Correcting Letter Reversals or Rotations

I'm joining up for another monthly Bright Ideas Blog Hop!  I love getting new ideas from other fabulous teachers!

This is a post I've been meaning to write for the last month!  So many of my students have letter reversals or rotations when reading and writing.  For students that have been doing this for several years, it can be really hard to correct.  

These are the kinds of mistakes I often see.  Many people just think of the b and d reversals, but there are often errors with rotations, such as reading a 'w' as an 'm'.

The n and u rotation is usually found in more severe struggling reader cases.

Here's how I correct the errors in my class.

This little trick most often fixes the error.  

Once students trace the letter in the air or on their desk, they typically say the correct sound right away.

It's important to use the same consistent key words so that students know the letter - sound - key word correspondence.

Sometimes, you just have to tell them the sound if the other tricks didn't work.  No reason to beat a dead horse!

Hopefully, this has corrected the error.  These tricks also help when a student is writing a letter in reverse.

I hope this helps!  If you enjoyed this bright idea, please consider joining me on Facebook or Instagram for more great ideas. 

For more bright ideas from a variety of other bloggers, please browse through the link-up below and choose a topic/grade level that interests you. Thanks for visiting! 

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Helping Struggling Readers: Errors Students Make When Decoding

I just had the opportunity to attend training for Orton Gillingham's multi-sensory approach for reading instruction.  This was by far the most beneficial training I've ever attended.  I walked away with strategies that I could use the very next day in my classroom.  If you teach reading and ever have the opportunity to attend Orton Gillingham training, I highly recommend it.

So now I'm here to share with you guys some of the awesome things I learned in training.  

One of the first things covered were the types of errors that students often make when decoding.  

I know you've seen all of these errors before, since I've seen them many times.  I never thought about how important it is to identify the type of error so that I would know how to correct the error.  These errors aren't exclusive to just students with learning disabilities or dyslexia, but they are often seen in students with disabilities.

Reversals with b and d are so common!  Our trainer brought up some great points.  B and D reversals are developmental.  But dismissing parent concerns by saying it's developmental probably isn't the best way to go about it.  At what point is the reversal no longer developmental?  Are we dismissing a legitimate disability if we say it's just developmental?  Instead of saying the reversals are developmental, we can tell parents that "We're working on it."  I love this approach!  It validates parents concerns and let's them know we're trying to help their child.

Rotations can signify a more severe learning disability, especially if they are confusing 'n' and 'u'.  Rotations are often harder to correct than just B and D reversals.

Oh man, I see this one every day with my students.  The short sound 'e' and 'i' seem to be the most commonly confused vowel sounds for my students.  They do sound similar after all and really require the student to listen carefully and master the sounds of each letter.

This can be a tricky error to correct, also.  The students are reading all of the letters and the word looks similar.  So it can be hard to convince students that they are reading the word wrong.

We just started working on reading short vowel words with blends.  This error was so evident in my students' reading.  Over and over again, they would leave off one of the blend sounds.  I'll often see students insert an 'r' or 'n' sound when reading words.  My class is going to need a lot more practice to make sure we're reading all of the sounds in a word!

This one is also a frequent error I see.  Students just don't know (or don't apply) the phonics rules to reading.  The Magic E rule is one that is frequently not used.  I've listened to so many students read the work 'make' as 'mack'.  

Our trainer pointed out that 50% of students do not need to learn all of the phonics rules in order to be successful readers.  The other 50% will need that explicit instruction and direct practice of phonics rules to successfully learn to read.  I don't know about you, but I don't believe I was ever taught phonics.  Maybe I went to school during a time when the whole language approach was popular?  It wasn't until I became a teacher that I learned phonics rules.  Even now, I sometimes have to double check the rules to make sure I teach my students the correct way.

Next up in this series will be the correction procedures for when students make these errors.  Now that we know the different types of errors, we need to learn how to help students read correctly and that can be the tricky part.

I hope that this was helpful information!

Words of Wisdom for Special Education Teachers

Teaching is hard.  Teaching special education is hard.  I have no doubts that teaching general education students is hard, but I can only speak about my experiences so far.  

