January 4, 2025 • 24 mins
TD Flenaugh discusses structured literacy, emphasizing its effectiveness in teaching 95% of students to read. The podcast aims to support parents and teachers in improving literacy skills. The lesson plan, divided into two 30-minute sessions, focuses on the short "o" sound using CVC and CVCC words. Activities include word work, word sorting, and reading connected text. Key strategies involve sounding out words, using cards, and hands-on activities. The importance of sight words and high-frequency words is highlighted, with a recommendation to introduce 3-5 per week.
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Episode Transcript
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TD Flenaugh (00:00):
Thank you so much for joining the Falling for
(00:04):
Learning Podcast today, we aregetting into it right. This is
our structured literacy parttwo. So as I stated before, this
structured literacy is connectedto the science of reading and
when you use this approach, 95%of students are going to be able
(00:27):
to read.
Hi. Thank you so much forjoining the Falling for Learning
Podcast. We have this podcast tohelp parents and caregivers with
having the resources, strategiesand tools needed to make sure
that their children are on trackfor learning and to stay on
track for success.
(00:51):
I do want to be very clear thatthere are kids who can learn how
to read without this, right?
Some of you out there don't knowhow your kids learn how to read.
You may know already how to readand don't remember how you
learned, and that is fine, butwe're talking about there are
some students, and we have apreponderance of kids, a lot of
(01:13):
kids lately, that do not havethe literacy skills right for
their grade level, they're farbelow grade level and
performance and reading. Andthis video was created to help
support those of you who are athome, those of you who are
teachers at whatever level, andwho are very who are having a
(01:33):
lot of struggles teaching kidshow to read. So we already did
the part one. So this is thepart two, and if you're thinking
about teaching this as a lesson,it is about 30 minutes together.
Part one is about 30 minutes ifyou're teaching a lesson, and
then this part two is about 30minutes. So this is how it is
(01:55):
done. I'm using a differentcamera today. Let's see how it
goes. But anyway, here we go.
Alright. So this dark part twostarts with actually doing some
(02:16):
word work. So our first lesson,part of the lesson, we worked on
the short o sounds, and nowwe're going to be working on the
same sound, but now we're goingto be working on word work with
those same sounds, because thisis beginning reading, we're
(02:37):
going to be using Three letterand four letter words. So that
is the CVC or consonant, vowelconsonant, and or the consonant,
vowel consonant, consonant orconsonant, consonant, vowel
consonant, and we'll tell you,we'll show exactly what we're
(02:59):
talking about. So go ahead andbegin with the word like lot.
Okay, so here's the word lot,and then we are going to, are
going to have kids reading thosewords and having a list of those
words that they're reading.
Okay, so there's lot. And again,that is, we're going to add an S
(03:21):
to the beginning of this word,so now we have
slot and again, your childrenmay need to sound out each one
of these words several times.
And again, be patient. If that'swhat they need, let's give it to
(03:41):
them. Okay, all right. So next,we are going to remove the s and
put it at the end from the frontto the end. So now we have
slots, and again, if you need touse that strategy of stretching
(04:02):
out the vowel, please do so lotsand then at this sound at the
end. So, very important, veryimportant that you get this
right. All right. So, and thenwe're going to switch around the
T and the s and we have, ah,lost, okay, so our word work is
(04:27):
building words from what wealready have, right? We're just
switching around some letters,taking some letters away, and
helping them to blend the wordsagain, helping them to
understand some commonalities inthe sounds and the spellings.
And we're also reviewing thosesound spellings over and over
(04:48):
again, right? Lots, lots slotas. Lost, lost good. So there
you go. I lost my marker, and Idon't even see the top. So we'll
do what that lay that okay. Sothere we go, word work. So word
(05:11):
work reviews the wordspreviously. So word work just
has to do with the list. So thisis just a list. And then there's
another type of word work whereyou're dealing with another
aspect of it, which is wordsorting. So we'll go ahead and
(05:34):
do a word sort. So next we'regoing to think about words with
and so we're going to firstthink about words with Just
three letters, and this one hasfour letters. So this is word
(06:00):
work as well, but now we'resorting the words, and this is
another way of reading the wordsand reviewing it. So now we have
which one of these words justhas three, okay, so we're gonna
write lot. Okay. Now we haveother words that have four
(06:23):
letters. So how does this go?
