Each new grade level reviews the skills learned in the previous school year, keeping that previously acquired knowledge fresh in the minds of students. It was made to help children with special needs read. Cons of the Saxon Program Every program has some negative points. Some cons regarding the Saxon program include: The repetition can get boring for advanced readers. The pages in some editions are made from thin paper, which makes them rip easily and hard to reuse.
Some levels rely heavily on the parent to explain the lesson the child. Kits and materials can be expensive. Saxon Phonics Reviews Saxon phonics programs have been used with success in a variety of educational environments, from the public and private school classrooms to homeschooling families. Reviewer Jane on The Homeschool Mom says the program is thorough, but she wishes "the spelling list for the week went with the phonics lessons covered that week.
Instead, they seemed very random. Where to Buy Saxon Phonics and Spelling Program If you're working with a homeschool co-op or you have a lot of kids in this age group at home, you can buy classroom kits that cover 24 students or 32 students. Reading and Spelling With Saxon Using the Saxon Phonics and Spelling program can help students learn how to read faster than many other programs.
Pros and Cons of Will Kits. Pros and Cons of Teaching Kids to Code. By Jennifer L. Outline for a Book Review. Phonics Game Ideas. Activities for using manipulatives such as magnetic tiles, wooden blocks, and letter-building shapes and instructions on how to make build your own multisensory project are incorporated in the Resources for Differentiation. Teachers can also lead the class with whole body movement while forming letters such as Letter Yoga or Jumping Jack Letter Sounds.
Research indicates that children who are poor readers lack understanding of core reading skills. The National Institute of Child Health and Human Development Lyon, reported that for 90 percent to 95 percent of poor readers, early prevention programs that combine instruction in phonemic awareness, phonics, spelling, and reading comprehension can increase reading skills to average levels.
A study by Simmons and his colleagues found that providing 30 extra minutes of daily, explicit reading instruction and practice on phonological awareness, alphabet understanding, and spelling taught in an explicit manner was highly effective. This study also provided evidence that children who begin a double-dosing program in kindergarten are less likely to leave first grade as below-level readers.
National education committees have also supported programs that give children extra reading instruction that focuses on phonological awareness and alphabet understanding. The American Federation of Teachers has encouraged schools to use double-dosing to help students become better readers. In addition, the National Reading Panel National Institute of Child Health and Human Development, has stressed the necessity of providing quality reading instruction on phonological awareness and alphabetic understanding as early as possible to prevent later reading problems in children.
Many schools have used double-dosing to decrease the number of below-level readers and increase reading scores on standardized tests. The Bethel School District in Eugene, Oregon, implemented a double-dosing program providing at-risk kindergartners with 30 extra minutes of phonics instruction every day, along with bimonthly reading assessments.
Before the district implemented the instruction, 15 percent of students left the first grade unable to read. Since implementation, only 2 percent have left as nonreaders Paglin, A school official attributed student success to the addition of different instructional materials that are used for double-dosing reading instruction.
Saxon Phonics and Spelling K—2 provides explicit instruction in the three areas research has shown to benefit from a double-dosing approach: phonemic awareness, alphabetic understanding including phonics , and spelling.
Saxon Phonics and Spelling K—2 in conjunction with a core reading program is a structured and effective way of providing a double-dose of instruction in essential foundational skills. User guides correlated with core reading programs are available to help teachers seamlessly integrate Saxon Phonics and Spelling K—2 with the core reading program used in their school. Concepts taught in the core reading program can be reinforced with the Saxon program through the use of explicit daily instruction, practice, and review.
The Saxon technique and materials complement the core instruction, incorporate multisensory teaching, and foster assimilation, mastery and complete understanding of concepts and skills. Diagnostic assessments, accompanied by remediation activities, assist the teacher in monitoring student progress and individualizing instruction as needed.
The kit format of the programs minimizes the time a teacher spends preparing, and the scripted dialogue maximizes time spent teaching. The research underlying Saxon Phonics and Spelling K—2 is supported by improved standardized-test scores and other measures reported by classroom teachers.
