Children think about God; they wonder who he is. They want to know if he is real and what he is like. They ask questions like "Where does everything go when it dies?" and Where did the world come from? They wonder where God came from.
"Repeated Reading" is what it states – reading the same passage repeatedly.
Fluent reading is essential for developing comprehension. When kids take a while to sound out words, by the time they have figured the word out, they forget much of what the rest of the sentence was about. They may recall a portion of the information, but forget or miss subtle words like 'not', 'before', or 'after', which can change the entire meaning of a sentence or paragraph!
Phonics is a sound-to-letter-based rule system. Before learning phonics rules, children must first know the letters of the alphabet by name and by the most common sound each represents. Phonic rule letter patterns rely on other sounds in the words.
Phonemic awareness, the understanding that words are made up of connected sounds called ‘phonemes’, is a crucial foundation for reading development.
cat, cut, cub, cob, rob, rub, sub, tub, tab, tap, top, etc.
so matching the correct vowel letter or letters to the correct vowel tone is difficult without memorizing word spelling.You may not distinguish between voiced and voiceless consonant sounds, which may cause you to confuse the sounds of */p/ and /b/, /t/ and /d/, /k/ and /g/, /sh/ and /ch/, /th/ as in think and /th/ as in /that/, and/or /s/ and /z/. *[/ / indicates a sound, ' ' indicates a letter.]
WHEN we do not follow the rules, then we do not win or lose the game. Instead, we simply play until the players tire of the game. Rules establish the way we play and how to know when we are finished. Rules help us know who wins and who loses. When the rules are not followed, who wins the game?
Sierra was a typical, struggling 3rd-grade reader. She was reading at a late first-grade reading level in the middle of 3rd grade. She did not have a diagnosis of dyslexia or a history of speech or language problems. She loved to write stories. Her sentences were good, but her spelling was poor. She struggled to write many words because she could not spell them. So, she tried only to write words she could spell, which limited her word choices when writing. Anyone reading her stories found it hard to read some of her writing. She avoided homework with her parents. [wait…can I do it later?...you’re not doing it right [to her parent] …. why…I already did it...I don’t have to do it…I forgot…]
