『On Your Way with Dr. Christina Williams』のカバーアート

On Your Way with Dr. Christina Williams

On Your Way with Dr. Christina Williams

著者： Christina Williams
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 Dr. Christy is an educator turned entrepreneur who equips teachers to move their students from struggling to soaring -- FAST -- and to even make it FUN.Copyright Dr. Christina Williams
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  • OYW How to Teach "Sight Words"

    OYW How to Teach "Sight Words"
    2025/05/09
    Every parent in my school community knows about sight words. They may be called star words, snap words, or something else, but we know what they are. Early childhood classrooms feature from 25 to more than 100 words students must know on sight by the end of the school year. That\'s not a problem-the fluent reading of words. The problem can be in how those words are taught.Does your child say the when the word is and? How about and for the word said? In my first grade classroom, at the beginning of the year, this happens quite frequently. I call it the \"Guess and Go\" syndrome. I believe this kind of reading error is a result of children being taught sight words. They are taught to recall how words look. They are not taught to make the sounds they see, from left to right, across the word. If they had been taught to make the sounds they see, children would not say see when they come to the word look.Teachers often post the students\' sight words on the walls of their classrooms. They review each word frequently. The children are asked to practice using the words in various ways. Eventually, the word sticks in the memories of the students. If it doesn\'t stick quickly enough, parents are asked to make flashcards for the words to review them with their children.Here\'s the problem: When taught to rely on their memory of how words look, children are prone to make errors in their reading.
    So what do I recommend?I believe that we must return to the Sound by Sound approach (left to right) and reserve the Sight Word approach (memorizing words) for the words that do not follow phonics guidelines. Even the words I call \"true sight words\" have the expected initial sounds.
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    26 分
  • OYW Read Aloud

    OYW Read Aloud
    2025/04/29
    Reading to your kids is so very important. Even with high stakes tests hanging over my shoulders, as a classroom teacher I invest the time to read aloud to my students every single day because I believe that it is the best way to promote a love for books*. But reading aloud offers so much more!It’s a perfect time to:
    • discuss unfamiliar words ~vocabulary
    • share/compare what you’re imagining in your minds ~comprehension
    • demonstrate reading with a pace that matches what the author’s saying (sometimes we speed up, sometimes we slow down) ~fluency/prosody
    • demonstrate interpretations of the voices of characters (anger, southern twang, squeaky, etc.) ~fluency/prosody
    • compare the events of this story to other stories you know or to your own lives ~comprehension
    • introduce a variety of genres to expand your children’s experiences with books and how they work ~comprehension
    • promote the character traits you’d like to see in yourself and others ~comprehension
    In the classroom, I continually say things like, “Whoa. You are acting determined just like little Willy in Stone Fox, “ or “You can write in your journal the way Sam Beaver wrote in his in The Trumpet of the Swan.”Remember, your kids are capable of comprehending books far beyond their reading levels. When you’re reading to them, they are able to do the deep work of comprehension without having to slow down to decode unfamiliar words.One more thing . . . Once I read a book to students, they are often excited to read it themselves. That’s WONDERFUL! They know what’s going happen, so they’re better equipped to tackle what might otherwise be challenging words for them. If it’s a quality book, reading it twice will be a great investmentSo, have I convinced you?
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    29 分
  • OYW Dynamic Dictionary

    OYW Dynamic Dictionary
    2025/04/17
    Today, in the Science of Reading community, lots of teachers are questioning how to most effectively equip children to become skilled writers. We’ve been learning a lot about the essentials when teaching kids to read, and now teachers are wondering about what scientific research says when it comes to early childhood writing instruction. Many schools had adopted “the writers’ workshop approach” a while back, but since the Lucy Calkins curriculum for reading has been eschewed (UH-SHOOED) and explicit systematic phonics instruction has (finally!) taken its rightful place in beginning readers’ classrooms, teachers are wondering about what to do with writing time. Should there be time set aside for explicit writing instruction? If so, what are “writing blocks” supposed to look like? Some folks, like Natalie Wexler (one of my heroes) say that teaching writing separate from knowledge-based content is not a worthy time spend. Others, like Tim Shanahan (also one of my heroes) feel that about 20% of literacy instruction time (25-45 minutes or so) should be set aside, daily, for explicit writing instruction. What’s a teacher to do when the experts can’t agree?
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    22 分

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