Which one slot? Okay. Now wehave words with four letters
lots. We have another one lost.
So now sorting these words againhelps the kids to deal with
(06:47):
this. Now, of course, becauseI'm showing you like this, this
is me doing the work. You couldhave kids come up and write the
words individually underneaththe right category. You also
could use cards. So here we havecards. I have the word slop, and
you could go ahead and take onthe word slop in that area. So
(07:08):
that's a way that you could doit as well. So giving the kids
the words and taping the wordsup is another strategy for
helping them to get into a wayof working with the word so
they're not just sitting andwatching you do this. Okay, so
you could have the word slop,and then you again, will get
(07:31):
another word from them. So I'mgoing to write down again,
having a post it note orsomething is a little more
convenient, but depends on howyou want to do it. You also
could have individual lettersthat they're forming or even
writing on a whiteboard or apiece of paper while you're
doing this up here. But again,you want them really doing work,
(07:53):
not just watching you do work.
So here's a lop. Lop is like tocut off, right? You could just
tell them quickly. And then wehave this other word, Salat. So
we'll put it here again. You canpost it right up here, and you
(08:16):
have lots of words, and then youwant to practice reading those
words lot. Lop slot, lots lost,slop slot. So again, don't be
surprised if they do need yourhelp sounding out these words.
Even though you read themtogether, you may need help
(08:38):
sounding them out. So veryimportant make sure that you
take that time and be patient ifthey need to sound out each one
of these words again. But asthey do this more, they'll get
better and better at it. Even asyou're adding new skills and new
letters and new sound letters towhat they're doing, you will see
(09:01):
an improvement. And again, we'refocused in on the short o sound.
So again, you are showing themthat you're working on that
short o sound, and they'reworking on it over and over
again in multiple ways, so thatthey will be getting it. And
again, be very careful thatyou're not up here just doing
(09:21):
all the work, that you areremoving your voice, that you're
giving them opportunity to comeup they're either writing it
themselves. They're eithertaking cards where the words are
written and posting it up herefor you, or, you know, so
different ways to make sure thatthey're involved in the process.
I'm going step by step, showingit to you, but these are ways
(09:43):
that you need to consider aboutgetting kids involved, because
they will get bored justwatching you. Okay, so now that
we have our word sort right,this is our word work as well.
This is. Is the word sort,right?
(10:07):
This is the word work, and thishas to do with list, reading the
list of words, okay, andblending those words, if they
need to. But, you know, gettinginto the list of the words,
reading words together, our nextstep is really thinking about
irregular words. So irregularwords
(10:37):
come in the form of either sightwords or into high frequency
words. So I'm going to writesight words and
I'm going to write highfrequency words.
(11:02):
Okay, so sight words and highfrequency words are words that
occur in reading and text a lotof the time, right? Very high
percentage of words are sightwords or high frequency words.
Sight words are words basicallyyou need to memorize, because
they do not fall into the rules.
So the sight words often breakthe rules. Words like are and
(11:27):
the are high frequency. Wordsare sight words, they don't
follow the rules. Words that dofollow the rules, but you see a
lot, and they just should bereally familiar with it, are
words like is also were uh,words like most, most does not
(11:55):
follow the rules. It has a longO here, right? So that's not a
that's not a sight word. It doesfollow the rules. It may be not
words that they've learned yet,right? Because these are all
short o sounds, but most is asight word or a high frequency
words, and they can be usedinterchangeably. But I just want
(12:18):
to point out that some rule someirregular words don't follow the
rules, and they come in the formof the sight words and the high
frequency words. You see themoften. All over the United
States, 75% of children don'tknow how to write well. Add that
to the fact that so many peopleout there are trying to silence
(12:43):
the voices of those who havebeen oppressed and trying to
prevent them from telling theirstory. Who's going to tell your
story if your child doesn't knowhow to write? Well, I have two
books to address this issue, therewrite method and the rewrite
method workbook pretend to makesure that parents know what to
do, that educators know what todo to get their children to
(13:04):
write better and just not writebetter, but love to write. Make
sure that your next generationcould tell their story and they
won't be silenced. Go tofallingfor learning.com today to
purchase your sex. Now, as theyget older, they're going to be
more irregular words that youknow, and we will talk about the
(13:28):
different forms, but I'm talkingright now about the sight words
and the high frequency wordsthat don't really fit into what
they usually are reading as theyare at this level where they're
just doing short vowel sounds,okay? And again, depending on
their age, you're going to bebuilding on what they already
(13:51):
know. They might just start withthe word the and then later on,
you're introducing the word are,were. And the way you introduce
it is you're saying this wordsays R, and it's spelled a R, E.
