di: di Digest, Vol 87, Issue 4

Mon Aug 19 16:02:47 PDT 2019

Dear List,

I have an hour to devote to speaking, reading/writing. So far I am doing
about a 40/60 split, given the distance we have to cover in the latter, and
monitoring for potential information overload.

To all who replied, thank you for your thoughts on my Japanese student. As
a result of your comments I have ordered Funnix and will continue working
through Language For Learning and Teach Your Child To Read In 100 Easy
Lessons until I receive it. I will also work the common sight words in.

Thanks and I’ll report back with how it goes.

Chris

On Fri, Aug 16, 2019 at 4:02 AM <di-request at lists.uoregon.edu> wrote:

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>    1. Re:  Language for Learning/Thinking/Writing vs Direct
>       Instruction Spoken English (Scott Born)
>
>
> ----------------------------------------------------------------------
>
> Message: 1
> Date: Thu, 15 Aug 2019 11:33:46 -0500
> From: Scott Born <borns at thebornfamily.com>
> To: DI List List <di at lists.uoregon.edu>
> Subject: Re: di: Language for Learning/Thinking/Writing vs Direct
>         Instruction Spoken English
> Message-ID:
>         <
> CAG31wwxre2aE1rfGuK5JwwjUSYMe1mUq8WH36E+PX6SSx0LgTA at mail.gmail.com>
> Content-Type: text/plain; charset="utf-8"
>
> I love Horizons for some learners! If you only have six weeks, that
> wouldn't be time to fade the orthographic fonts in 100 easy lessons, but
> A/B with Horizons would take longer than you have to get to the meat. Does
> he sound out basic CVC words? Corrective reading would be accelerated if he
> can hang in there...
>
> Is your hour to do both L4L and reading?
>
> On Tue, Aug 13, 2019 at 12:43 PM Kay D. Thomson <kay at dreamcatcherdi.com>
> wrote:
>
> > Hi,
> >
> > I am more in the minority of the DI list, I think, when it comes to
> > Horizons, but I use that program a LOT.  I think it is especially helpful
> > having all the pictures for ESL and LS students.  I have used it for
> years
> > with Spanish speakers, and the last 4 years, I have used it while working
> > in Qatar with predominantly native Arabic speakers who are receiving (or
> > have been identified with) learning support needs.  Since you are 1:1 you
> > can repeat lessons as needed.  I worked with an extremely low Arabic
> > student who had cognitive difficulties (FS IQ 69). He had repeated KG,
> and
> > was 1/2 way through 1st grade when he was referred to me.  At that point,
> > he could only say sounds for some of his letters, had no words, and had
> > lots of difficulty with memory.  I saw him 3-4 times/week for 30-35
> > minutes/session.  In just 3 months, he was reading the stories at the end
> > of book 1 of Horizons A/B.  I repeated as needed during each lesson for
> > multiple practice, then we ended with the workbook, which he really
> liked.
> > Then, each day, I did a repeat of the previous days lesson in the text
> > (sounds and any words) before beginning the new lesson in its entirety.
> >
> > I also use the L4L for some students also.  It depends upon how much time
> > I have.  Horizons provides a lot of language opportunities with the
> > pictures and directions.  I don't get into big discussions so as not to
> > detract from the reading, but just in the directions such as "put your
> > finger on the circle, triangle, dog," etc., the students learn lots of
> > vocab.  It doesn't teach sentences like L4L does, but they do get vocab
> > useful in the classroom.
> >
> > Hope this helps!
> >
> > Kay
> >
> >
> > ---
> >
> > *Kay D. Thomson, M.A.*
> >
> > Dreamcatcher Direct Instruction Centers
> > Owner/Director
> > kay at dreamcatcherdi.com
> > 970-443-7111
> >
> > *"We Don't Just Tutor, We Teach!"*
> >
> > On 08/12/2019 8:00 pm, Christopher Duss wrote:
> >
> > Dear DI List,
> >
> > I have a 7 year old ESL student in Japan who is preparing for
> > international school interviews. He is applying for entry to the second
> > half of first grade. He has to answer questions - for example "What did
> > you do last summer" - and read and write simple words and sentences - for
> > example, "write dogs".
> >
> > Over the past year we have been working through *Language For Learning*
> > and are now through lesson 40. I have to confirm if there has been a
> > formal diagnosis, but there has at least been some speculation that he
> has
> > Asperger's. If he does, it hasn't impeded his English acquisition, and
> the
> > main tweak I have had to use with the program is to be more careful about
> > number of consecutive mistakes. He often becomes frustrated to the point
> of
> > tears before the prescribed 7 mistakes, and it is difficult to bring him
> > back after that happens.
> >
> > He has no reading experience but knows the alphabet letter names and the
> > main phonetic sound for most letters. I have been tasked to bring him up
> to
> > the above level in speaking/reading/writing in the next 6 weeks. I will
> > have him for an hour a day most weekdays, so around 40 sessions until the
> > interview. My current plan is to continue with *Language For Learning* to
> > build speaking skill and use* Teach Your Child to Read in 100 Easy
> > Lessons* to build reading and writing. I also own* Horizons Fast Track
> > A-B* and have been wondering whether it would be better to use that than*
> > Teach Your Child*.
> >
> > Does anyone have thoughts on how to better structure a program to build
> > these skills in the specified time period? Or thoughts on which reading
> > program to use?
> >
> > Thanks,
> > Chris
> >
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> End of di Digest, Vol 87, Issue 4
> *********************************
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-- 
Chris Duss
youtube.com/PicLilyEducation <http://youtube.com/PicLily>
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