[House] Sunday Learning Time Report 22 Jan 2017

RJ Johnson rmjwell at gmail.com
Sun Jan 22 16:32:26 PST 2017


I tried to get K to sound the words out and she was less interested. I
noticed that she wouldn't look at the page to do the sounding.

When the words were more active, like "skipped" or "slid", she pantomimed
them and seemed interested in that, but this was now about 30-40 minutes
into reading and she was more interested in running laps between the living
room and her bedroom. She did grasp the concept of "half a lap" as I would
call those out when she got to her bedroom.


On Sun, Jan 22, 2017 at 12:12 PM, Robin Lee Powell <
rlpowell at digitalkingdom.org> wrote:

>
> RJ will have to speak to his half, but:
>
> We went through the MLP phonics books.  F joined in, but I was
> concentrating on K.
>
> K did *quite* well at the sight words.  That is: "Find all the "my"s
> on the page", and then I'd flip back to the start and show her what
> "my" look liked, and she did well.
>
> She seemed quite proud of this, especially when she could do more
> than one word in a row.
>
> She wasn't quite as good at it as F, but *much* better than I
> expected and she seemed to enjoy it.
>
> On the other hand, sounding out words was a fucking *disaster*.  It
> was like every time I tried to engage her in that activity I punched
> her in the eyes; she literally couldn't look at the page once we
> started that activity.
>
> I don't see any reason to work against this; if she is better suited
> to memorizing word shapes and reading purely visually, you know
> what?, I know literate adults that can't sound words out.  It's a
> perfectly valid way to learn to read, let's try to roll with it for
> a while and see how it goes.
>
>
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