![]() ![]() Take a look at the activities in the Digraph Sounds module of our Phonemic Awareness curriculum. Do you have any ideas to help him grasp what is being taught? Thank you so much. I suggested getting a chart for him with the th separate from the ending letters, memory hooks, etc. One hundred praises can be shot down with one negative comment. Above all, do NOT let your child see your frustration and never talk down to them. We had a long discussion this morning, and I threw out all kinds of ideas to her, some of which she may try. Say, that becomes we, which is totally wrong, and then the frustration sets in. When his mom works with him on those words, he gets very frustrated and then makes up a “guess” word. He has a very difficult time with the “th” words. He is in kindergarten, and the teacher is working on sight words. He was held back due to just not being ready to advance. My little great nephew was born prematurely. In the following techniques we will add extra stimulation, using the kinesthetic sense and adding spelling to make an even deeper cognitive impression. Adult: Good job!īy using this technique, the child will hear and say the word at least seven times, and hear it used in a short sentence, all while looking intentionally at the written word on the flash card. Here is a sample script for you to follow: Adult: Let’s learn a new word. This helps keep the child’s attention focused on the written word, which will help them to become familiar with and memorize the word and its correct spelling. We want to make sure that the child is focused on the written word on the flash card, not on your face or mouth.Įach and every time the sight word is read aloud, the person saying it should use two fingers, their index and middle fingers, to trace the arrow on the flash card from left to right, thereby “underlining” the word. The flash card also needs to be held at the child’s eye level. Be sure to hold the flash card at arm’s length from your body, and at arm’s length from the child. ![]()
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