A purposeful double-dosing approach that incorporates Saxon Phonics and Spelling K—2 into core reading instruction increases the potential for all students to become more successful readers. For this convergence to be effective, students must be supported as they actively engage with new concepts, build new knowledge, and augment their existing knowledge. Students will differ in what they have experienced prior to school entry and what they experience outside school, and these factors contribute to their learning, no matter how positive their classroom environment maybe Sheppard, These students may pose challenges to teachers, but teachers have a responsibility to teach all students, including those who may be striving readers.
Saxon Phonics and Spelling K—2 is designed to support all types of students across the curriculum. Teachers can use the Resources for Differentiation booklet in order to adjust the pace of instruction to meet the needs of each individual and the whole class.
Typically, four or five lessons and an assessment assessments appear at the end of the fourth lesson in each series in kindergarten and after every five lessons in Grades 1 and 2 should be completed each week. The fifth or sixth day assessment day may also be used to reteach a difficult lesson, remediate, or meet special school-district objectives.
Teachers might find it necessary, however, to adjust the pace of the program. The activity levels are Support, Reinforce, and Extend. It is important to remember that each child grows and learns at their own pace and that the pace at which any given child learns can vary over time.
Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge IDA, Early identification, remediation, and providing accommodations where necessary are critical for minimizing these secondary consequences and others such as the detrimental effects of experiencing repeated failure. Developing a dislike for reading can make problems worse if students avoid reading and thereby fall further behind.
Therefore, providing systematic, explicit instruction and multiple opportunities of practice and review are effective instructional strategies for students with dyslexia and critical to implement from the early grades. Research indicates that students with dyslexia perform worse in reading irregular and nonsense words compared to regular words, suggesting that impairments in decoding are characteristic of dyslexia Ziegler etal.
Recent research has highlighted the importance of rapid naming skills in fluent reading. The ability to quickly and automatically process, identify, and name familiar text and objects is related to reading Georgiou, , and this skill is impaired in students with dyslexia Jones et al. Students with reading difficulties need extra practice, extra time, and books aligned with their proficiency that engage their interests. Saxon Phonics and Spelling K—2 provides systematic, explicit, incremental, and cumulative instruction with application and continual review with foundational literacy skills that benefit all learners, particularly those students with dyslexia.
The best practices from reading science and research base from the Orton-Gillingham approach helped guide the development of the program components to specifically address the needs of striving readers. The flexible implementation options found in the Resources for Differentiation booklet allow teachers to tailor the program and instruction for students at all levels in their reading journey. Differentiated Instruction.
To further meet individual needs, teachers can use the Options for Differentiation activities, located at the end of each lesson. The recommended activities within the Options for Differentiation specifically call out additional supports teachers can provide to students showing signs of dyslexia. Teachers can focus on multisensory reinforcement of letter shapes and sounds, as well as phonemic awareness activities and other pre-reading activities for striving readers.
Working with children in small groups organized by skill level enables teachers to tailor activities to the skills each child needs to improve. The Options for Differentiation activities are optional, small-group activities designed to help children learn and practice the concepts from each lesson at their own skill level.
Activities are leveled according to the amount of support children need to help develop or strengthen a given skill. Children with learning difficulties can be read to and assisted with the worksheets individually, but they should continue to participate in all activities so that they are presented with the same vocabulary and concepts as their peers.
Thus, as their reading skills improve, other areas of learning will not be neglected. Through methods outlined inthe Fluency Instruction booklet, children are matched to books at their independent reading level. The three levels of fluency readers have been carefully designed to correlate with one another so that all children can read about a common topic, such as ants or farms, at their independent reading level.
These Kid Card games offer additional practice and repetition that students with dyslexia may need in order to master a phonics concept. Teachers can review the decks as usual; then divide the class into small groups that need work in specific areas.
During this time, teachers may work with specific groups or walk around the room to ensure that children are playing correctly. In these cases, teachers are encouraged to group children according to their learning abilities and by the skills that need strengthening. The program also provides various opportunities for multisensory learning by incorporating recommendations of activities that use manipulatives, skywriting techniques for letter writing, and letter formation activities on sandpaper or trays with sand, salt, or glitter.
These activities can be done with individuals, with a small select group of children, or with the whole class to give all children extra practice. English learners may have difficulty mapping standard English phonology, conventions, and syntax due to differences between English and their primary language.
