— Helene Goldnadel Classes

Your child is struggling in school. This could be with academics, behavior, socialization, emotional regulation, or physical development. The first thing you should do is talk to your child’s teacher and asks if the teacher is seeing your child struggle as well. School should be challenging, but not frustrating and overwhelming. Your child should be making what is called effective progress. This means that they are learning and developing at a steady pace and at the same rate as their peers. If not, you may suspect a learning disability.


Request an evaluation from the school department. Always put the request in writing and address it to the Special Needs Department. The School Department should evaluate your child in all areas of suspected disability. This includes psychological, educational achievement, speech and language, occupational therapy, physical therapy, social and functional skills, and functional behavioral. Check out my next article about evaluations. Titled, Evaluations, what are they and what do they tell us.


Once the school department completes the evaluations, there should be a meeting called a team meeting. The team includes a representative from the special education office, a representative from the school (principal, vice Principal, guidance counselor, etc…) a regular education teacher, a special education teacher, a school psychologist, a speech therapist, an occupational therapist, a physical therapist, and anyone that needs to be present to discuss evaluation results and provide input to the team to help determine if your child is eligible for services and what they will look like.


If your child is determined to have a disability and is eligible for special education, then a Individual Education Program (IEP) is developed with accommodations, goals, and services. These are based on your child’s needs as demonstrated through the evaluations. Your child’s strengths, vision and goals should always be included in the IEP.


This can be a daunting process and if you are able to hire someone, such as, an advocate, or attorney, it is in your best interest to do so. You want to make sure that your child gets the services and supports that they need or the struggle with school will continue. With fewer funds available to schools and the services provided to children with special needs, you sometimes have to fight for what your child is entitled to under the law.


Also read: Helene Goldnadel on Making Home Safe for a Child

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Are you frustrated with your child’s behavior? Have you ever given a thought to why your little one doesn’t obey you Parenting is a tough job, even for those with angelic children or patience of steel. If you are having problems with your child at home, chances are, he may be having trouble in school as well..


Also read: Things You Should Know Before Buying Educational Toys


There are indeed several reasons children make a scene in the home as well as at school. In short we will study the possibilities and remedies regarding your child’s behavior. Generally, parents can improve the way of a child’s habits simply by varying their own parenting styles. Ask yourself, “How do I discipline my child? Do I sometimes ignore defiant behavior?” It is necessary to plainly set clear limitations for your children, and, most significantly, continue with them. If you at any time allow your child to misbehave without a consequence, you are undermining your own efforts. Often negative behavior can grow, as the kid realizes that if he whines enough, mom might sooner or later give in.


Remember, that your punishments should not be weak or too extreme. Corporal abuse will only make your children fear you and promote him to act on violently with siblings or in class. Time outs and withholding things such as snacks or play dates will be far more effective It is also crucial that you encourage your child when he is trying something good – especially if he has corrected a negative habit. Positive reinforcement is the most effective form of behavior modification. A visual tracking method is also beneficial in altering your child’s problem behavior. Sticker charts can really help you. A kid can earn stickers over a time period for very good behavior, or for personal work, such as finishing homework.


After enough stickers are accumulated, you could reward your child with a special activity that he enjoys, such as visiting the arcade. It can be beneficial to take a parenting class to ensure you are implementing discipline techniques appropriately. Often people think taking a class means they are bad parents, but this is not true. You are simply making certain you are not unintentionally triggering your kid to avoid you as well as possibly other authority figures. Nevertheless, your kid’s bad habits may originate through various other aspects, such as inability in impacting actions, such as attention deficit disorder.


AD/HD is a developing in capacity that might trigger your kid to act out impulsively. Those with AD/HD may also have difficulty staying focused on tasks or paying attention to directives. This can affect them in the home as well as school atmosphere. If you think your child could have AD/HD you will want to get min or her tested.. If your kid is really unstable in the home and school environment, he may possibly have conduct disorder. Lack of control over a person or pet indicates the sign of conduct disorder. Kids with conduct disorder may possibly damage property, hurt others, and compulsively be dishonest. Some possible accompanying behaviors are early tobacco use and sexual activity. Causes include early abandonment, a familial background of psychological illness, abuse, and avoidance.


Whether your child’s behavior requires adjustments in parenting styles, psychological help, or both, know that you have the power to help your child. Be a supporter for your child; undertake parenting classes, improve your parenting style, or get your child examined if you sense symptoms are extreme. Whatever you do, rest assured that with patience and hard work, you help your child become a well-adjusted happier person!


