The first grade reading groups have been practicing building and reading consonant, vowel, consonant (CVC) words. As you can see in the picture to the left, they draw three different letters from the baskets and combine the sounds to form nonsense words. This activity allows them to practice decoding each sound individually and then squeezing all three sounds together to form new words. This skill, which is called blending, is an important foundation to their reading abilities. The students are doing an excellent job!
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Miss Weyandt needs your help! I am looking for some parent volunteers to help in my classroom to work with some of the speech and reading students that I see. If you are interested, I am open for any days, times, or amount of time that you can contribute. Please email me at [email protected] if you would like to help in our room!
These 1st graders have been working very hard to produce their correct speech sounds! The girls enjoy making up sentences with picture cards to show off their skills. Angel produces the clearest 'r' sound in the beginning of words when she's reminded to pull her tongue back and keep it strong, like you do when you're flexing your muscles. When Ava is reminded to put her tongue between her teeth, she produces great 'th' sounds at the beginning, middle, and ends of words. Since she is doing so well, she has started adding words with the 'l' sound into her sentences to work on two sounds at once. A helpful reminder for the 'l' sound is to keep the tongue up behind your front teeth.
This past week, some of our groups used a game called Grammar Gumballs. Miss Weyandt loves this game because it is a fun way to target grammatical structures. Depending on their speech goals, the students were shown pictures targeting a variety of grammatical structures such as regular and irregular past tense verbs, regular and irregular plurals, pronouns, etc. The students love seeing who can earn the most gumballs after using their correct structures. Parker and Zacki aren't working with grammatical structures, but we still used the game to make therapy more fun this week. Zacki looked at the pictures and was asked a variety of 'Wh' questions about them. Parker was using 'th' cards to target his speech sounds. When he produced a good sound, he was able to collect his gumballs!
Stellie LOVES Ned's Head and she begged Miss Weyandt to use it in therapy this week. In order to use, Stellie had to reach in his ears or nostrils and describe a gross object to Miss Weyandt. This required her to use all of her speech sounds correctly during conversational speech. She was super excited to play with Ned and she did a fantastic job with her speech sounds! I have now added a tab on the top of my page that links to all of the resources from the parent literacy workshops. If you attended, all of the materials and videos that we demonstrated are under this tab. If you were unable to attend last night, please feel free to browse the materials and watch the videos. The PowerPoint slide that we showed is now also uploaded for you to view. If you have any questions, please contact me! I hope you find this information helpful and engaging for your children!
These students have been working on producing their sounds clearly! One piece of Mr. Potato Head was given to each student after they produced 5 words or sentences with their correction sounds. Jadon was able to produce a clear 'th' sound best when reminded to put his tongue between his teeth at the beginning, middle or end of the word. Marizabell worked on producing 'k' and 'd' in the final position of words (i.e. cake, pack, bake, good, food, slide). Gavin worked on producing initial 's' words (i.e. sun, see, say). A helpful hint for 's' production include: "do the snake sound." Each student benefits from a visual model of the accurate production.
Tyler has been working on reading comprehension through answering inferential questions. Inferential questions are questions that he will not find the immediate answer to in the text of the passage. He is instructed to underline the word or part of the paragraph that helps give him the clues to find the answer. Tai and Charlie work to improve their oral fluency skills. They are instructed to discuss a specific topic (i.e. the most exciting birthday they've ever had). We record their speech and listen to it together. Everyone uses a piece of paper or dry-erase board to tally the number of smooth speech utterances that occurred and the number of bumpy speech utterances that occurred. The goal of tallying the number of bumps in their own speech, and a peer's speech, is to increase the awareness of the frequency of occurrences, and lower them simultaneously. Tai and Charlie have demonstrated an increased awareness of their speech characteristics. They both earned smooth speech and speech identification points by use of their smooth speech strategies. They were rewarded with 3 minutes of game play after their session.
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