I think sometimes kids do not need more phonics, they need modeling in how to 
use the phonics...AND...what to do when phonics doesn't help them...strategies 
for using pictures, context etc. 
What I used to do is spend time demonstrating what to do when I came to a word 
I didn't know... AND how to self monitor by asking "Does that look right? Sound 
right? Make sense?" whenever I decode. 
Remember, that if they don't know what reading is...they also need to 
understand that reading must make sense... and may need you to model how to 
self-monitor for meaning as well. 
I did a lot of that with poetry on charts...demonstrated the thinking that goes 
behind real reading--both decoding AND comprehension.

Jennifer L. Palmer, Ed. D.

Instructional Facilitator

National Board Certified Teacher



Magnolia Elementary (home school)

901 Trimble Road

Joppa, MD 21085

410-612-1553

Fax 410-612-1576

"Reaching, Teaching, Learning, Changing Lives!!"



Norrisville Elementary

5302 Norrisville Road

White Hall, MD 21161

410-692-7810

Fax 410-692-7812

Where Bright Futures Begin!!

________________________________________
From: Mosaic [[email protected]] on 
behalf of Rayna West [[email protected]]
Sent: Tuesday, November 20, 2012 8:24 AM
To: [email protected]
Subject: [MOSAIC] Getting slow staters reading

I am a Reading Recovery teacher and very interested in children in Reception
class and year 1 (4/5 year olds) that do not get started with reading
despite having most phonics skills. These children usually look at the
pictures and then make up text. They obviously do not really understand what
reading is.

I have had some success with home made personal  books, games for learning
high frequency words and cut-up sentences from real books, but would be very
interested to hear if anyone else is working in this field, so we can share
experiences.

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