This week, I'm going to have my first student teacher.  This is her first experience in a classroom will be observing and starting to take on some instructional duties.  It really made me think about what are the most important things I wish someone had told me.

So hear you have it, a random blog post about my jumbled up thoughts.

1.  You can only do the best you can do and that's it.  This has been so hard for me.  My students often come to me super low.  Learning and school can be really hard for my kids.  I've beat myself up about the slow progress, lack of progress, or behavior problems I've seen in my students.  I'm my worst critic and take their success and progress very personally.  There's so many things out of my control, but I can only do the best I can with the resources and schedule I have available.  Honestly, that's all you can do, too.  Don't beat yourself up over things.

2.  Every day NEEDS to be a new day with a fresh start.  This can be SUPER hard if you have a challenging student with behavior issues.  If you can some how greet that student with a positive attitude and let go of what happened yesterday, you will have a starting point for building a positive relationship with the student.

3.  Teach those procedures and routines like nothing else.  It doesn't matter if the students spend 30 minutes or the entire day in your classroom.  They need to know what to do from the second they walk in the door.  I try to make sure my kids have something that must do immediately.  That gives them a purpose for being in your room.  Idle time is time that behaviors you don't want often begin.

4.  Yes, you will need to differentiate for your students.  And yes, you will often have students at various levels.  However, try to group them as much as possible.  It is possible to differentiate so much that you're doing nothing well.  If the differentiation makes you so overwhelmed that you can't keep a handle on the amount of time, instruction, or work it takes.....it's not working.  I've tried that and ran myself ragged.  There's only one of me and so many of them.  What you do has to be physically manageable for you.

5.  Celebrate those small successes, even if they're really small.  Your students have probably had a long history of struggling and failing.  That takes a toll on their self-esteem and confidence.  

One of my 2nd grade students started this year knowing 8 sight words.  On Friday, he knew 15!  We've worked hard for those 15 words!  I practically threw him a party.  Since he was so excited, I gave him my lowest decodable to read.  I was keeping my fingers crossed that he would do ok.  And you know what, he did great!  Needed some small help but he did it almost independently.  Then he looked at me and said this:

I seriously almost cried!  Best words a student has ever said to me right there.  

6.  Have patience......lots of patience.  This is a hard area for me, too.  You will probably reteach and practice the same thing many times.  Your students might seem like they mastered a skill on Wednesday and then on Friday act like they've never even seen it before.  Sometimes I feel like I must be talking in a different language, because it's just not clicking.  These are the times that I need to remember patience.

7.  Sometimes you just have to stop.  Sometimes you have to realize that right now, at this very moment, these kids are not getting it.  Maybe you need to back up and teach some foundational skills.  Maybe their brains are fried.  Maybe they need a more concrete approach.  Instead of forcing through something that isn't working, you may need to just change gears and move onto something else.  Some day I'll have to get real honest with you guys and tell you my bluebird story from my first year of teaching.  It was not my proudest moment of teaching, and I always think about that lesson when I see the kids just aren't getting it.

There you go!  Nothing ground-breaking, but I wish someone had said these things to me.

Keeping Resource Students on Schedule

I'm joining up with some other fabulous bloggers for the monthly Bright Ideas Blog Hop!  I always get such great ideas from other teachers.

As a resource teacher, I'm servicing students from 6 different gen ed classrooms.  That means I have students with 6 different special schedules.  I always joke that my classroom feels like kids are getting on and off a merry-go-round all day long.

But seriously.....it really does feel like that and make teaching rather difficult when you have a schedule like this, for example.

This is a sample schedule since our special schedule hasn't really started yet.  Some days are WAY worse than this with nonstop kids in and out at different times all day long.  It drives me crazy.

My first few years of teaching I put a big schedule on the board and would spend all day trying to remember to send Johnny to PE at 9:30 and then remember to send Henry to Music at 9:45.  My poor kids missed so many specials, because I would forget.  Or I would just be so wrapped up in teaching or a behavior problem that I wouldn't even realize that Susie needed to be a Speech right this second.

Last year, I thought of this super easy way to keep my kids on track.

