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Haley23 Haley23 is online now
 
Joined: Jul 2012
Posts: 7,825
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Haley23
 
Joined: Jul 2012
Posts: 7,825
Senior Member

Old 01-06-2020, 06:14 PM
 
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But I feel like there is always something:
Isn't this the truth! I feel like compared to most my school does a great job with services, and my admin even makes sure I'm not pulled for things like subbing or severe behaviors. Even so, services are missed due to field trips, assemblies, testing, meetings, etc. It's an incredibly rare week where I see every single group as scheduled every single day.

I am in K-2 this year. I get a lot of pressure to work on grade level comprehension standards as well. Honestly I mostly ignore that. If students can't read, who cares about comprehension? Especially with all the research coming out now that shows comprehension is really just a mix of decoding skills, language skills, and background knowledge, and that teaching "strategies" for comprehension isn't all that effective.

I'm in a low SES school and we do an excellent job of providing phonics based interventions for every student K-3. The students who end up on my caseload have severe difficulties with learning to read in the first place despite significant interventions pre-referral. My P wants me to spend some time doing things like reading grade level text aloud to them and working on the comprehension standard from the gen ed curriculum, or helping scaffold assignments from gen ed curriculum. When my kids need one million exposures to learn the most basic of skills to help them access text in the first place, spending time on listening comprehension seems like a giant waste of time.

The routine I do is different for every group depending on needs and time available. I work very hard on being very structured and keeping pacing quick in my room. My students know what to do (I teach procedures for everything and practice until they are perfect) and I have all materials out and ready to go so that not a second is wasted. This also cuts down on misbehavior because students simply have no time to get off track. Most of my groups are 30 minutes. I do have one 1st grade group that's 40 minutes. Their general routine is:

-Review learning target/success criteria
-Daily routine from our phonemic awareness curriculum, Haggerty
-Letter/picture cards- students say the name, keyword, sound
-Sound deck- the cards have just the lowercase letter on them and students say the sound only
-Letters in sand: Without showing students, I look at the card and say the sound, students draw the lowercase letter in multisensory sand while saying it's name
-Blending routine: Students chorally read words that I am chaining from an alphabet pocket chart. For example, I might first put up "cat" and then change it to "bat" etc. They started with sound by sound blending and are now working on either whispering sounds first or saying the sounds in their head and just reading the whole word. I give a few seconds of think time, point to the word, and then they read it. Usually about 30 words.
-Individual word cards: I give each student a card with one word on it. When I heard them read it correctly, they receive another. They count how many they get at the end. Average is 15-20 per student.
-Phoneme Grapheme Mapping: We say a word together, "tap out" the sounds, students write each sound in it's own box on a grid, write the whole word on the side. When I see everyone has it they chorally spell and read it. 6 words- at the end we go back and read them all again.
-Sight word flashcards- chorally and then individually. I show one child a card at a time, if they say it they can hold on to it, if I have to tell them I get it. As new words are introduced we practice saying/spelling it multiple times, look at which letters play fair/which letters need to be memorized, and use it in a sentence.
-Tactile sight words- I put 5-7 words in big print on papers on the floor- one set for each student. It's a mix of 2-4 words that are newer or more difficult and a few words they've almost mastered. The first time through, I say the word, they find it, trace it with their finger while spelling it out loud, and read it. The second time through, they pick it up and bring it back to the table while spelling/saying it out loud.
-Writing page: 5 dictated sounds, 5 dictated words, 3-4 dictated phrases (sight words and a decodable word, i.e. "and the dog"), 1 dictated sentence
-Reading page: 10 phrases- mix of decodable words in patterns they've learned and sight words. I highlight the sight words yellow and tell them if it's not yellow, they need to sound it out to discourage any guessing. 5-6 sentences structured the same way. We read it chorally, they read in partners (with me reading individually with one student), and if we have time volunteers can choose something to read to the group. I change the page every 2-3 days.
-Review learning target/success criteria, students reflect

Haggerty takes about 5-7 minutes. Most other activities are 2-5 minutes.

In addition to me, students get a minimum of 90 minutes of literacy in gen ed and a minimum of 12-15 small group daily in gen ed. The very lowest students on my caseload get the above, 30-45 minutes in a pull out group with an interventionist, and then 30 minutes with me as well. We meet to make sure we're covering the same skills and explaining things the same way.
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