Watch the video and reflect on what
strategy or strategies Robin used most to help him learn to read.
Robin
started out using the green and yellow letter tiles to create words. I also use these same tiles in my
classroom. He was able to create words
in the same word family. He practiced
changing the beginning letters and sounds to create a new word with the same
ending.
Robin
was able to find smaller words within a word.
This strategy helped him figure out long or difficult words. He noticed the word “rat” in “congratulations.” Then he put the /g/ sound in front of rat and
said “grat.” When he said this out loud
he was able to correctly figure out the complete word. He was using the “chunking” strategy to
decode words and sound them out.
Also,
as Robin was reading I noticed him going back to reread when he felt like the
sentence didn’t make sense. Sometimes he
would go back several times and change a word or two trying to gain meaning
from the sentence. Eventually he would
get it right and was able to move on. I
only noticed the teacher correcting him a couple of times. For the most part he was able to keep trying
until the sentence made sense.
Instead
of reading only words and books Robin was also practicing reading things that
could help him out in everyday life such as newspapers, website, cards, and
signs. I think these real-world examples
of text were very beneficial to Robin, especially at his age.
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