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Mrs. Barlow’s Classroom Edit display name

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Due to COVID, my students are 1-2 years behind in their literacy development. As a result, over 100 of them have been placed into Tier III reading instruction, where learning is direct, focused, and intense. The content is very tactile and kinesthetic. The use of manipulatives, writing materials, workbooks, phonics games, and targeted readers are essential to helping my struggling readers become successful. Students move and place blocks to represent phonemes; phonemes are matched to graphemes. Once phonemes are learned, students use magnetic letters to create words, beginning with the most basic CVC words. As they progress, they incorporate digraphs, blends, silent-e, CVCC, CCVC, and controlled-r. As students begin to master the concepts, they show their mastery through read-alouds, buddy reading, and the completion of worksheets. Phonics games and puzzles round out each lesson, providing students a chance to practice what they know and have a little fun!

About my class

Due to COVID, my students are 1-2 years behind in their literacy development. As a result, over 100 of them have been placed into Tier III reading instruction, where learning is direct, focused, and intense. The content is very tactile and kinesthetic. The use of manipulatives, writing materials, workbooks, phonics games, and targeted readers are essential to helping my struggling readers become successful. Students move and place blocks to represent phonemes; phonemes are matched to graphemes. Once phonemes are learned, students use magnetic letters to create words, beginning with the most basic CVC words. As they progress, they incorporate digraphs, blends, silent-e, CVCC, CCVC, and controlled-r. As students begin to master the concepts, they show their mastery through read-alouds, buddy reading, and the completion of worksheets. Phonics games and puzzles round out each lesson, providing students a chance to practice what they know and have a little fun!

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About my class

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