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To be honest, writing for any genre should be enjoyable but writing for children seems to have extra appeal. Don’t be fooled into thinking that writing for children is easy – it’s not! There are strict guidelines and rules that have to be adhered to when writing for children but this should not diminish the fun and pleasure it can bring.


Writing for children can be enjoyable for many reasons; you can use your creative powers, you can allow your imagination to flow, you can recreate some of your own wonderful childhood games and memories, you can picture children’s faces reading your stories – the list is endless!


To be able to write for children, you have to put yourself in the mind of a child, to think like a child, have a child’s curiosity and understand what it is that they like. This is not easy to do once your mind has been exposed to a broad range of experiences and life itself. For those who are young at heart, writing children’s stories can be incredibly satisfying and rewarding.


One of the most enjoyable aspects of writing for children is planning the story and researching for it. You should look to some of your own favorite books, which don’t have to be children’s books, to find out what works. However, you need to make the story work for you and make it your own. You may have a particular interest in fantasy or science- fiction so perhaps writing a story in that genre is better for you and certainly should be an enjoyable experience.


For all types of writing, the story is the most important part; however, you can have great fun developing your characters! Create characters that are likeable or that children will love to hate. The great thing about writing for children is that the characters can be whatever you want them to be. You can have a talking dog, a cow with three heads – whatever you want! This is one of the big differences between writing for adults and children. You can use humor in your writing and be as silly as you like. Being silly often adds enjoyment for the adult who might be reading the book also!


Writing children’s books often involves using pictures to enhance the story. Pictures can really add to the story and children love to see what they are reading about. You get to use bright, happy colors for happy parts of the story or dark, muted colors for sad parts of the story. You can also add humor through pictures and depending on your level of artwork, you may do the illustrations yourself which adds another level of enjoyment!


Helene Goldnadel says that one of the most enjoyable aspects of writing for children is that you can contribute to their enjoyment of words and reading and make them want to read even more. This is a wonderful gift and one that you should nurture and ensure you use to the best of your ability by producing high quality books that may get to a child and change their lives forever.


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Some kids just don’t like to write. Others find the lure of technology much more responsive and engaging. So what is a parent to do? Kids still need good old-fashioned paper and pencil skills, right? Here are some engaging activities by Helene Goldnadel that your child may actually enjoy more than tapping the keys on your iPhone.


  • Arrange a pen-pal: Has a dear friend or relative recently moved away? Do you sponsor a child that lives in an exotic part of the world? Have you thought about signing up for a pen-pal? These are all great ways for your child to practice storytelling, writing, and penmanship skills. The best part is anticipating and checking the mail to see if there is a response!
  • Post cards: If you’re on the go with the family, stop by your nearest tourist trap establishment and purchase some postcards. Your child will enjoy telling friends and family about their discoveries and adventures. Just be sure to carry an address book and post card stamps with you.
  • Make lists: Kids generally like to be helpful. You can include your child and teach a valuable skill when you enlist them to write grocery and shopping lists. Keep a running list on your refrigerator and ask your child to add items as needed. Planning a trip? Your child can create a packing list and check off items as they are put in the suitcases.
  • Make an itinerary: Itineraries involve a bit of research so this is an excellent activity for older children. Itineraries can be useful for planning local outings such as a park/picnic day, birthday party, or another event that your family must plan. If you happen to be arranging a trip, your child can investigate landmarks, museums, parks, or other places of interest and create an itinerary.
  • Recipe cards: Do you have a mini-chef in the family? Your child can write down favorite recipes on index cards and file them for future use. An older child can even practice alphabetizing skills.
  • Thank you notes: Reinforce good manners by reminding your child to write thank you notes for any gifts received during the holidays and birthday. Addressing envelopes is an important writing skill, too!
  • Creative writing: Give your child a blank notebook to create new endings to favorite stories, write his or her own story, or even a comic strip. Be sure to encourage lots of illustrations! If you wish to print your child’s stories, you can send them to a copy shop and have them spiral bound.
  • Journaling: Does your child have a journal or diary? Some children enjoy writing down events of the day or penning their feelings. Years later, your child may enjoy re-reading the journal.
  • Tongue twisters: Tongue twisters can be really fun to say. Encourage your child to create an unique tongue twister. Family competitions may ensue!
  • Scrapbooking: Appoint your child as the family historian. Your child can use creativity to adorn and annotate pictures of important family events. This can be something you enjoy doing together, too! If scrapbooking isn’t of interest, perhaps the creation of a family blog will do. Adding pictures and stories of events will be appreciated by family and friends from afar. This enhances your child’s technology skills as well.


