My pupil is so slow with the reading during the lesson. How can I speed her up?

1. Before the final probe, take an extra minute in the lesson to practise reading it quickly, just working on one line only. Cover all but one line (any line) of the probe with a piece of paper and say to the child "I am going to read the probe as fast as I can - watch me" and then read it quickly to model to the child how you want it to be. Then say "Now it's your turn to read the line as fast as you can." After the child reads it, praise, then model reading it quickly again. Take turns reading the one line again and again, each time pushing for it to be read quicker than before and giving encouraging comments as the child reads - 'That's it, go fast" Go quick" You can do it". You can time each line and jot the timing down so the child can try to beat their previous score and see instant progress.

With each line the child should get quicker. After 5 or so goes, then say "Now lets do the whole probe" and end the lesson with the probe as normal.

If the child does not speed up when reading the one line, cover the last two words of the line and model reading quickly just the first 3 words again and again, taking turns. Once the child can do that quickly, move onto the whole line.

Another tip, is to quietly read alongside the child when it is their turn so they have to 'keep up' with you. Read just slightly faster than them so it is achievable.

2. During the word card games, focus on speed. For eg, after reading the words on the ladder, ask the child to quickly just read the words again but faster. And again. Take any opportunity in the games to repeat the reading quickly. If the child can't do this, you do it first as a model then ask the child to do it after you and try to be as fast.

3. At all times praise for speed and put urgency into your tone when encouraging during the speed activities.

I have a student who has a slower learning process but at the same time is making slow and steady progress. Could you please tell me what an appropriate time would be for a slower learner.

For slower learners, these times can really vary and it all depends on the individual so I can't give a set time sorry. What I can suggest is that if you do need to adjust the time, look at the lowest times he reaches when he does easy probes, and use those times as in indication of what the expectation should be for new probes to show he has achieved mastery. I wouldn't change the error rate though.

I have a pupil who makes lots of errors. How can I get him to look more carefully?

1. When teaching todays word, reduce the pack of cards down to just today's word and one other that you know the child knows well so he is only having to compare the two words. Have three copies of each of the two word cards so he is not dealing with only two cards. Tell him you want him to read each word card correctly and work at a slower pace than usual so that he has time for careful monitoring. Once he can read the two words on the cards again and again without error, put in another previously taught word. Build up the number of word cards, one previoulsy taught word at a time, only adding them back when each time he reads them all correctly.

2. Before the final probe, take an extra minute to practise reading it accurately, just working on one line only. Cover all but one line (any line) of the probe with a piece of paper and say to the child "I am going to read the probe as carefully as I can - watch me and tell me at the end if  I made any errors " and then read it correctly. Ask the child "Did I read that correctly?" Then say "Now it's your turn to read a line correctly too." Choose a different line for him to read, covering the rest of the probe with paper so he is only looking at that one line. After the child reads it, ask him "Did you read the line correctly?" and give feedback, praising if he made a mistake and self corrected. You read another line and ask the child to check your reading as you do it in case you make an error. You read and the child monitors you. Occasionally put in an error to see if he notices. Then it is her turn to read a line. Ensure you do not read the same line as some children will just memorise it.

After 5 or so goes, then say "Now lets do the whole probe and I want you to read it just as carefully as you did with reading only one line " and end the lesson with the probe as normal.

If the child does not read accurately when reading the one line, cover the last two words of the line and model reading accurately just the first 3 words. Then it is the childs turn with just three words in a different line. Once the child can do that accurately, move onto the whole line.

3. Praise for accurate reading: "You read everything right", "I like how you are checking your reading so carefully", "You're great at getting each word correct".

I find although the word is learned in the Early Words lesson, some children don't always recognise it when they see it in their reading books. How can I help them transfer?

Make explicit the expectation of transfer at reading time. For eg, after doing the book introduction, say to the child there is a word in the book that he knows. Show the word on the Early Words card (which he has had before in the Early Words lesson and so is familiar with it) and ask him to read it. Open the book at a page where the word is in the text. Ask him to look at the card and point to the same word in the book. Do this a few times with other pages, reminding him throughout that this is a word he knows. Have the card beside him when he starts the actual reading and if he does get stuck on the word, remind him that this is a word he knows and if he still doesn't get it, ask him to read the word on the word card. Then ask him if the word he is stuck on in the book could be the same word? This is very explicit teaching of transfer but some children do not realise that the word they can read in one context is the same word in another setting. For these learners, explicit teaching of transfer from word to text level is required. I would also modeled this at Shared Reading so the children see you checking the word card with the word in the story and realising it is the same.

How do I adapt Early Words for a learner who cannot verbalise words clearly and who has problems writing?

I don't think the fact your pupil cannot verbalise the intiital sound of the word is a problem in terms of his reading if the approximation he gives for the word is always the same. For example if he always says 'da' for 'the' then he does know the word. If he can't write the words in the writing worksheets, he can point at the word that needs to be written and you can write it for him. He checks you have done it right and then he reads the sentence as per the programme.

Some children get confused between words such as 'the' and 'here'. How can I help them?

For the child who is finding it hard to visually differentiate between 'the' and 'here' (and let's face it - 'here' is always one of the harder words to learn anyway) make sure she knows 'the' really well first. Once she knows 'the' and always recognises it, tell her you are going to trick her and put in some other word cards to see if she can tell the difference. Do this frequently so she becomes used to monitoring her reading of 'the' very carefully. Once she can do this, when you come to teach 'here', repeat the process but do not put the 'the' in the pack of cards to compare it with until she can read 'here' no problem when mixed with other word cards. Once she has achieved that, then add 'the' and expect her to take some time to monitor but remind her she is able to read each of these words, she just needs to be a careful checker.

Is Early Words suitable for a child with learning difficulties?

Early Words being a very structured sequential programme is usually very helpful for learners with difficulties. Progress might be very slow and stop start but over time you should be able to see the progression. Some adaptions of the lesson may be necessary (for eg giving longer to read the probe) so that the child can successfully particpate in the lessons.

My pupil doesn't like the word being written on her hand - I don't want her to be embarrassed in front of her peers but not sure what is the best way around it?

If she doesn't want it written on her hand, I would go with that. You can
always give her a word card to put in her pocket to look at when she has a
quiet minute, or your pocket to 'flash' her when you see her (maybe do that
not in front of the other children if that is the problem.) Or ask her if she is ok with writing it on the inside of her hand where no one can see. Let her
guide you - the main thing is that she revises but that can be in any format
that she is comfortable with.

Is it best to have two sets of the Early Words cards?

I usually do - 1 set for the child to take home and one for me to have to
hand when she works with me. This is good in case she forgets to bring her
cards to school or if we want to play match or snap.

Do you use doubles or tripes of the word cards? e.g. have 2 or 3 of mum cards and 2 or 3 of the child's name then eliminate the doubles later?
Yes, that is exactly what I do. In this way you are not just  working with two cards and it is easier to play the card games.

Where can I get a timer from for timing the probe?

Try Every Educaid. Here is a link to the page on their website which sells them: http://www.everyeducaid.co.nz/index.cfm/Maths/Maths_.html?groupid=335

send your questions to yolanda@phonicstraining.co.nz