My inquiry question: how can an integrated approach to reading and writing impact learners decoding and reading fluency?
The students have done really well in the last 2 terms. They have been successful in learning strategies to help work out unknown words. Learning the correct sounds of alphabet letters was vital. When the students learned the sounds and correct letter names, we continued with blending sounds by repetition before reading. The success of this is the reading support from Helen and the Quick 60 program run by Irene. Having a process and daily routines for reading and writing preparation helped the student focus and be ready. Giving students the tools and resources continue to help and encourage them to keep learning after they have read with the teacher. Sharisse and I made our own EEs and resources that would help the students continue practising what they had been learning from the morning's lesson.
The video shows just a few of the activities the students can do after reading. They don't do EEs at this stage. The video shows 2 students reading: the day's focus was to fix our own mistakes when reading doesn't sound right or look right.
My site page has Quizlet, which is a word program the students have access to from Helen. Hands-on activity which has a link to the activity they can do after reading with the teacher and Reading eggs. The Essential word list is also featured on the site as a reminder to learn these words at school and at home.
I'm absolutely proud of all the students. I have worked them extremely hard in the last 2 terms and they continue to make small steps with every reading session.
From one of the students: " We're reading blue books, I've never read the blue books before I'm super excited!"