Writing doesn’t have to be boring. Your child can learn valuable writing skills from participating in enjoyable, creative, and helpful activities. If your child shows interest in one of these ideas in particular, go with it. All it takes is one spark to light the fire!

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Reading to your toddler is one of the most enjoyable things you can do to with your child. It is fun, good bonding time and hugely beneficial to your child. It has a calming effect on the child.


Helene Goldnadel says that reading exposes the child to various different words and this improves the vocabulary of the child. The listening word starts to become the written word when he she enter preschool or kindergarten.


It establishes a routine. Like for example reading a couple of books before bed time – Reading a story before morning tea time.


And what about the effect it has on the child’s imagination – When you read a book to your child, the child imagines himself being a part of the story – He can get lost in the book and this so good for him.


Reading helps develops your child’s listening skills. It increases his attention span. Might not happen after one book, might not even happen after 10 books – But in due course you will see the attention span of your child increase hugely.


And here is the most important benefit of all – reading to a child will encourage him or her to become a reader. It will increase their desire to read for themselves.


It is also important that you pick the right books to read to your toddler. Pick books that are meant for toddlers. Pick books from good authors – award wining and good reviews.


Make reading a fun activity. Don’t force your child. When reading to your toddler, read for enjoyment – don’t read with a goal of getting him to ready by himself. Don’t think too hard – Some parents put their finger under each word as they read – I am not sure if this is a good idea for a story book at a such young age. It can honestly drain the fun out of the activity and your toddler will lose interest. Just read – Let your child enjoy the book and run wild with the story. Reading by himself, he or she will achieve in time.


Sometimes you can stop reading half way through and ask your child to guess what happens next. Allow him to explain in his own words – let him imagine and try and come up with the next part of the story.


After reading a story, you can also give a couple of events in the story and ask him which one happened first. All this will develop his comprehension skills and you can gauge how well he understands the story. Don’t do these activities all the time – Then it can become a boring and a chore to him.


Keep reading a fun activity. It is something your child should get excited about – So you design how it should be done and how it can be done based on your child. Keep it simple and keep it fun.


Also read: Reasons by Helene Goldnadel Why Your Child Hates Reading

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Most of the time you can trust the diagnosing dyslexia and dyslexia treatment of your children to skilled teachers in your local education system. Dyslexia in children is now routinely screened for and detected. But every parent wants to help his or her kids do better in school.


And many parents feel that the education of their children is too important to pass off to the teachers and forget about. If you have a child with dyslexia or a child who is having difficulty in reading you want to help. You want to get involved in homework, interact with your child and understand how the child is progressing.


Fortunately there are a variety of tools available to help you in this. Helene Goldnadel discusses some of them here.


First off, there is a line of computer games used in the diagnosis of dyslexia in children that you might want to look into. There is a whole series of such games developed by The Diagnostic Gaming Company, with different games used for different ages and stages of development of the children they are designed to test.


Qualified specialists have participated in the design and testing of these games, to make them useful tools in early dyslexia screening and testing.


It ends up being just some fun games for the children to play. They usually have no idea that there is some kind of test involved. A parent or teacher reads the manual first, understands what is supposed to happen and can just unobtrusively watch while the children play. Parts of the games are designed to test for dyslexia symptoms.


If a child has a potential problem with some dyslexic condition, then that child will have difficulties with certain parts of the game. An adult observer who knows the rules from reading the handbook can quickly see, and make note of, the specific problem area. Then armed with the info a specialist can be consulted.


Also there are games available that help treat dyslexia symptoms in children. Games have been developed using proven methods to help dyslexic children work around and overcome their problems. Trained specialists have incorporated these methods and techniques into games that children find to be both entertaining and fun.

That makes the games easy to teach the children and play with. This, as well as being highly effective in teaching useful skills and ways to overcome dyslexia symptoms.


These games are easy to obtain over the Internet. You can download them and print out the parts that need to be printed out. Then you read over the instructions and start playing the games with your children. For many games the whole thing can be downloaded, printed out and started playing within minutes.


