren is the author, illustrator, and publisher of multisensory educational materials at Good Sensory Learning. She is also the director of Learning to Learn and Learning Specialist Courses.· Blog: https://learningspecialistmaterials.blogspot.com/· YouTube Channel: https://www.youtube.com/user/warrenerica1· Podcast: https://godyslexia.com/· Store: http://www.Goodsensorylearning.com/· Courses: http://www.learningspecialistcourses.com/· Newsletter Sign-up: https://app.convertkit.com/landing_pages/69400 · Private Practice: Learning to Learn
PRIMARY GRAMMAR UNIT 4 - ADVERBS We breezed through our grammar units 1-3, nouns , adjectives and verbs . Who knew grammar could be so easy and fun right? In my opinion, adverbs are far and away the trickiest to teach. They do not follow the consistent patterns that th
