Phyllis Guenther

Ms. Guenther
 Please take time to read each day for at least 30 minutes.  I added a new link to my page. (Phonics Links - Videos) . Please take time to check out Geraldine! Left hand side of your screen. :o)

Love Reading 

Welcome to Reading Interventions,
My groups are designed to reinforce reading skills so our students at Pepperhill Elementary  can achieve their highest level of reading with confidence and skill.

We work in small groups using Charleston County School District approved, effective reading program to improve our reading abilities. 
Programs( Open Court Phonics, LLI,  Rewards, Voyager, 
Project Read ( Comprehension and Phonics), Close Reading and CCLI

Open Court Phonics is new to CCSD this year to Pepperhill. Please take the time to visit with  me or your child's teacher to learn more . 

 CCLI is also part of our learning initiative in all grade levels. I would be very happy to meet with you  at any time to show you the expectations as well as teach you how to work with your child at home.

Open Court Chants
Letter Sounds

Six ways to practice alphabet letters and sounds.
Why are my students drawing boxes around the letters in words? See Links Below
Elkonin Boxes:   
Erase and Replace 
Elkonin boxes build phonological awareness skills by segmenting words into individual sounds, or phonemes. To use Elkonin boxes, a child listens to a word and moves a token into a box for each sound or phoneme. In some cases different colored tokens may be used for consonants and vowels or just for each phoneme in the word.

As a parent how do I know what books to choose? Where can I find resources for my students?
JUST RIGHT BOOKS    <<<<< Select the link to the left.
Before During and After Reading: take a moment and watch the video. Parents you can do this with your child.  MOVIE

Good Readers Do Many Things  <<< select the link

Here is a link as well as some activities you can do with you child: 

Phonological Awareness Activities for Parents

PhonologicalAwareness Activities - parent friendly activities

Building underlying awareness of how sounds combine to make words will help with reading.  There is an instructional sequence to these skills, but they don’t all have to be mastered before moving on.  Note that when a letter is inside hatch marks (//), it indicates just the letter sound.

Word Segmentation:  Count words in sentences.  Have your student think of a short sentence to describe a recent event.  (“I went to the beach yesterday.”)  Clap the words and count them.  Make the sentence longer and count again.  (“I went to the beach yesterday and it was really windy.”)

Rhyme Recognition and Production:  Play rhyming “I Spy.”  You say “I spy with my little eye something that rhymes with … [grable].” The student looks around and sees a “table.”  It’s great to do this to pass the time in anew place, like a restaurant, a waiting room, etc.

 Syllable Blending and Segmentation:  Count syllables in words.  As you’re unloading groceries clap the syllables in the items.  “How many times did we clap?”  Some new exoticadditions to the grocery list may spice this up a little (“arugula!”).  You could vary this by listing just things you like or dislike, or choosing a category of thing (animals, cars) your student is interested in. 

 Syllable Deletion:  Using compound words, ask what’s left when yout ake away a word.  This is the kind of thing that might work on a car ride.  “If you start out with a [starfish, football] and you take away the [star, foot],what’s left?”  Work on first and last parts of the words.

 Phoneme Manipulation:  Start with first sounds in words and do some thing similar to the syllable deletion activity.  “What word is left if I start with [pie] but take away the [/p/ sound]?”  Words like pie, take, chart, cape, etc., all have hidden words in them.

Move on to identifying sounds in words

First sound first, then last sound, then middle sound.  You can do this as a spy game.  Set up a bridge and have animals cross the bridge: The student has to give the first (last, middle) sound as the secretpass-code to have the animal cross.

 Phoneme Blending:  Try a Simon Says game.  Warm up with “Simon says touch your [wrist,etc.]  Then play it with the words broken into their sound parts: “Simon says touch your /l/-/e/-/g/.  Touch your /l/-/i/-/p/-/s/.”  Use one-syllable body-part names like toe,heel, foot, knee, thigh, chest, back, ear, etc.

Phoneme Segmentation/Deletion:  Collect or draw pictures of one-syllable things on note cards, and draw 3 boxes under each. (Examples: cat; dog; can; cup; pan; fan. Don’t include consonant blends like “stem,” or “spot.”)

Readers Fluency Voice: Have fun reading in a different voice. Please download this activity to help when you are reading for fun at home.  Just print out and create. Great for anytime in the car or quiet time.  FluencyWorkstationVoiceJar.pdf

Once we get up and running things will move slow and then gradually speed up with your child's ability level. It is with great pleasure that I have your child in my group. If you have any questions or concerns please do not hesitate to contact me.   I have had several parents that want to do a make and take or just some lessons on how to help their child at home. Please contact me if you are interested and we can set up a time where I can help you address the needs of your child.  I can be reached at  767-5905 ext. 21746.