Now we want to say that A Rmakes the R sound right r, and
then the e is silent. So youjust show them that the way the
(14:14):
words are going to be done. I'mgoing to do a separate video,
just showing these words and howwe're doing it. But there are
different types of irregularwords that don't fit into sight
words or high frequency words,but I will be showing it to you
right little. There's differentstages of it. There's also,
(14:36):
again, were I skipped over the,the, uh, the, so this would
usually say the e sound or the ssound. It doesn't say either
one, right? So they need to makean adjustment for that. But TD
says the, the. The then werewhat er, er, er says, er, and
(15:02):
the e is silent, so showing thema little bit about the rules
that they'll be learning lateron, but also getting into the
details about how to attackthese words, giving them
strategies for sounding outthese sight words and high
frequency words. You don't wantto give them a bunch. You want
(15:26):
to introduce a couple everytime, and eventually they'll
have 3040, 5060, or more. Again,high frequency words and sight
words, irregular words, again,are just a little piece of this.
They don't fit in all of it, andwe will be teaching that in
(15:47):
other videos. Okay, so our verylast part of the structured
literacy approach is connectedtext. Now, of course, we've been
reading list of words. We'vebeen reading individual words.
But the part is, we need to getthem to reading texts, and I'm
going to give you many, manyresources for creating text that
(16:10):
are based on the words. Now I'mgoing to do this, and I'm going
to kind of make it up on thefly, and you'll see that they're
connected, and we're going touse some of the high frequency
words at the same time. So thepoint again, of reading these
individual words is for them tobe able to read phrases and text
(16:32):
stories, eventually being ableto get to the point where they
could read whatever comes infront of them, whatever text is
in front of them, and present itto them, they will be able to
read it. So that's the goal,right? And so we need to have
them practice reading connectedtext. I don't know if you hear
(16:56):
movement around, but you know, Ilive in a family, and there's
lots of people around moving andgrooving and so hopefully you
have your family moving andgrooving around you as well. So
connected text, okay,one of the sight words also that
I'm going to add here is theword I, or high frequency word,
(17:19):
I'm going to put I, because I,of course, is a word they're
going to see a lot, and it'sgoing to be one of my first
words in the connected text. I'malso going to add the word have,
okay, I have lots and anotherone sight word of okay, of, so
(17:46):
both sounds don't make thisdon't make the original sound
that they usually make. Itdoesn't say off. It says, uh,
the so very different than whatyou would have learned. So you
need to know this word is veryirregular. It doesn't follow
rules. I have lots of slop, soit's gonna be silly. I have lots
(18:16):
of slop. So slop, of course,could be like food, or it could
be junk, or, you know, like thathas lots of meanings, as we know
it could be like, really somenasty stuff, right? But we're
just gonna say slop, like,messed up food, or something
like that, right? I have lots ofslop. I lost my Oh, here's
(18:42):
another wiredog. I again, we could have it
will there's another sight word,not I. Uh,
(19:25):
stop. Again, doesn't really findit makes sense. But again, I'm
using lots of short old wordsand some high frequency words. I
have lots of slap I lost my dog.
It will not stop. Now, won'tWell, what is it that won't
stop? The dog won't stop. I'msaying it instead of he or she
(19:45):
because I don't want to doanother sight word. Now, these
are connected text, right? Thisis 123, sentences. They're
really silly. Um. Yeah, butthat's the point, right, that
they are it's connected text.
You're controlling what word youput in there. Of course I could
(20:07):
say I have lots of food. I lostmy German Shepherd. He is not
stopping when I tell him to comeor something. You know, you
could have put lots of extrawords in here, but with
(20:28):
connected text, you're reallycontrolling the words that you
put in so that you can see theprogression from reading
individual words, you know,noticing similarities and
differences as you're readingthese words, doing a word sort
then looking at those sightwords and high frequency words
(20:48):
and how they connect meaning totext, right? And then you get
into sentences. So again, theseare the stages of the structured
literacy lesson, and there'slots of programs out there that
already put it all together foryou. I really felt like it's
(21:10):
important. And you know, if Iknow, if you're finding the
value, please press that likeand subscribe button so that you
can stay in the know and get itthe breakdowns, okay, but you
know, making sure that you knowthese different stages of the
structured literacy approach isso important, so that you are
(21:31):
helping your kid with theirreading, and it doesn't matter
their age, they're going tobenefit from having this type of
reading, controlled structure asthey're learning how to read.
