I am honored to have the opportunity to write stories that follow the Barton Reading & Spelling System scope and sequence. Choices can be helpful as we encourage students to practice their reading and to find the kind of books they enjoy. I wanted to share a resource that can help you find which Barton Stand-Alone books will be a good match for your student(s) (for levels 3 and 4.) This comes from a fellow Barton tutor and parent's blog, "Lindy's Homeschool." Barton Reading & Spelling Stand-Alone Book Review I was excited to see a short summary for each of the Stand-Alone stories as well as Lindy's notes. Thanks Lindy!
I'd like to share my game "Time Loop" from chapter 13 of "The Black Silk Path." It has been popular with my students. I think they enjoy it when I get stuck going around and around and around my loop, and they happen to be speeding through the loops. I use the idea of a time loop to review the material. When we review, it is like stepping back in time for a little bit. I won't reveal how the time loop affects the characters, Ed and Mel though. "The Black Silk Path" includes 15 themed games with the 14 chapters of Narrator text and decodable Student text. I know it is unusual to have games in a beginning chapter book, but I have a different agenda than conforming to typical book genre standards. I missed out on the importance (and fun) of games with my sons, so I want to encourage others to use games to help their beginning readers. Also as a veteran homeschool mom, I know the budget is important. The games provide that extra value I look for
Despite what the title may suggest, I am not going to talk about the myth that Dyslexics read backward. Instead, I am going to point out how purposely reading backward (word by word, not sound by sound) can help break a guessing habit. In David Kilpatrick's book, Essentials of Assessing, Preventing, and Overcoming Reading Difficulties , he provides a good overview of how we read, including using decoding, context, and contextual guessing. He states, "For weak readers, contextual guessing allows them to bypass the orthographic mapping process, which secures a particular written word in memory for later, instant recall." (page 39) Hmm, skipping the process that secures a written word in memory for later, instant recall. That doesn't sound good. So, what do you do when your student, who may have been taught specifically to guess the word from the context, keeps guessing instead of slowing down to decode the word? Several strategies can be used, including using high