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For any child to become a good learner and develop a healthy learning attitude, he or she must be able to develop an interest in reading from any early age. This is when the role of the parents becomes crucial. Parents should embark on the task of encouraging their children to read more in more creative ways from an early age.


A Few Tips by Helene Goldnadel for Parents to Promote Reading Habits at Home:


  • Choose a specific and convenient time to read to your child. This could be just before a meal or at bedtime.
  • Instill a habit of the whole family reading together.
  • Make the spot for reading a comfortable one, for example you could pile up a few pillows on the floor.
  • Let the child select the book for reading.
  • Hold the book in such a manner that the child can see the pictures and let the child take the initiative in turning the pages.
  • Make sure to discuss about and explain the pictures and characters from the book.
  • Prompt your child to point out letters, shapes, colors and animals.
  • Encourage your child to read to you and read out loud. If the child is a preschooler, initiate a method wherein the child is allowed to interpret the story using his own imagination.


Benefits of Reading Aloud:


Reading aloud to the children and letting them see the parents actively involved in reading is perhaps the best way to get the children interested. Most children love being read to. Beyond reading, the children feel that the parents care for them and feel appreciated and cared for. This helps them to associate reading with ‘happy’ moments. Parents could use ‘read-along’ format-based audio cassettes.


Using Playtime to Encourage Reading:


Most children react best to learning when they are playing. They look upon this approach more positively rather than being ‘instructed’. Parents can involve the child in lots of daily activities and conversations which help to develop his literary and reading skills. Talk to the child while playing. This could be about spellings of things he loves to pay with. Later on, the child should be encouraged to read about that particular thing from a children’s encyclopedia. These days, encyclopedias for children as young as four are available.


Using Daily Activities for Learning:


Ordinary daily activities can also be an occasion for learning. For example, recognizing commercial signs and logos while out walking or driving is one of the first steps in learning to read. A common trip to the nearby mall or a grocery store can be used to this effect. Encourage the child to talk about the things he observes there. Ask him to make simple, small sentences about these things. Discuss about the various colors and shapes of the various goods on display.

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Music is a worldwide, masterful dialect that makes group association and a feeling of having a place. Some studies recommend that music is more established than dialect, and that discourse may have even developed from music. The primal force of music inspires feelings, recollections and pictures, taking the member on a mysterious adventure.


What is a Music Park and why do they shake? Musical parks and play areas are another pattern in musical expression, and they are starting to take off. A few organizations make open air musical instruments that are strong, economical, play genuine music, and can withstand the components permitting them to be introduced outside in parks, play areas and open spaces. Some organizations have even made their open air musical instruments with no wrong notes, permitting anybody to end up making music!


Ponder Nature and how it always delivers tranquil sounds; from fledgling and cricket tunes to the undulating of a spring. As you think about these sounds you can feel yourself starting to unwind and inhale somewhat more profoundly. Imagine a scenario in which you could co-make an ensemble with the winged creatures, the wind and the water. How might it make you feel? Playing music outside in a characteristic setting is an elating background for tykes of all age groups. With music parks on the ascent, we can make and listen to the tranquil hints of outside musical instruments while combating Nature Deficit Disorder. Since you realize that music parks exist, we should discuss why they shake.


What is a Music Park and why do they shake? Musical parks and play areas are another pattern in musical expression, and they are starting to take off. A few organizations make open air musical instruments that are solid, economical, play genuine music, and can withstand the components permitting them to be introduced outside in parks, play areas and open spaces. Some organizations have even made their open air musical instruments with no wrong notes, permitting anybody to wind up a “moment master” in making music! Ponder Nature and how it always creates serene sounds; from winged animal and cricket melodies to the undulating of a brook.


As you think about these sounds you can feel yourself starting to unwind and inhale somewhat more profoundly. Consider the possibility that you could co-make an ensemble with the winged animals, the wind and the water. How might it make you feel? Playing music outside in a characteristic setting is a thrilling background for children. With music parks and play structures on the ascent, we can make and listen to the tranquil hints of open air musical instruments while combating Nature Deficit Disorder (people, particularly youngsters, are investing less energy outside bringing about an extensive variety of behavioral issues). Since you realize that music outdoor play parks exist, we should discuss why they shake.


Musical parks are situations that guarantee inclusivity; they are useable by all, obliging an inexorably assorted society that incorporates the individuals who are not physically capable.


