| When I start teach reading I plan my lesson around a | | | | older student. |
| couple of phonics sounds and just let it build from | | | | As has been said before 'If you want to learn a topic |
| there. When I use groups in the classroom I try and | | | | then teach it.' |
| arrange it so there is at least one good reader in | | | | When I first start teaching reading I pick some |
| each group and they can help the other students. | | | | phonic sounds from the list, make up a word with |
| Usually when the students start to learn to read they | | | | sandpaper letters that contains the phonics sound. |
| are all at different levels, so it is very difficult to use | | | | Then I get the students to trace the word in the |
| the one size fits all model that most schools like to | | | | sandpaper letters while saying it out loud. |
| use. Also I like the Montessori approach to learning to | | | | After they can all say the word I find another word |
| read as the students are grouped in different ages | | | | with the same phonic sound and start the process |
| groups: like 3 - 6 and 6 - 9 year olds all grouped | | | | again. For example cat, hat, mat and bat. After I |
| together. | | | | have been through all the words I put the letters |
| Montessori used sandpaper letters and these help to | | | | they know on the floor and ask them to make up |
| cement the words in the child's mind. With the | | | | the word I say. I say 'cat ' and then see what |
| different age groups the older students teach the | | | | happens. Kids love playing so let them. |
| younger ones and this really helps plant reading in the | | | | |