Class With My Phonics Approach

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If I had a student who was struggling in class with my phonics approach, and needed a different approach, I would try several different strategies that we learned about this week in Chapter 7 of our textbook.
The first strategy that I would employ would be “Letter Actions a consonant based strategy” (Vacca, et al., 2015, p. 191,192). This strategy would be great for my student if they are learning to read, but they were having difficulty with the words. In this strategy the sounds of the consonants are associated with action words. The textbook uses the example, “C-comb or S-sing” to describe action words that can be used (Vacca, et al., 2015, p. 191,192). Additionally, this strategy would be great for ELL students to use because they are given the chance to see a word in “Action”. So then next time they hear or see someone complete that action they will think about the English words they are learning in school and remember the consonant and the sound that it makes. In the textbook, it also mentions this as a great strategy for kinesthetic children as well because they are given the chance to move around and have a hands-on approach to their learning at the same time (Vacca, et al., 2015, p. 191). Another strategy that is closely related to this one, that fits nicely, is to use the consonant words and associate them to food words. I believe this would be another great activity for my student especially if they were an ELL student. Using consonants and associating
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