The research on effective instruction for English learners points to three important principles: 1 generally effective practices are likely to be effective with English learners; 2 English learners require additional instructional supports; and 3 the home language can be used to promote academic development.
Additionally, English learners need plenty of opportunities to develop proficiency in English Goldenberg, Additionally, teaching vocabulary as it is used in specific genres prepares English learners to succeed with academic writing tasks Schleppegrell, To help English learners keep pace with the rest of the class, teachers can use the English Learner Support tips that appear at the beginning of every lesson.
Before starting each lesson, teachers preview the English Learner Support tip for a helpful strategy or activity that they can incorporate when teaching the lesson to help English learners access lesson content or practice skills.
Most of the support tips can be seamlessly integrated into each lesson and include suggestions for when to define words, demonstrate skills, or model how to do a task. Some examples of these include sound articulation practice and vocabulary-building activities. Each tip is leveled by whether it offers light, moderate, or substantial support for English learners, as well as information about second language acquisition.
Teachers of young students model the difference of not only socially appropriate speaking voices e. This means that they will be teaching their students to speak and listen with comprehension to academic or formal language, without giving up on their vernacular conversational modes of speaking. She reminds teachers that students do know about this—they most likely speak to their grandparents or the principal in ways that are highly different from how they talk to peers, and they probably listen to these grownups more carefully than to friends on the playground.
Spoken and written language in an academic register is marked by more technical and precise word choices, sentence styles, and grammar and is produced for various formal situations. Students also benefit from guidance on how to interact productively in pairs or small groups. Efforts to have students collaborate easily derail if students do not understand the give-and-take of speaking and listening or the subtle cues of body language in group situations where they work toward a common goal Palmer, Teachers have a responsibility to help their students learn how to listen, as well as speak, in school and other formal settings.
Students need to learn to listen in different contexts as their teachers, peers, and others speak. For young learners, active listening is a full-body experience in which listeners utilize various techniques to help them focus on a speaker in order to learn from them or to understand what the speaker is saying. Although most students seem to know intuitively how to listen while their teacher reads an engaging story to them, they may not know how to listen attentively in other formal settings.
Teachers can provide them with guidelines about being polite and quiet. It is important for children of all ages to develop good listening and speaking skills so that they are able to comprehend material, express themselves clearly, and collaborate with others. The Speaking and Listening Guide offers techniques and activities to teach children how to listen actively, build understanding, speak clearly, answer questions, and engage effectively in discussions in both whole-class and small-group settings.
Speaking Tips. At the beginning of the school year, or before teachers begin the first lesson of Saxon Phonics and Spelling , instructional tips are incorporated to discuss and model techniques for speaking. Doing this will help teach them that good speakers use certain skills or techniques when speaking. It will also help them integrate these concepts as well as identify them. Doing this will help teach them that listening is an active, rather than a passive, activity.
It will also help them integrate and identify the techniques of being a good listener. Active Listening Activity. Teachers can also work with children to set goals and have them use the Child Self-Assessment Card to monitor their own progress. For many students, experiences at home and preschool contribute to their learning to love books, and students enter kindergarten ready for the challenge of becoming fully literate themselves. They know they can do this!
For other students, mastering reading skills and strategies poses many challenges. As instruction becomes more and more advanced and assigned texts more difficult, they may decide that the cognitive energy needed to learn to read well and the embarrassment of mistakes are not worth their effort.
Teachers need to not only provide instruction on skills and content knowledge but also build strategies for perseverance, resilience, and effort.
For those where the learning to read process may become difficult, the students may identify themselves as somehow different from peers for whom academics come easily Learned, Research has shown that this identification can change the dynamics in a classroom. Therefore, carefully attending to the social and emotional needs of each child is integral for future success. Saxon Phonics and Spelling K—2 teaches students not only the reading skills they need to become confident readers, but the program integrates classroom management behavioral support, which helps students manage their own behavior to enhance their learning.
Demonstrating appropriate behavior and providing children with a clear idea of what is expected are essential elements for teaching the program. The program comes with Classroom Management Posters that provide age-appropriate visuals of expected learning behavior of the students. These posters promote classroom management by demonstrating how teachers expect children to sit and look when listening and writing.