Also read: Interesting Findings on the Effect of Reading to Newborns

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To the uninitiated, the world of special education may seem like a maze or like learning a foreign language. As a parent you see your child struggling academically, behaviorally, or socially and you just want to make sure s/he receives the educational services needed in order to succeed in school and in life. When it comes to providing services for special needs children, not every school district is the same. Some are more likely to provide services while others are stingier about providing services or even recognizing that services are needed. Special education identification and service delivery are guided by federal and state laws; sometimes these laws can be misinterpreted by districts, schools, or individual educators. It is important to keep in mind that all school systems have a law firm on their side when it comes to interpretation of the laws. As your child’s primary advocate this may seem daunting; however, if you remain calm, do a little research, and document your concerns and communications with the school your child will receive the services s/he needs.


Prior to services being delivered a referral to determine whether an evaluation needs to take place needs to be made by a parent/guardian, teacher, or pediatrician. An initial individual education plan (IEP) meeting takes place that documents the reason for the referral and it should specifically outline what questions the IEP team wants answered. It is important for you to voice and outline your concerns during this initial meeting because your input is important to what happens next. Evaluations need to be conducted by various members of the team depending upon the area(s) of concern in order to assess you child and determine what type of services s/he needs. With recent changes to how learning disabilities are legally identified in public schools, sometimes IEP teams will use data from Response to Intervention (RTI). This data usually provides information on how well your child progressed on interventions received (if any) prior to the referral. It is okay and legal for schools to use this type of data as it is very informative about how the child responds to more intensive or more frequent instruction. As a parent, you want to leave this meeting secure in the knowledge that your child will receive an appropriate evaluation that answers your concerns and that will provide specific recommendations as to what services your child needs in school.


A second IEP meeting will occur after the evaluation process is completed in order to review the results of the evaluations, determine eligibility for special education services, and determine what services, if any, your child requires to progress in school. In order to prepare for this meeting you should:


  • Insist that you receive written copies of the evaluation reports five days prior to the meeting.
  • Read through the reports, highlight or underline anything that stands out or concerns you, and jot down questions about anything you don’t understand. Reports are sometimes full of unnecessary professional jargon and you should ask for explanations about anything you need clarification on. Every profession has its own terminology and no one expects you to get a degree in education in order to advocate for your child.
  • Ask that the professionals who conducted the evaluations to call you to review and explain the results after you receive the reports.
  • Write down any questions that you have that haven’t been answered and bring them with you to the IEP meeting.


At the second IEP meeting, the team will review the evaluation results and determine eligibility for special education services. An individualized education program will be developed if your child qualifies for services. Remember, this program should be individualized to your child and his/her unique learning, social, or emotional needs. Some questions by Helene Goldnadel to ask include:


  • How is that different than the regular curriculum?
  • What is going to be done to ensure that my child catches up/is ready for the next grade?
  • What individual modifications and accommodations are going to be implemented?
  • How is success/progress going to be measured and who measures it?
  • How often will I be informed of my child’s progress?
  • Who is going to be in charge of managing the plan?
  • How will other teachers be informed of my child’s needs?


When the team is able to answer these questions to your satisfaction you can be reasonably assured that they will provide services to meet your child’s needs. It is important that you take notes during the meeting because five days after the meeting you will receive your child’s Individualized Education Plan. This is a legal document that outlines the services that the district has agreed to provide to your child. The services in this document should correspond to your understanding of what took place during the IEP meeting. That’s why it is always good to take meticulous notes at these meetings. You should call the school and speak with your child’s case manager (this will be documented in the IEP, usually on the first page) and ask for clarification of anything that doesn’t match what you wrote or heard during the meeting.


If your child does not qualify for services and you are still very concerned that they need services in order to succeed, you can ask that the school provide RTI services, often this is already in place, will continue, and may be the reason why your child didn’t qualify for services, or you can ask for an independent evaluation. This independent evaluation is conducted by a professional who is unaffiliated with the school district and who is usually mutually agreed upon by you and the district.


What do I do if the school refuses to listen or just doesn’t seem to get my concerns?


In this case you have a few options. The first thing you should do is bring a digital recorder to IEP meetings and record them. The team is usually more careful about what they say and how they say it when they know they are being recorded. Keep a copy of these recordings. Secondly, you can call your state department of education and speak with an educational consultant. Most are eager to help parents and answer questions. Many states have a helpline that you can call that provides answers and gives directions on how to contact specific state and local agencies that will help you. You can call an advocate or educational lawyer who will review your concerns and child’s records, provide you with information and direction, meet with you, and attend IEP meetings with you. This last option will cost you money but is often very helpful in extreme cases.