And again, you are taking themthrough reading these words. You
can have it printed out, andthere's lots of resources that
(21:52):
you will see in the commentsection, in the in the show
notes, so that you could haveall the information you need to
take your child step by stepthrough the process of
understanding how to read andhow you really take them through
a thorough and engaging processof helping them to learn. For
(22:15):
example, in this case, the shorto sound, okay. So again, this is
part of the structured literacystructure. This is number five.
This is five A, this is 5bRight? Because you have the word
sort and then you have the listof words, okay, that you are
(22:37):
building on the words based onand they also would call this
chaining. Different people callthe same thing different things.
So they call this chaining.
Sometimes you're adding onsounds. I've also switched
around some sounds, so I'm justcalling it word work, but it
takes different forms. Thenthere are the irregular words
which have a huge umbrella,right? But under this umbrella,
(23:00):
specifically, we're talkingabout sight words and high
frequency words that they arelearning out of order, right?
Because they're all of whenyou're getting the letters, when
you're getting into connectedtext, you cannot control for all
of the short o sounds. So youput in some high frequency words
so that you could have asentence that might be silly,
(23:23):
but ultimately makes sense toget to reading words. You do
need to have these highfrequency words so they can
understand the words, okay, theycan understand what they're
reading, but you can make somesentences that make sense, okay?
And I added a couple more. Andagain, you want to control how
(23:43):
many you teach. It should beabout three to five a week, as
you're going through this withthem. And again, the resources
are in the show notes as todifferent programs that are
recommended, that have astructured literacy approach and
that teach kids what they need.
(24:04):
Okay, so with that, we're goingto go ahead and end the show and
please do something today thatyour future adult children would
thank you for. Thank you so muchagain for joining the Falling
for Learning Podcast.
Thanks again for supporting theFalling for Learning Podcast.
New Episodes go live everySaturday at 5pm you can watch us
(24:28):
on youtube.com, at falling forlearning or listen on all major
podcast platforms, such asApple, Google, Audible, Spotify
and much more for moreresources, visit falling in love
with learning.com we reallyappreciate you. Have a wonderful
(24:49):
week.
Thank you so much for joining the Falling for
(00:04):
Learning Podcast today, we aregetting into it right. This is
our structured literacy parttwo. So as I stated before, this
structured literacy is connectedto the science of reading and
when you use this approach, 95%of students are going to be able
(00:27):
to read.
Hi. Thank you so much forjoining the Falling for Learning
Podcast. We have this podcast tohelp parents and caregivers with
having the resources, strategiesand tools needed to make sure
that their children are on trackfor learning and to stay on
track for success.
(00:51):
I do want to be very clear thatthere are kids who can learn how
to read without this, right?
Some of you out there don't knowhow your kids learn how to read.
You may know already how to readand don't remember how you
learned, and that is fine, butwe're talking about there are
some students, and we have apreponderance of kids, a lot of
(01:13):
kids lately, that do not havethe literacy skills right for
their grade level, they're farbelow grade level and
performance and reading. Andthis video was created to help
support those of you who are athome, those of you who are
teachers at whatever level, andwho are very who are having a
(01:33):
lot of struggles teaching kidshow to read. So we already did
the part one. So this is thepart two, and if you're thinking
about teaching this as a lesson,it is about 30 minutes together.
Part one is about 30 minutes ifyou're teaching a lesson, and
then this part two is about 30minutes. So this is how it is
(01:55):
done. I'm using a differentcamera today. Let's see how it
goes. But anyway, here we go.
Alright. So this dark part twostarts with actually doing some
(02:16):
word work. So our first lesson,part of the lesson, we worked on
the short o sounds, and nowwe're going to be working on the
same sound, but now we're goingto be working on word work with
those same sounds, because thisis beginning reading, we're
(02:37):
going to be using Three letterand four letter words. So that
is the CVC or consonant, vowelconsonant, and or the consonant,
vowel consonant, consonant orconsonant, consonant, vowel
consonant, and we'll tell you,we'll show exactly what we're
(02:59):
talking about. So go ahead andbegin with the word like lot.
