di: di Digest, Vol 87, Issue 9

Tue Sep 3 18:22:46 PDT 2019

It is traditional partially decodable leveled readers and basic questions.
It's trash.

On Tue, Sep 3, 2019 at 10:47 AM Christopher Duss <duss.christopher at gmail.com>
wrote:

> Dear List,
>
> The international school to which my student is applying has recommended
> his family to check out Raz-kids (https://www.raz-kids.com/). It looks to
> me that it has mostly reading material for those who have learned reading
> mechanics and not much in the way of organized instruction. Does anyone
> have experience with it and know how to best use it with pre-readers?
>
> Thanks,
> Chris
>
> On Fri, Aug 30, 2019 at 4:00 AM <di-request at lists.uoregon.edu> wrote:
>
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>> Today's Topics:
>>
>>    1. Re:  di Digest, Vol 87, Issue 8 (Christopher Duss)
>>
>>
>> ----------------------------------------------------------------------
>>
>> Message: 1
>> Date: Thu, 29 Aug 2019 07:47:56 +0900
>> From: Christopher Duss <duss.christopher at gmail.com>
>> To: DI List List <di at lists.uoregon.edu>
>> Subject: Re: di: di Digest, Vol 87, Issue 8
>> Message-ID:
>>         <CANL-zTO-h=
>> hYAn__f3CTup4xf-Sn_41ZGdgaTBURhtr8_zGeWg at mail.gmail.com>
>> Content-Type: text/plain; charset="UTF-8"
>>
>> Thank you for the responses I have received about my ESL student with
>> (possible) Asperger?s. I am now giving daily updates to the parents,
>> including progress and any hinderances. They acknowledge that the
>> student "has a difficult personality, is very hard on himself for
>> small mistakes, and suddenly becomes frustrated and can't continue."
>> No indication of further investigation or diagnosis.
>>
>> To make up for lost time, we have been doing two one-hour lesson
>> periods per day. The first one in the morning has gone smoothly except
>> for a couple times where he needed to rest before continuing. The
>> afternoon session almost always ended in problems, so I think we were
>> trying to pack too much in. From today we will return to a single hour
>> long session every day. As summer holidays are ending, though, we
>> won't have the luxury to break for 20 minutes and return when
>> necessary. We have to achieve what is possible within the hour block.
>> He enjoys playing against me in Connect 4 (on my phone), so I plan to
>> build that in as often as needed to maintain his active participation
>> in the main lesson activities.
>>
>> For lesson materials, he has been flying through the first part of
>> Teach Your Child to Read in 100 Easy Lessons, doing an average of 2-3
>> lessons per day. He has been rejecting Language For Learning and
>> shutting down when I try to do it, but has been enthusiastic about the
>> reading, so I have been feeding his interest there. Yesterday I
>> received Funnix, which a few people mentioned as a good/better
>> alternative to Teach. I did the first lesson with him yesterday and he
>> seemed to enjoy it, though it was the afternoon session so he was a
>> bit worn out and close to frustration at points. I am concerned, given
>> that we have probably 20 sessions remaining until the interview that
>> we are a bit late in beginning this program, especially if he is
>> taking so well (so far) to Teach. On the other hand, Funnix has more
>> of a verbal component, which may make up for not being able to get him
>> to do Language For Learning.
>>
>> I have a sense that reading/writing is where he really needs to make
>> up ground for his interview, as opposed to speaking. With that in mind
>> what do think is the appropriate path - 1) continue with Teach and
>> push LFL when possible or 2) do Funnix and let that account for
>> speaking/reading/writing needs?
>>
>> Thank you!
>> Chris
>>
>>
>> > On Aug 27, 2019, at 04:00, di-request at lists.uoregon.edu wrote:
>> >
>> > Send di mailing list submissions to
>> >    di at lists.uoregon.edu
>> >
>> > To subscribe or unsubscribe via the World Wide Web, visit
>> >    https://lists-prod.uoregon.edu/mailman/listinfo/di