Expectations and Routines. To help children transition smoothly from one activity to another with few interruptions or distractions, teachers establish expectations and routines early in the year. Routines include teaching children how to use and care for materials, follow directions, work cooperatively, and listen to others.
When children know what teachers expect, it eliminates wasted time and confusion. The history of the English language spans thousands of years, and various historical events contributed to the structure of the English language that we use today. There has been evidence that once students learn the structure of the English spelling based on historical factors of word origin, students can use the knowledge of the language structure to analyze unfamiliar words.
Saxon Phonics and Spelling Grade 2 content includes a booklet that offers a comprehensive look at the history and evolution of the English language. Learning about the influences different languages have had on the English language and the way the language changes over time can help children understand the complex spelling rules and patterns they will encounter as they strengthen their reading and spelling skills.
A recent study of first graders found that low-skilled readers who received Saxon Phonics made significant gains in reading scores Day, Another study involving first graders found that students who were taught with Saxon Phonics made significant gains in decoding and pronouncing words Showalter, The student sample included students in Grades 1—2.
The results of the hierarchical linear modeling indicated that students randomly assigned to use Saxon Phonics and Spelling had significantly greater growth on two reading skills, Word Analysis and Spelling, than control students, as measured by the Iowa Test of Basic Skills.
The basic pillars of reading instruction used in Saxon Phonics and Spelling K—2 have long been shown to be effective. The Saxon pedagogy and its instructional methods are sound, supported by a variety of scientifically-based foundational research studies, independent program efficacy studies, and documented test-score increases.
Saxon Phonics and Spelling K—2 provides systematic, incremental instruction, continual practice, and cumulative assessments—all of which are distributed throughout the school year and across grade levels.
This unique approach is highly effective with students of varying ability levels and allows students to gain and retain critical reading skills essential for lifelong learning. Abbott, S. Annals of Dyslexia, 49 1 , — Adams, M. Beginning to read: Thinking and learning about print.
Phonemic awareness in young children: A classroom curriculum. Baltimore: Paul H. Brookes Publishing. Al Otaiba, S. Assessment data—Informed guidance to individualize kindergarten reading instruction: Findings from a cluster-randomized control field trial.
The Elementary School Journal, 4 : — To wait in Tier 1 or intervene immediately: A randomized experiment examining first-grade responses to intervention in reading. Exceptional Children, 81 1 , 11— Identifying and intervening with beginning readers who are at-risk for dyslexia: Advances in individualized classroom instruction. Perspectives on Language and Literacy, Fall, 13— American Federation of Teachers Every child a reader: The importance of high-quality reading instruction.
Retrieved May 25, , from www. Anderson, J. The architecture of cognition. Baker, S. Teaching academic content and literacy to English learners in elementary and middle school NCEE Department of Education. Biemiller, A. Teaching vocabulary in the primary grades: Vocabulary instruction needed.
Baumann Eds. New York, NY: Guilford. Birsh, J. Multisensory teaching of basic language skills. Bisso, C. Fun in learning: The pedagogical role of fun in adventure education. The Journal of Experimental Education, 19 2 , — Blachowicz, C. Teaching vocabulary in all classrooms 5th ed. Blachman, B. Early intervention for children with reading problems: Clinical applications of the research in phonological awareness.
Topics in Language Disorders, 12 1 , 51— A longitudinal study on the structure of handwriting. Perceptual and motor skills, 72 3 , — Brady, S. Explaining individual differences in reading.
New York: Psychology Press. Brophy, J. Learning from teaching: A developmental perspective. Boston: Allyn and Bacon. Carlson, J. Determining data information literacy needs: A study of students and research faculty. Libraries and the Academy, 11 2 , — Connor, C.
Products 4. Page 1 of 1. Compare up to 5 items. Item Grades: K. Add to Cart. Your Cart. Cart Total:. Motivational reading experiences. Consistent success. Teacher Experience. Explicit instruction with easier navigation. Differentiation in every lesson.
Practice that reinforces skills and concepts. Professional support when and how you need It. Saxon Phonics and Spelling : Research Foundations. Demonstrates a Rationale. Early Learning. Strong Evidence. Their reading soared!
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