Okay, so here's the word lot,and then we are going to, are
going to have kids reading thosewords and having a list of those
words that they're reading.
Okay, so there's lot. And again,that is, we're going to add an S
(03:21):
to the beginning of this word,so now we have
slot and again, your childrenmay need to sound out each one
of these words several times.
And again, be patient. If that'swhat they need, let's give it to
(03:41):
them. Okay, all right. So next,we are going to remove the s and
put it at the end from the frontto the end. So now we have
slots, and again, if you need touse that strategy of stretching
(04:02):
out the vowel, please do so lotsand then at this sound at the
end. So, very important, veryimportant that you get this
right. All right. So, and thenwe're going to switch around the
T and the s and we have, ah,lost, okay, so our word work is
(04:27):
building words from what wealready have, right? We're just
switching around some letters,taking some letters away, and
helping them to blend the wordsagain, helping them to
understand some commonalities inthe sounds and the spellings.
And we're also reviewing thosesound spellings over and over
(04:48):
again, right? Lots, lots slotas. Lost, lost good. So there
you go. I lost my marker, and Idon't even see the top. So we'll
do what that lay that okay. Sothere we go, word work. So word
(05:11):
work reviews the wordspreviously. So word work just
has to do with the list. So thisis just a list. And then there's
another type of word work whereyou're dealing with another
aspect of it, which is wordsorting. So we'll go ahead and
(05:34):
do a word sort. So next we'regoing to think about words with
and so we're going to firstthink about words with Just
three letters, and this one hasfour letters. So this is word
(06:00):
work as well, but now we'resorting the words, and this is
another way of reading the wordsand reviewing it. So now we have
which one of these words justhas three, okay, so we're gonna
write lot. Okay. Now we haveother words that have four
(06:23):
letters. So how does this go?
Which one slot? Okay. Now wehave words with four letters
lots. We have another one lost.
So now sorting these words againhelps the kids to deal with
(06:47):
this. Now, of course, becauseI'm showing you like this, this
is me doing the work. You couldhave kids come up and write the
words individually underneaththe right category. You also
could use cards. So here we havecards. I have the word slop, and
you could go ahead and take onthe word slop in that area. So
(07:08):
that's a way that you could doit as well. So giving the kids
the words and taping the wordsup is another strategy for
helping them to get into a wayof working with the word so
they're not just sitting andwatching you do this. Okay, so
you could have the word slop,and then you again, will get
(07:31):
another word from them. So I'mgoing to write down again,
having a post it note orsomething is a little more
convenient, but depends on howyou want to do it. You also
could have individual lettersthat they're forming or even
writing on a whiteboard or apiece of paper while you're
doing this up here. But again,you want them really doing work,
(07:53):
not just watching you do work.
So here's a lop. Lop is like tocut off, right? You could just
tell them quickly. And then wehave this other word, Salat. So
we'll put it here again. You canpost it right up here, and you
(08:16):
have lots of words, and then youwant to practice reading those
words lot. Lop slot, lots lost,slop slot. So again, don't be
surprised if they do need yourhelp sounding out these words.
Even though you read themtogether, you may need help
(08:38):
sounding them out. So veryimportant make sure that you
take that time and be patient ifthey need to sound out each one
of these words again. But asthey do this more, they'll get
better and better at it. Even asyou're adding new skills and new
letters and new sound letters towhat they're doing, you will see
(09:01):
an improvement. And again, we'refocused in on the short o sound.
So again, you are showing themthat you're working on that
short o sound, and they'reworking on it over and over
again in multiple ways, so thatthey will be getting it. And
again, be very careful thatyou're not up here just doing
(09:21):
all the work, that you areremoving your voice, that you're
giving them opportunity to comeup they're either writing it
themselves. They're eithertaking cards where the words are
written and posting it up herefor you, or, you know, so
different ways to make sure thatthey're involved in the process.
I'm going step by step, showingit to you, but these are ways
(09:43):
that you need to consider aboutgetting kids involved, because
they will get bored justwatching you. Okay, so now that
we have our word sort right,this is our word work as well.
This is. Is the word sort,right?
(10:07):
This is the word work, and thishas to do with list, reading the
list of words, okay, andblending those words, if they
need to. But, you know, gettinginto the list of the words,
reading words together, our nextstep is really thinking about
irregular words. So irregularwords
(10:37):
come in the form of either sightwords or into high frequency
words. So I'm going to writesight words and
I'm going to write highfrequency words.
