Teaching a 1st Grader

[olletsoceimaj]

Hi,

I'm currently teaching a first grader. She is having a very difficult time writing her phonograms. It is very hard to even get her through 5 phonograms during WPR. She has learned the first 45 phonograms very well during OPR. So I have stalled at Academic week 3 in the Teacher's guide. Should I move on and teach dictation of spelling words or wait until she is more comfortable with writing? Also should I move on with teaching other phonograms?

Thanks

Jamie

[GApeetz]

This is a good question, especially as it applies to "keeping up" with the Academic Days in the Teacher's Guide. I have often felt overwhelmed with all the objectives for "one" day. Sometimes I have accomplished the spelling objectives but not the writing or reading objectives. Then I feel like I should go back and try to catch up with the other objectives...

Any suggestions?

[Betty]

The first 26 phonograms (a-z) are taught along with handwriting. All of the other phonograms are made up of 2 or more of those letters. Phonogram introduction with handwriting begins with the spelling objectives 3- 11 beginning on days 1-5 and continues until all 26 phonograms have been introduced.

Be sure to model the six features (The Writing Road to Reading, page 18). It might be wise to go back and model the formation of each letter using the dialogue on pages 19-26. Because she knows the sounds already, it should only take a day or two. Is your student having diffiiculty writng or is she uncertain as to how to form the letters?

You want to always follow an oral phonogram review with a written phonogram review. Follow the procedures on page 39 for OPR and pages 41-42 for WPR. Once a routine is established, each review should take no more than 5-8 minutes each.

Your student has to be able to write the phonograms before she can write spelling words, because words are made up of individual sounds (phonograms).

Always model the objective at first before coaching her with the objective. Sometimes she may need more than one model whether it is in the spelling, writing, or reading lesson.

Betty Henson
Assistant Director
Research and Curriculum