I still keep my big schedule on the board.  But I also plugged all the times and days of the week into my phone's alarm.  This saved me so much heartache!  It did take 16 alarms set in the phone last year, but it was ok.  My kids never missed a specials class.  

I set the alarm for 5 minutes before the special time.  That way they have time to quickly clean up their area or activity and head out the door.  I was worried it would be disruptive to the class, but it's really not a big deal.  The alarm goes off, everyone looks at the schedule, and someone leaves.  Then I keep on teaching.  I even taught my kids how to turn off the alarm in case they were closer to my phone than me.

This was a lifesaver to me and I hope it will help you out, too!

If you enjoyed this bright idea, please consider joining me on Facebook or Instagram for more great ideas.

For more bright ideas from more than 100 different bloggers, please browse through the link-up below and choose a topic/grade level that interests you. Thanks for visiting!

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Organizing Student Work for Portfolios

Hi everyone!  I'm super excited to link up for another Bright Ideas Blog Hop!  I love getting new ideas that make teaching easier.

Since I teach special education students, I need to keep student work to show how students are or are not progressing.  I've tried different ways to organize all their work for their student portfolios.  For a long time, I used 3-ring binders.  But they're bulky and honestly sometimes I don't want the work 3-hole punched.

I finally found this super easy (why didn't I think of it before) system just using a simple crate from Target.

For each student, I use 4 cheap folders.  One has their name on it and includes personal information like copies of their IEPs, their last IEP progress report, their contact information, and other random papers.  I make a folder for each area that I'm keeping data.  For me, that is reading, writing, and math.

This makes keeping work super easy and makes filing for each student super fast.  Once a quarter is complete, I take all of the work our and put it in a folder labeled __ quarter.  What I also like about this system is that it's super easy to change out if you have students who move or come in.  Since only one folder has the student's name on it, I can either white out the name and reuse it or throw it out.

There you go!  It's not genius by any means but I wish I had thought of it a few years ago.

Next up, you'll want to hop on over to Amanda from Around the Kampfire's blog to see how she makes the most of anchor charts in her classroom.

An InLinkz Link-up

An InLinkz Link-up

Communicating With Gen Ed Teachers (Let's All Be Informed)

I'm super excited to be linking up for the Bright Idea Blogger Hop!

This hop is going to be an awesome way for you find all kinds of bright ideas for you to use in your classroom!

As an intervention teacher, I've found that it can be super hard to find the time to meet and discuss students' progress with the gen ed teachers.  I wanted the gen ed teachers to be able to know what skills I was working on and the progress of their students at any time even though they may not be able to actually meet with me very easily.

I keep all of my data in a 3-ring binder for each group.

 I keep a sort of lesson plan that lets the teachers know what skills I was working on that day.  And it helps me keep track of which students attend intervention group.

For each student in my reading groups, I take a weekly fluency check and a cold read comprehension check.  I keep the original fluency and comprehension quiz in the binder.

In front of those, I keep a fluency graph.  I LOVE graphs.  They can really can give you that visual about a student's progress.  Although this student is reading below grade level, she's really improving on her fluency!

Graphs can also really let you see when students just aren't making progress like this student.  This is one that I'm super worried about.  Even though he's in my most intense, smallest group, he's just not coming along like I think he should be.  :(

I also keep this form at the front of the binder for each group.  This gives the teachers a quick snapshot of how everyone in the group is doing.

To keep track of their weekly comprehension check, I use this simple form.  As you can tell, comprehension can be really tough.

I also have a math group that I see daily.  On Fridays, I give them a quick quiz that covers several skills.  By looking at their data like this, I can quickly tell which skills I need to keep remediating and which skills they seem to get.  Here's a really good week!  Usually, most of my students miss the word problem.

So there you go!  It may seem daunting to keep data, but honestly, it's really quick.  Once you get the forms set up and your binders organized, it takes no time to add the new information.

Now you should definitely hop on over to Teachable Moments to find out all about how she used Dollar Stores finds in her classroom.  And can I just add that it's really unfair there is no Dollar Store in Hawaii!  You can find her post {here}.