- I said the sentence 3 times: Chad got a mug and a cup; then he repeated it back to me.
- I went to the white board and we went sound by sound for each word. I'd write the word on the board, he'd write it on his paper. I had to give him the sound, /n/, as we haven't learned it yet.
- After spelling it out, I'd have him sound it out as I pointed to the sounds on his paper.
- It helped him to take his tiles and spell along with me, so as I wrote, he moved around his tiles.
- I told him about capital letters and punctuation, limiting our discussion to the stop sign, aka, period.
- After writing the sentence fully, we sounded it out together one more time. He's getting faster at sounding out words. The method is working!
|Next time, I'll write a little larger and see if he still prefers to use the tiles in front of him. I will say, it is nice to apply handwriting practice to actual sentences and Not just arbitrary tracing.|