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Here are tons of Grammar plans: www.teacherspayteachers.com/Store/Learning-At-The-Primary-Pond-Alison/Category/Grammar-389241

Hey! I think you could start exposing him to letters and letter sounds. Pointing to them, having him/her identify them. Eventually, the child could also use multisensory materials (like sand or shaving cream) to write the letters in too.

Hi! I have tons of phonics resources, many of which are free, on my website - learningattheprimarypond.com/ You can learn more about my phonics program here - www.fromsoundstospelling.com/.

Does she know all letter sounds??

Hey! What IS she able to do? Does she know her letter names and sounds? Does she know any phonological awareness skills - like counting syllables or rhyming? Also, what is her teacher/skill saying about her reading ability?

Yes! Really hard in that setting to fit it all in. I hope this video was helpful in trying to navigate the time crunch :)

That's amazing!

Hey! I appreciate your honesty :) I go into a bit more depth on this same topic in my blog: learningattheprimarypond.com/blog/what-teachers-should-know-before-they-teach-the-alphabet/ And then I have a free scope and sequence where I lay out every week of how I introduce letters/patterns that you can get here - www.learningattheprimarypondresources.com/k-2-phonics-scope-sequence-freebie

Hey! Just wanted to clarify something - "ft" is actually a blend (so each sound maintains a different sound /f/ and /t/ producing two different consonants and sounds.) In the other example, "th" is a digraph so the "t" and "h" come together to make one sound /th/.

@@learningattheprimarypond Hi. Yes, you do make that clear in your video :) You do say that you're going to treat the 'ft' as one consonant sound though, so my info was meant as a way of helping to show how this can be avoided if compound words are considered in relation to syllables. Great video that makes it clear how the vowel plays a key role in syllables!

Definitely not!

Hey! That's great that you noticed that c makes the /k/ stop sound which is why that could be tricky. I recommend starting with continuous sounds first like "m, n, s, r" etc. You could also just try VC words - such as "at" for a bit until he's comfortable blending the two sounds and has mastered that. THEN add one some continuous sounds --> "sat, rat, mat." After he gets going with those continuous sounds, then you can switch to stopped sounds (like the /k/ in "cat.")

Hey! I personally do not have experience using either of those programs. I did recommend a few pillars for phonics programs in this blog if you want to read through it: learningattheprimarypond.com/blog/5-things-to-look-for-when-choosing-a-phonics-program/

Phonetic relates more to the pronunciation of sounds, but it can also involve letters. For instance, there are two different ways to pronounce /th/ - the voiced sound in "the" and the unvoiced sound in "thief." Phonics is the overall sound-symbol relationship in words.

Yes, there is tons of research against that. Many states are now requiring that schools eliminate that. I wonder if your area will do the same? I encourage you to ask questions to the school about how they are choosing their curriculum.

Hey there! This resource is available for those who join The Reading Intervention Collaborative - czcams.com/users/redirect?event=video_description&redir_token=QUFFLUhqa2JSV0RsdGpvd2p4Xy1yRFJwRHpWR3dSXzN6Z3xBQ3Jtc0tsVE1lTkh2SHlDQnNHZ09vc2VMU0JsUTBDeXcxdVZ1Ql9nSEcyQ1ZKNS1RRE5OdzRlV2dXd0ttMlYwbWh1NXU3OHA4bF84YXFESC1NcFhtdTVfVTltN1psanc2NHp4TEV4Vk5fX19YaW1tM0RmS0t2WQ&q=https%3A%2F%2Fwww.readinginterventioncollaborative.com%2F%3FDyoutube%26Dsocial%26Dric&v=XeNEgp0ihpM

All of the resources are in the Reading Intervention Collaborative which members receive when they join - www.readinginterventioncollaborative.com/

Hey! Literal comprehension means the story explicitly states the answer. So for instance, "What is the dog's name in the story?" and the text says "The dog's name is Ruffy." Inferential means that the students have to do a bit of thinking and put some pieces together that maybe the text doesn't explicitly say. So if the question is "What is the setting of the story?" and the text says "The farmer was getting ready to go milk the cows. The rooster crowed," etc. It doesn't actually state that the setting is "a farm," but you can infer that based on clues from the text.

@@learningattheprimarypond Thank you so much!! I am also studying your my credentials and your videos have been more help that my instructors in college. Thank you so much. 🙏💛🙏 You are going to be my reading Angel to help me properly support and teach my student when I start teaching. This is so intimidating as a second language learner but you have built my confidence. Keep up the amazing 🤩 work! Hoping you do one about front loading and reteaching parts of a sentence as a strategy for English Learners.