(11:02):
Okay, so sight words and highfrequency words are words that
occur in reading and text a lotof the time, right? Very high
percentage of words are sightwords or high frequency words.
Sight words are words basicallyyou need to memorize, because
they do not fall into the rules.
So the sight words often breakthe rules. Words like are and
(11:27):
the are high frequency. Wordsare sight words, they don't
follow the rules. Words that dofollow the rules, but you see a
lot, and they just should bereally familiar with it, are
words like is also were uh,words like most, most does not
(11:55):
follow the rules. It has a longO here, right? So that's not a
that's not a sight word. It doesfollow the rules. It may be not
words that they've learned yet,right? Because these are all
short o sounds, but most is asight word or a high frequency
words, and they can be usedinterchangeably. But I just want
(12:18):
to point out that some rule someirregular words don't follow the
rules, and they come in the formof the sight words and the high
frequency words. You see themoften. All over the United
States, 75% of children don'tknow how to write well. Add that
to the fact that so many peopleout there are trying to silence
(12:43):
the voices of those who havebeen oppressed and trying to
prevent them from telling theirstory. Who's going to tell your
story if your child doesn't knowhow to write? Well, I have two
books to address this issue, therewrite method and the rewrite
method workbook pretend to makesure that parents know what to
do, that educators know what todo to get their children to
(13:04):
write better and just not writebetter, but love to write. Make
sure that your next generationcould tell their story and they
won't be silenced. Go tofallingfor learning.com today to
purchase your sex. Now, as theyget older, they're going to be
more irregular words that youknow, and we will talk about the
(13:28):
different forms, but I'm talkingright now about the sight words
and the high frequency wordsthat don't really fit into what
they usually are reading as theyare at this level where they're
just doing short vowel sounds,okay? And again, depending on
their age, you're going to bebuilding on what they already
(13:51):
know. They might just start withthe word the and then later on,
you're introducing the word are,were. And the way you introduce
it is you're saying this wordsays R, and it's spelled a R, E.
Now we want to say that A Rmakes the R sound right r, and
then the e is silent. So youjust show them that the way the
(14:14):
words are going to be done. I'mgoing to do a separate video,
just showing these words and howwe're doing it. But there are
different types of irregularwords that don't fit into sight
words or high frequency words,but I will be showing it to you
right little. There's differentstages of it. There's also,
(14:36):
again, were I skipped over the,the, uh, the, so this would
usually say the e sound or the ssound. It doesn't say either
one, right? So they need to makean adjustment for that. But TD
says the, the. The then werewhat er, er, er says, er, and
(15:02):
the e is silent, so showing thema little bit about the rules
that they'll be learning lateron, but also getting into the
details about how to attackthese words, giving them
strategies for sounding outthese sight words and high
frequency words. You don't wantto give them a bunch. You want
(15:26):
to introduce a couple everytime, and eventually they'll
have 3040, 5060, or more. Again,high frequency words and sight
words, irregular words, again,are just a little piece of this.
They don't fit in all of it, andwe will be teaching that in
(15:47):
other videos. Okay, so our verylast part of the structured
literacy approach is connectedtext. Now, of course, we've been
reading list of words. We'vebeen reading individual words.
But the part is, we need to getthem to reading texts, and I'm
going to give you many, manyresources for creating text that
(16:10):
are based on the words. Now I'mgoing to do this, and I'm going
to kind of make it up on thefly, and you'll see that they're
connected, and we're going touse some of the high frequency
words at the same time. So thepoint again, of reading these
individual words is for them tobe able to read phrases and text
(16:32):
stories, eventually being ableto get to the point where they
could read whatever comes infront of them, whatever text is
in front of them, and present itto them, they will be able to
read it. So that's the goal,right? And so we need to have
them practice reading connectedtext. I don't know if you hear
(16:56):
movement around, but you know, Ilive in a family, and there's
lots of people around moving andgrooving and so hopefully you
have your family moving andgrooving around you as well. So
connected text, okay,one of the sight words also that
I'm going to add here is theword I, or high frequency word,
(17:19):
I'm going to put I, because I,of course, is a word they're
going to see a lot, and it'sgoing to be one of my first
words in the connected text. I'malso going to add the word have,
okay, I have lots and anotherone sight word of okay, of, so
(17:46):
both sounds don't make thisdon't make the original sound
that they usually make. Itdoesn't say off. It says, uh,
the so very different than whatyou would have learned. So you
need to know this word is veryirregular. It doesn't follow
rules. I have lots of slop, soit's gonna be silly. I have lots
(18:16):
of slop. So slop, of course,could be like food, or it could
be junk, or, you know, like thathas lots of meanings, as we know
it could be like, really somenasty stuff, right? But we're
just gonna say slop, like,messed up food, or something
like that, right? I have lots ofslop. I lost my Oh, here's
(18:42):
another wiredog. I again, we could have it
will there's another sight word,not I. Uh,
(19:25):
stop. Again, doesn't really findit makes sense. But again, I'm
using lots of short old wordsand some high frequency words. I
have lots of slap I lost my dog.
