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Mrs. Douglas’ Classroom Edit display name

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At the beginning of the lessons we must identify the sounds we must know in order to be able not only read the words for the lesson but make connections to be able to continue reading words we have learned in previous lessons. In order to do this, they need the crayons to make the sound-spelling chart they use for reference and mirrors to see what our mouths are doing while making the sounds, and the finger lights to "air write the words we are learning. We then need to be organized using the folders. For small groups, we use a multisensory approach to learning. We do sounds to symbols using the playdoh, they try to represent each sound, then squish it when we put the sound with it, then use the pockets with a premade chart to put the grapheme (letters) with the phoneme we just learned in order to read the whole word.

About my class

At the beginning of the lessons we must identify the sounds we must know in order to be able not only read the words for the lesson but make connections to be able to continue reading words we have learned in previous lessons. In order to do this, they need the crayons to make the sound-spelling chart they use for reference and mirrors to see what our mouths are doing while making the sounds, and the finger lights to "air write the words we are learning. We then need to be organized using the folders. For small groups, we use a multisensory approach to learning. We do sounds to symbols using the playdoh, they try to represent each sound, then squish it when we put the sound with it, then use the pockets with a premade chart to put the grapheme (letters) with the phoneme we just learned in order to read the whole word.

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About my class

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