Ever since I joined as a subscriber, this intervention time has fascinated me. But seeing what you are able to accomplish with your students each day has me excited to schedule it into each day next year. I have so many questions though! To begin, please share with me your thoughts around the decision to devote these 30 minutes each day to rest for all students while you do 1:1 intervention work. Next, please share your management approach; how do you keep the others quiet for 30 minutes? I am reminded of my own attempt at having a "read to self" time after lunch each day while I attempted to confer 1:1 with "readers" and it was always a battle to keep everyone "reading" and not messing around. I know I will have many follow-up questions, but maybe we can just start with the how-to of establishing the routine and expectations of this time.
Thank you for your comment and questions! This comment made me realize how crucial my 30-minute intervention time is to getting everyone where they need to be by the end of the year. I realized that I should do an entire post about this early on this summer so others can think about establishing it into their daily schedule as they're thinking about next year. Hopefully you can wait for the post to learn all the deets. For now, though, I do not have the kids resting every day. They rest for the first few weeks of school just to establish that this is indeed quiet time and that there are only a few reasons why you would come and talk to me during this time. Soon--as they learn some letters, learn the keyboard, and learn how to logon--they start working on their Chromebooks during this time. They do Lexia twice a week, Dreambox twice a week, and rest on Fridays. An intervention teacher is in my room M-Th during this time and I decided that she will support everyone on their Chromebooks while I do interventions. To me, it makes sense that I do the interventions; that way I can tie them to what we've learned in whole group and small group and I can also use everything I know about teaching kindergartners to read. The bottom line is, I can do it better than the intervention teacher because I have way more years of experience and I can help students make the connections to the rest of the day. Management is definitely an issue during this time. Everyone has their exact spot to lay in and even the direction that their head has to be pointing to alleviate interactions. I give kids warnings--1..., 2...,--and if I have to talk to them three times they know there will be a consequence. Some years, there are kids who sit at a table and draw because laying quietly is just out of the question. Most days, one or more students fall asleep. More later on all of this...
Thank you for these deets - no rush at all for more at this time, as my thinking/planning around this is definitely for next year. What you answered here is just enough for me to continue thinking and planning for the future.
Not that you need MY affirmation, but I will stay that I agree whole-heartedly with your decision to do all of the 1:1 intervention with your kiddos for all the reasons you stated.
I look forward to hearing more from you on this topic after school is out for summer. Thank you in advance!
You said they’ve learned soft g and soft c yet they said geb with a hard g sound. Did you count that wrong? I am just curious because you didn’t correct them during the video.
So I've taught soft g and soft c (that these letters have two different sounds) but we did not get into the examples or rules so they have not heard anything about g needing to make its soft sound if followed by an e. Since these are nonsense words and we're in kindergarten, I would always expect them to use a hard g--the primary sound--when they see it in CVC words. And, as I said in the video, it's not about accurate scoring or doing a LOT of teaching during this time, just that I want to be sure to correct/teach them at least a little so that it's mostly an instructional activity and not an assessment. I hope that makes sense.
Yes that makes total sense. I completely agree with them saying it with a hard g sound, but I was just wondering since you did point out you had taught the soft g. I loved the video! It’s so exciting seeing kinders read cvc words!
We just started our SOR journey this year (we were always F&P) and the kids are having such success!
Ever since I joined as a subscriber, this intervention time has fascinated me. But seeing what you are able to accomplish with your students each day has me excited to schedule it into each day next year. I have so many questions though! To begin, please share with me your thoughts around the decision to devote these 30 minutes each day to rest for all students while you do 1:1 intervention work. Next, please share your management approach; how do you keep the others quiet for 30 minutes? I am reminded of my own attempt at having a "read to self" time after lunch each day while I attempted to confer 1:1 with "readers" and it was always a battle to keep everyone "reading" and not messing around. I know I will have many follow-up questions, but maybe we can just start with the how-to of establishing the routine and expectations of this time.
Thank you for your comment and questions! This comment made me realize how crucial my 30-minute intervention time is to getting everyone where they need to be by the end of the year. I realized that I should do an entire post about this early on this summer so others can think about establishing it into their daily schedule as they're thinking about next year. Hopefully you can wait for the post to learn all the deets. For now, though, I do not have the kids resting every day. They rest for the first few weeks of school just to establish that this is indeed quiet time and that there are only a few reasons why you would come and talk to me during this time. Soon--as they learn some letters, learn the keyboard, and learn how to logon--they start working on their Chromebooks during this time. They do Lexia twice a week, Dreambox twice a week, and rest on Fridays. An intervention teacher is in my room M-Th during this time and I decided that she will support everyone on their Chromebooks while I do interventions. To me, it makes sense that I do the interventions; that way I can tie them to what we've learned in whole group and small group and I can also use everything I know about teaching kindergartners to read. The bottom line is, I can do it better than the intervention teacher because I have way more years of experience and I can help students make the connections to the rest of the day. Management is definitely an issue during this time. Everyone has their exact spot to lay in and even the direction that their head has to be pointing to alleviate interactions. I give kids warnings--1..., 2...,--and if I have to talk to them three times they know there will be a consequence. Some years, there are kids who sit at a table and draw because laying quietly is just out of the question. Most days, one or more students fall asleep. More later on all of this...
Thank you for these deets - no rush at all for more at this time, as my thinking/planning around this is definitely for next year. What you answered here is just enough for me to continue thinking and planning for the future.
Not that you need MY affirmation, but I will stay that I agree whole-heartedly with your decision to do all of the 1:1 intervention with your kiddos for all the reasons you stated.
I look forward to hearing more from you on this topic after school is out for summer. Thank you in advance!
Hi Dani, I just want to make sure that you see this post as it answer most of your questions! https://busybeekindergarten.substack.com/p/daily-interventions?r=dzflv&s=w&utm_campaign=post&utm_medium=web
You said they’ve learned soft g and soft c yet they said geb with a hard g sound. Did you count that wrong? I am just curious because you didn’t correct them during the video.
So I've taught soft g and soft c (that these letters have two different sounds) but we did not get into the examples or rules so they have not heard anything about g needing to make its soft sound if followed by an e. Since these are nonsense words and we're in kindergarten, I would always expect them to use a hard g--the primary sound--when they see it in CVC words. And, as I said in the video, it's not about accurate scoring or doing a LOT of teaching during this time, just that I want to be sure to correct/teach them at least a little so that it's mostly an instructional activity and not an assessment. I hope that makes sense.
Yes that makes total sense. I completely agree with them saying it with a hard g sound, but I was just wondering since you did point out you had taught the soft g. I loved the video! It’s so exciting seeing kinders read cvc words!
We just started our SOR journey this year (we were always F&P) and the kids are having such success!
Thank you for sharing all you do! Keep it up!
Happy to hear that you are loving the transition to SoR. Me too!
Randee, could I get a copy of the NWF pages?
Whoops! I'm not sure which Ashton this is. Can you email me and ask for them? Thanks!
Sure! I'll email them to you.