To: pjm

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Home : 2004 : November : 20

To: pjm
By New to Resource

To pjm:

Thanks for your feedback. I'm pretty certain that the reading text is SRA. So perhaps somewhere in the room I might find SRA spelling book. I will look this Monday. In the meantime, I'm not giving them those
high-frequency words to spell. I think for the time being, I will concentrate on words that have a definite word pattern. And show them that rhyming words "usually" are spelled the same. (I just can't think of the correct terminology at the moment.) Hope I am clear aoubt my plans.

Also, if you don't mind I would like to ask your advice about reading. Like I previously stated,

I will use the SRA reading series. I don't know what edition. I don't think it matters. Anyway.... If I follow the teacher's guide, I am to call on students to read one or two paragraphs and ask comprehension questions that correspond with that particular section of text. Now, imagine, students who struggle with fluency, reading to each other. Nine times out of ten they cannot answer these literal questions because it was too hard to follow the person who read aloud.

I thought that I might try to read the story to them first (It's only two pages long) stop and check for their understanding now and then, and then have them read it round robin. I am not too hot on round robin, but I won't go into my philosophy.

I might be the UNcertified resource teacher for the rest of this year. There is talk of this happening. I know I will most likely be at this long-term sub position until the end of Jan. '05. So I must modify the methods previously used or else I would lose my sanity.

Any feedback would be GREATLY apprecited.

New to Resource (again, I have a multiple subjects credential, but I have no credential in special ed.)