# data[].attributes.body
https://s3.amazonaws.com/prod-hmhco-vmg-craftcms-public/WF1819771_Small-Group-Instruction-Templates_FINAL.pdf

# data[].attributes.headline
Reasons to Hold a Small Group and SG Strategies 

# data[].attributes.subject
Reasons to Hold a Small Group and SG Strategies 

# data[].attributes.body
https://www.edweek.org/teaching-learning/opinion-what-are-the-best-strategies-for-small-group-instruction/2021/11

# data[].attributes.headline
Small Group Lesson Plan and Video Example

# data[].attributes.subject
Small Group Lesson Plan and Video Example

# data[].attributes.body
Video: https://coxcampus.org/virtual-small-group-instruction/

# data[].attributes.headline
Sharing Data with Parents - Aims Explained

# data[].attributes.subject
Sharing Data with Parents - Aims Explained

# data[].attributes.body
SMART Goal Generator - https://easy-peasy.ai/templates/smart-goal-generator

# data[].attributes.headline
Scaffolding: Gradual Release from the Connected Text to the Decodable Text

# data[].attributes.subject
Scaffolding: Gradual Release from the Connected Text to the Decodable Text

# data[].attributes.body
Timed Reading can be practiced in individual breakout room and students can record themselves reading the decodable text. Then, listen to the recording and give students feedback on their fluency. This will prepare them for the timed readings in Progress Monitoring. :) Also, please watch the video clip below and listen to the UFLI creators explain these reading techniques! -Happy Teaching, Staylo

# data[].attributes.headline
What's guided reading and how do you use it?

# data[].attributes.subject
What's guided reading and how do you use it?

# data[].attributes.headline
8-11 Alternatives to Round Robin Reading

# data[].attributes.subject
8-11 Alternatives to Round Robin Reading

# data[].attributes.headline
The troublesome Schwa! "ə" can take some practice to avoid... Please Read Below :)

# data[].attributes.subject
The troublesome Schwa! "ə" can take some practice to avoid... Please Read Below :)

# data[].attributes.body
The schwa becomes problematic during phonics or phonemic awareness tasks when people unnecessarily insert the schwa after stop sounds (AKA plosives). This is particularly prominent after voiceless stop/plosive sounds (e.g. t, p, k). It sounds a bit like ‘t-uh’ ‘d-uh’ ‘k-uh’ with the schwa inserted. When we are presenting these sounds to students, especially in blending or decoding tasks, we need to ensure we are not slipping in the ‘intrusive’ schwa after saying the sound otherwise students will be trying to blend “t-uh….a…p-uh” for tap instead of “t-a-p”. This becomes problematic when they attempt to blend the sounds to form a word.

It often takes some practice to eliminate the pesky intrusive schwa sound when vocalizing single stop/plosive sounds. Practice saying single voiceless stop/plosive sounds while touching your voice box (larynx), it shouldn’t vibrate! :) -Happy Teaching, Staylo

Credit: https://thespeechieteach.wordpress.com/2018/03/09/the-troublesome-schwa/

How to Teach Schwa: https://phonicshero.com/schwa/

# data[].attributes.attachment_caption
The Many Strands Woven Into Skilled Reading

# data[].attributes.body
Reading is not a natural skill like learning how to walk or even talk which makes the journey to becoming a skilled reader pretty difficult. Our students are also faced with a plethora of spelling rules in the English Language that have to be memorized and eventually orthographically mapped for immediate, effortless retrieval. Multiplying the following eight components of Decoding/Word Recognition and Language Comprehension is how students are able to gain Reading Comprehension and then become a Skilled Reader. Please post ANY questions about these components and how you can increase their implementation in your classrooms. I'll answer your questions along with providing resources. After using the skills or resource, let me know how it goes in the comments section below your original question. Happy Teaching -Staylo :)

# data[].attributes.body
https://www.tn.gov/education/districts/academic-standards/english-language-arts-standards.html

# data[].attributes.body
https://www.rcboe.org/site/handlers/filedownload.ashx?moduleinstanceid=182875&dataid=202635&FileName=PWRS%20with%20spelling%20inventory.pdf

# data[].attributes.body
Before decoding, students should be able to segment and blend individual phonemes in words. Segmenting phonemes can be taxing for some students, especially those with dyslexia, as it requires holding multiple phonemes in phonological memory. Developing this skill without letters using manipulatives can aid in segmenting tasks and provide a foundation for reading, spelling, and phoneme manipulation. Multi-sensory strategies can engage learning through visual, auditory, kinesthetic, and tactile connections to aid in working memory and cognition.

# data[].attributes.body
Successive blending is a useful strategy for students struggling with phonological working memory or blending. It involves uncovering one grapheme at a time to work with short vowel sounds and identifying the initial phoneme, then adding the second phoneme and reading from the beginning to the second phoneme. Students continue adding phonemes until they have read the full word. This strategy is not recommended for words with silent e or vowel teams.

# data[].attributes.body
Continuous blending, also known as additive blending or connected phonation, is a helpful strategy for students who struggle with decoding. It involves teaching students to connect sounds to decode words. Starting with continuous sounds like /m/, /s/, and /f/ is recommended. This scaffold is particularly beneficial for students who have difficulty holding individual speech sounds in their phonological memory.

# data[].attributes.body
Body Coda blending is an easier method than onset and rime work to help students struggling with sound/phoneme linkage. By focusing on the vowel sound, which is the loudest part of a syllable, students can stretch it out and add consonants after it. This method is particularly useful for students with sound distortion or phonological mapping/retrieval difficulties.

# data[].attributes.body
In dyslexia sessions, a strategy used for error correction with vowel sound production or omission is to cover the beginning of the word and have the student start with the vowel sound, then uncover each grapheme, one at a time, before the vowel to blend the word. This strategy addresses difficulties with accurate and fluent word recognition and poor decoding abilities.

# data[].attributes.headline
Scaffolding Phonemic Awareness for Beginning Phoneme Isolation

# data[].attributes.subject
Scaffolding Phonemic Awareness for Beginning Phoneme Isolation

# data[].attributes.headline
Scaffolding Phonemic Awareness for Segmenting Phonemes

# data[].attributes.subject
Scaffolding Phonemic Awareness for Segmenting Phonemes