How have you guys approached this “scrambled words” page? I’m not sure how to present it to C in a way that won’t overwhelm him. His spelling is not at this level so I don’t know that he’ll be able to “see” the hidden words.
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Jennifer
Blog: [url]www.seekingdelectare.com[/url]
2019-2020 Plans:
DS16
MP10 Lit, MP-Holt Biology, Light to the Nations II, Spanish
MPOA: Algebra I, High School Comp II
DS15
As above, plus:
MP Greek Tragedies; no Spanish
MPOA: Fourth Form Latin
DS12: 7M subbing Sea to Shining Sea for American history
DS11: Simply Classical Level 4
DD9: 3A, with First Form Latin (long story!)
DD7/8: Simply Classical Level 3
DD 4/5: Simply Classical Level C (NT using SC for two-year PreK due to January birthday) -
We omitted scrambled words or taught these on the board.
If you opt for board work, you can write the scrambled letters spaced more widely, underline the letter that will start the new word OR bring it down to start a hangman-type set of lines on which the newly ordered letters will go.
After the word is unscrambled by working together, the student may then write the correct word in his book. -
I'd like him to try if he's having an otherwise cooperative day...I like the hangman idea. Thanks!Originally posted by cherylswope View PostJennifer
Blog: [url]www.seekingdelectare.com[/url]
2019-2020 Plans:
DS16
MP10 Lit, MP-Holt Biology, Light to the Nations II, Spanish
MPOA: Algebra I, High School Comp II
DS15
As above, plus:
MP Greek Tragedies; no Spanish
MPOA: Fourth Form Latin
DS12: 7M subbing Sea to Shining Sea for American history
DS11: Simply Classical Level 4
DD9: 3A, with First Form Latin (long story!)
DD7/8: Simply Classical Level 3
DD 4/5: Simply Classical Level C (NT using SC for two-year PreK due to January birthday)Comment
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The main idea for the scrambled letters activity is to enhance seeing words as built up of phonetic "chunks" . This is why the blends and teams are never separated though they are out of order. This activity should be worked together and as Cheryl said use that white board to give the scrambled version more space to help! You might consider working every other one as your student watches. Use a lot of modeling in which you are voicing your thought process as you work out the descrambling.Comment
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Ugh. I never even noticed that the blends and such were still together. Guess we all know where my kids get their challenges...
Jennifer
Blog: [url]www.seekingdelectare.com[/url]
2019-2020 Plans:
DS16
MP10 Lit, MP-Holt Biology, Light to the Nations II, Spanish
MPOA: Algebra I, High School Comp II
DS15
As above, plus:
MP Greek Tragedies; no Spanish
MPOA: Fourth Form Latin
DS12: 7M subbing Sea to Shining Sea for American history
DS11: Simply Classical Level 4
DD9: 3A, with First Form Latin (long story!)
DD7/8: Simply Classical Level 3
DD 4/5: Simply Classical Level C (NT using SC for two-year PreK due to January birthday)Comment
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Jen,
Oh my! I didn't even look at the subject line of this post! I assumed you were referring to the exercises used in association with TS lessons. Which DO keep the blends together. For the page you are discussing in Core Skills - my advice changes a bit. Those are hard and both Michael and I were stumped on some and had to look in the answers. So- definitely work on these together. As I said before the exercise is worthwhile because it is training students to look at all aspects of a word. However I would list these on a board putting the blends and teams together and follow my previous advice of modelling every other one while voicing your thought process. Again, the exercise is a worthwhile one but one that needs to be at the elbow!
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