Air Writing
Do we give unfair words during Air Writing?
No. Please don't.
What is the difference between "decode" and "image" during the Syllable Card task?
Decode: read straight off the page!
Image: take a picture, remove the stimulus, student air writes then decodes from their visual memory.
V/V questioning should start ____ and get more ____ as you go !
Start broad and get more specific as needed.
Think about a funnel! You should start with as open-ended of a question as possible and ask more specific questions as you see fit!
During Syllable Cards;
What is the first thing you do when your kiddo reads
Fish as "foosh"
Cover stimulus and positively engage!
Can anyone demonstrate what we would do next?
When should you sign trackers, and where do you find them?
ALWAYS!! You can find them in your student's digital file :)
We have transitioned to have all trackers in the student's digital file, look there and if there isn't one let your kiddo's consultant know!
Examples of CCVCC words
- nonsense only
- work complex vowels & c rule/ g rule
-flounced
-traunge
-bloices
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How much do we assume the kiddo knows about MS words when introducing the first five pages of WB 5?
Not much!
This is a Teaching Moment! The Cl. should read the pages to the kiddo and guide them in completing the activities :)
What is the very first thing that should be asked after a student reads a sentence in SxS?
"What do those words make you picture?"
Starting with this directly stimulates a student's imagery while allowing them the opportunity to independently verbalize.
DAILY DOUBLE
Error Handling special practice words in a Decoding WB is similar to this SI task
It depends!
For workbook 1-4 the special practice words are sight words, so treat them like SWB.
For workbook 5/6 the words match the structure of the words on the page, so EH them fully!
Can you picture a sound?
No, and neither can the kids, so be intentional when you use the word picture!
Try: "What does the word say now?" " What do those letter say together?"
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These are examples of complex vowel pairs
( at least 3 )
2VGW: oa, ai, ea
Dipthongs: oi, oy, ow, ou, au, aw
Crazy r's: ar, er, ir, ur, or
When should you do the practice at the bottom of the page in the Decoding Workbooks?
When the facesheet says!
While not uncommon, check the decoding task on the facesheet! Sometimes it will ask you to complete the sentence writing portions.
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The difference between words and pictures?
Words focuses on recollection and reciting details;
Pictures focuses on imagery language and the relaying of that from student to Cl.
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A student verbalizes that they pictured a red ball during SxS, but the story said it was a green ball. After positively engaging the students response, our next step would be...
"Let's see if that matches!"
We always want to compare the stimulus to their response. This helps them climb the independence ladder!
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DAILY DOUBLE
When is the appropriate time to give a Magical Learning Moment?
At least one per hour, and for anything!
Really use these liberally and help your kiddos feel proud of the super awesome things they are accomplishing!
DAILY DOUBLE
3 Things to look for while your student is Air Writing
1. Size of letters
2. Directionality/ Letter stacking
3. Watching finger
DAILY DOUBLE
This is the correct order of steps when capturing a word on the Visual Spelling Chart
1. Analyze: Teacher writes, student marks then says and AW's.
2. Visualize: student writes and darkens part from column 1 and then says and AW's again.
3. Write: Teacher covers first two columns and student writes the word then compares.
The difference in the way structure cards are used in S x S as opposed to MS x MS
Structure cards are checked only in the first sentence of SxS and only if necessary in MS x MS
(The facesheet will specify!)
A student decodes "cape" as "cap" during Syl Cards. You properly error handle their response but on re-verbalization they make another error. After a few attempts at this word they continue to make errors. What should you do next?
Don't belabor the process, it is time to move on!
If a student continues to struggle with a particular word, it may be prudent to model the word and move on. Belaboring the process will only discourage them (and give you a headache!)
You are working with a kid on their Syllable Cards task and hit the time limit. You only did 5 out of the 20 words you were supposed to give. What do you do?
Time > Task
It is time to move on! It is vital that our kiddos get to work each step. If you find that you consistently are unable to complete the entire task with a student, let their consultant know!
Examples of complex 3 syllable words
-confloiption
-prebrawnless
-porcooply
What are the different SI exercises you can give a student in Seeing Stars?
Letter-Placement-Questions, Manipulations, Backwards
The facesheet will tell you how many SI exercises you should be giving during each task!
The correct order of steps for a Para x Para story
- WS after each felt & check key pics
- QUICK pic sum AFTER story
- whole page WS
- MI
-HOTS
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A student makes a decoding error while reading a story in their Whole Paragraph task. How do you handle it?
It depends! Check the facesheet!
The standard response is to just give them the word and move on, but for some kids that's not the case. Depending on the student, the facesheet may ask you to handle decoding errors like you would in RIC from Seeing Stars. Always check the facesheet!
You're working with a student that does NOT have a short hour during YOUR scheduled short hour, what do you do and when?
When you see this on the schedule , make sure to let either a consultant or a manager know BEFORE the hour starts. In the event you notice DURING your session, work until the :55 and let anyone mentioned above know immediately.
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