>> > or, via email, send a message with subject or body 'help' to
>> >    di-request at lists.uoregon.edu
>> >
>> > You can reach the person managing the list at
>> >    di-owner at lists.uoregon.edu
>> >
>> > When replying, please edit your Subject line so it is more specific
>> > than "Re: Contents of di digest..."
>> >
>> >
>> > Today's Topics:
>> >
>> >   1. Re:  Math word problems for 7th grader with dyslexia
>> >      (Heather Penney)
>> >   2. Re:  di Digest, Vol 87, Issue 6 (Christopher Duss)
>> >
>> >
>> > ----------------------------------------------------------------------
>> >
>> > Message: 1
>> > Date: Fri, 23 Aug 2019 23:21:19 +0100
>> > From: Heather Penney <h.penney at btinternet.com>
>> > To: Leah Cooper <leahs_tutoring at yahoo.com>
>> > Cc: di at lists.uoregon.edu
>> > Subject: Re: di: Math word problems for 7th grader with dyslexia
>> > Message-ID: <5A268D87-44D2-415D-8705-9BA91D7FEEA7 at btinternet.com>
>> > Content-Type: text/plain; charset="utf-8"
>> >
>> > Leah,
>> >
>> > Look at Talk Aloud Problem Solving (TAPS)
>> http://www.morningsideacademy.org/learn-to-reason-with-taps/
>> >
>> > Heather :-)
>> >
>> > Sent from my iPhone
>> >
>> >> On 21 Aug 2019, at 4:39 am, Leah Cooper <leahs_tutoring at yahoo.com>
>> wrote:
>> >>
>> >> A friend?s daughter is extremely talented with math calculation.  The
>> word problems are a huge struggle for her because of her language
>> processing issues/dyslexia.  Do any of you know of any good
>> program/curriculum that can teach her how to break down a word problem into
>> parts that she can comprehend and translate into math functions?
>> >>
>> >> Sent from my iPad
>> >>
>> >> _______________________________________________
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>> > ------------------------------
>> >
>> > Message: 2
>> > Date: Mon, 26 Aug 2019 10:06:15 +0900
>> > From: Christopher Duss <duss.christopher at gmail.com>
>> > To: DI List List <di at lists.uoregon.edu>
>> > Subject: Re: di: di Digest, Vol 87, Issue 6
>> > Message-ID:
>> >    <CANL-zTO=SSV+m7Y8hqjhanHqXx1vR0EZLQeDMNhQGuWusE8HMA at mail.gmail.com>
>> > Content-Type: text/plain; charset="utf-8"
>> >
>> > Dear List,
>> >
>> > Regarding my student in the intensive ESL interview preparation
>> program, I
>> > have been having trouble. Again, he is 7 years old and possibly High
>> > Functioning Autism (Asperger's), though I haven't heard there was a
>> formal
>> > diagnosis. He has been breaking down at the slightest hint of error.
>> When
>> > we had lessons in a more relaxed setting I had to be careful about
>> repeated
>> > errors, but now he is agitated even with familiar material. He also
>> says he
>> > is sleepy and lies down for a half hour (which he is doing now) before
>> > continuing. To avoid him getting in a funk that carries through the
>> whole
>> > lesson period, I have been accommodating with any breaks he needs,
>> though
>> > my short reading on the subject says that if it is Asperger's breaks may
>> > only allow him to stew on what is bothering him. I think he is feeling
>> the
>> > pressure of this interview but am also considering that he understands
>> he
>> > can reduce his lesson time by behaving in this way. Do you have ideas on
>> > how to approach this program in light of these behavioral difficulties?
>> > Should I find out any formal diagnosis there has been to better guide my
>> > approach? It is a touchy subject to bring up with parents, and parents
>> of
>> > former students who had learning impediments were more forthcoming with
>> > specific details than these have been.
>> >
>> > Thanks for any insight you can offer,
>> > Chris
>> > -------------- next part --------------
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>> >
>> > End of di Digest, Vol 87, Issue 8
>> > *********************************
>>
>>
>>
>> End of di Digest, Vol 87, Issue 9
>> *********************************
>>
>
>
> --
> Chris Duss
> youtube.com/PicLilyEducation <http://youtube.com/PicLily>
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