It will not stop. Now, won'tWell, what is it that won't
stop? The dog won't stop. I'msaying it instead of he or she
(19:45):
because I don't want to doanother sight word. Now, these
are connected text, right? Thisis 123, sentences. They're
really silly. Um. Yeah, butthat's the point, right, that
they are it's connected text.
You're controlling what word youput in there. Of course I could
(20:07):
say I have lots of food. I lostmy German Shepherd. He is not
stopping when I tell him to comeor something. You know, you
could have put lots of extrawords in here, but with
(20:28):
connected text, you're reallycontrolling the words that you
put in so that you can see theprogression from reading
individual words, you know,noticing similarities and
differences as you're readingthese words, doing a word sort
then looking at those sightwords and high frequency words
(20:48):
and how they connect meaning totext, right? And then you get
into sentences. So again, theseare the stages of the structured
literacy lesson, and there'slots of programs out there that
already put it all together foryou. I really felt like it's
(21:10):
important. And you know, if Iknow, if you're finding the
value, please press that likeand subscribe button so that you
can stay in the know and get itthe breakdowns, okay, but you
know, making sure that you knowthese different stages of the
structured literacy approach isso important, so that you are
(21:31):
helping your kid with theirreading, and it doesn't matter
their age, they're going tobenefit from having this type of
reading, controlled structure asthey're learning how to read.
And again, you are taking themthrough reading these words. You
can have it printed out, andthere's lots of resources that
(21:52):
you will see in the commentsection, in the in the show
notes, so that you could haveall the information you need to
take your child step by stepthrough the process of
understanding how to read andhow you really take them through
a thorough and engaging processof helping them to learn. For
(22:15):
example, in this case, the shorto sound, okay. So again, this is
part of the structured literacystructure. This is number five.
This is five A, this is 5bRight? Because you have the word
sort and then you have the listof words, okay, that you are
(22:37):
building on the words based onand they also would call this
chaining. Different people callthe same thing different things.
So they call this chaining.
Sometimes you're adding onsounds. I've also switched
around some sounds, so I'm justcalling it word work, but it
takes different forms. Thenthere are the irregular words
which have a huge umbrella,right? But under this umbrella,
(23:00):
specifically, we're talkingabout sight words and high
frequency words that they arelearning out of order, right?
Because they're all of whenyou're getting the letters, when
you're getting into connectedtext, you cannot control for all
of the short o sounds. So youput in some high frequency words
so that you could have asentence that might be silly,
(23:23):
but ultimately makes sense toget to reading words. You do
need to have these highfrequency words so they can
understand the words, okay, theycan understand what they're
reading, but you can make somesentences that make sense, okay?
And I added a couple more. Andagain, you want to control how
(23:43):
many you teach. It should beabout three to five a week, as
you're going through this withthem. And again, the resources
are in the show notes as todifferent programs that are
recommended, that have astructured literacy approach and
that teach kids what they need.
(24:04):
Okay, so with that, we're goingto go ahead and end the show and
please do something today thatyour future adult children would
thank you for. Thank you so muchagain for joining the Falling
for Learning Podcast.
Thanks again for supporting theFalling for Learning Podcast.
New Episodes go live everySaturday at 5pm you can watch us
(24:28):
on youtube.com, at falling forlearning or listen on all major
podcast platforms, such asApple, Google, Audible, Spotify
and much more for moreresources, visit falling in love
with learning.com we reallyappreciate you. Have a wonderful
(24:49):
week.
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