Also read: Things by Helene Goldnadel to Do This New Year to Benefit Your Child in Special Education!

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Everybody wants their child to read well. The question is how can you help, right? Well, if you understand a few basic concepts, you’ll be able to evaluate your child’s reading skills and support their literacy goals just like a pro!


When checking to see how a child is reading, a good teacher looks at several key items that can tell some pretty important information of where that child is at with their reading development. Remember, to properly manage and instruct, we have to be able to measure progress. Evaluations help us with that.


First, before we begin, let’s take a look at the prize. Our goal is ultimately about the Big F…. That’s right, fluency. This is the grand prize. To achieve fluency, a lot of little steps have to occur and a lot of little parts need to work together.


Fluency? What does fluency really mean and how can we break it down for us enough to help our own child? Some might tend to think that fluency is about how fast somebody can read – how someone can go through the mechanics of decoding. While this is a partially correct, it’s certainly not the whole story.


Fluency is composed of two parts, the first of which may not sound too familiar – will be our biggest focus now: Automaticity. The word itself is mouthful, but it’s important so lets say it aloud again: Auto-ma-ti-city!


Automaticity simply refers to the speed and accuracy of word recognition and spelling. Achieving automaticity in the mechanics of reading and writing frees up a child’s brain for comprehension, the second part of fluency. And there you have it. Fluency equals automaticity and comprehension.


For now, let us focus on automaticity. Have you ever heard the axiom: “We’re learning to read, so we can read to learn”? Children are in fact learning to read, so that when they’re older they can read to learn about new and wonderful things.


Automaticity is the first step makes it all happen, and this is where you will be evaluating your child’s skills. (Now just for the record, comprehension skills are also simultaneously developing as well)


A good way to look at automaticity is like seeing the process that goes into developing a habit. We work on developing good habits during our learning time, our practice time, our reflection time, and our warm up times. Spending time explicitly learning the correct way becomes second nature or automatic after awhile.


Take for example an ice skating performer who beautifully twirls on the ice in front of large crowds. Though she makes it look easy and graceful, we didn’t see all the hours she spent, all the weeks and months she sacrificed in order to break down the parts of the routing in the smallest of units, so that when she expresses herself out on the ice, it’s automatic and beautiful. In fact, she performs most of her routine, without even thinking about it – with automaticity.


Here are a few key points by Helene Goldnadel to evaluate your child.


Be a good observer: What letters to do they have trouble sounding out or spelling? Make a note of them. Do they omit words when reading a sentence?


Don’t assess your child at his or her level of frustration: Try not to evaluate your child when she/he is at her point of giving up. You are evaluating in order to find the sweet spot of instruction, called the instructional zone.


Okay, now your evaluation will change as your child progresses, but here are a few tenets to keep in mind:


Phonological awareness: Observe your child’s ability to pay attention to and identify, and reflect on various sound segments of speech. Are they using blends correctly? (Blends are two letters joined together to make another sound, such as sl as in sling or fl and in flag.)


Consonant-Vowel Patterns: How is their use of consonants -vowel patterns shaping? For example, vowel patterns could be the ea as in team, ee as in seen, ai as in rain or train, and finally, ou as in shout. Make a note of these and review them when you are reading together.


Ultimately, there are a number of different ways to assess your child, but the best way to do this would be give your own spelling test, which is a lot easier done than said.


How would you do this? Well, write down twenty words that your child may or may not be able to spell. If you don’t know which words to use, look at one or more of their books and identify twenty from there. Then, give your child a blank sheet of paper and have him or her number the paper all the way up to the number twenty. Read the chosen words aloud and have your child spell the words out. If you wish, you can use the word in a sentence to help give your child a context for the word usage. Complete the spelling list and make your assessment. Mark which ones they missed and how they missed it. Did they leave out a letter, add in a letter, or omit a letter? Keep your child’s test and make the corrections. Keep the same word list and revisit the test in a couple of weeks. Again, make the corrections and repeat until all the words in the list are correct.


To strengthen your child’s skills with developing phonemic awareness and patterns, the use of flash cards can significantly help. Flashcards strengthen a child’s ability to sort, categorize, and recall information quickly – leading to automaticity. Follow these steps and you will be on your way to understanding where your child is and how you can support them in getting to where they need to be – fluency.


Also read: Childhood Exploration and The Benefits of Learning and Education

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