Five weeks in! A question on K

[jen1134]

We just wrapped up Week 5 and we're really enjoying MP! The kids have really amazed me with how much they are not only learning but actually retaining!

My 6 and 8 year olds (dd and ds respectively) had gaps in their phonics so I put them in MPK core this year. They just finished Week 7 of the phonics portion of the program, as the initial weeks were mostly review for them. This week, when we started the actual reading portion I began to see some problems. When we read, the kids will say a word/sound that isn't even there, as if they're guessing what the words are even though they know how to sound them out. My son is very hyper so I suspect it's an attention issue with him, but I'm not sure what's happening with my daughter who seems to be having more trouble than my son when reading. My son wrote his dictation sentences perfectly today, sounding out each word to figure out the spelling. My daughter did the same, but replaced "Sam has" with "Sam's" -- "his" and "has" seem to have thrown her for a loop when reading as well. I've done all the ear training in FSR and we review the common word cards nearly everyday. Should we keep going with lesson plans and the flashcards and give them another week or two to get this week's new words solidified or is there something else I should be doing?

[KF2000]

Re: Five weeks in! A question on K

I know the guessing phenomenon well, and it has never really fazed me. It is usually just one of the hiccups I count as a part of the learning-to-read process. I think it is actually a sign that they are beginning to know some words by heart, so they think all words should come that "instantly" - with the result being that they are guessing. Again, this is a guess on my part from having gone through it and come out on the other side several times.

When I have one who does this, I explain first of all that there is a difference between reading (saying all the sounds that are really there) and guessing (saying what you "think" the word might be.) This is not a lengthy dicussion - just enough to point out to them that what they are doing when they are guessing is not the same thing as actually reading.

Then I make them "Say the sounds...". Which means to say the letters they actually see, and then a second time through the word, make the actual sounds of the letters. This is usually enough to get them to actually figure out that particular word rather than guess at it.

But it does not stop it from happening until you do it over and over again, to reinforce to them what reading really is. Kids are sneaky, and will look for any shortcuts they can. This "guessing" thing is one of them. Diligent practice at stopping to review the process of sounding out is really important.

But the flip side of this is that some of the practice is paying off, because they can read some words easily enough for this problem to pop up! So just keep doing what you are doing, don't let them get away with the guessing, and keep plugging along.

I have found that when I turn their guessing into a ridiculous example for them, they laugh and it lightens the pressure (making it easier for me to be patient). Just a tip.

As for the other part of your question, I don't have anything helpful to offer....so I will end!

AMDG,
Sarah

[Jessica]

Re: Five weeks in! A question on K

My son did the same thing. My approach was exactly the same as Sarah's. I would say "Only say the sounds of the letters you see". He would then have to pronounce each letter, and then read the sentence from the beginning. This will pass, just be consistent. My 1st grader has no trouble with this now, after doing it a lot in K.

[Michelle T]

Re: Five weeks in! A question on K

Don't be alarmed if students sound entire words correctly then change the word when blending. Cccc aaaaa tttttttt, cap.

It usually has more to do with focus and slowing down than anything else.

Remember dictation is part of the learning (unless an assessment). When dictating I would point to errors I noticed as I walked around the class and direct their attention to the mistake and really enunciate the word dictated emphasizing the error point. Ca tttt "What sound do you hear at the end of the word catttttttttt?" Or I might say " Blend this word you wrote aloud for me." That helps them to focus on their actual letters.

This is just a step students pass on the way to becoming a reader.

Blessings,
Michelle T

[jen1134]

Re: Five weeks in! A question on K

Don't be alarmed if students sound entire words correctly then change the word when blending. Cccc aaaaa tttttttt, cap.

It usually has more to do with focus and slowing down than anything else.

Remember dictation is part of the learning (unless an assessment). When dictating I would point to errors I noticed as I walked around the class and direct their attention to the mistake and really enunciate the word dictated emphasizing the error point. Ca tttt "What sound do you hear at the end of the word catttttttttt?" Or I might say " Blend this word you wrote aloud for me." That helps them to focus on their actual letters.

This is just a step students pass on the way to becoming a reader.

Blessings,
Michelle T

Thank you to everyone for the reassurances! They did the same thing in their reading last school year so it had me concerned...if it's usually just a focus issue that makes me feel a lot better. I'll start working on it from that standpoint. Thank you for the suggestions!

[Emilylovesbooks]

Re: Five weeks in! A question on K

Thanks for asking this question because Sarah's and Jessica's responses were helpful to me, too! This is a great reminder to just be patient with the guessing my first grader has been doing quite often lately and to remind him to say the sounds.

[alihuyoung]

Re: Five weeks in! A question on K

These questions and answers were helpful to me as well. I'm over here trying to keep my eye rolls in check at all these kids guessing! Glad it isn't only my two yahoos. Deep breaths....say the sounds, say the sounds, deep breaths, say the sounds....