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Phonics Activities for Older Students!
15 NO PREP printables for 5-15 minute sessions or anywhere in between to fit your intervention schedule.
This packet is perfect for any middle and high school student with reading disabilities or any student who struggles with basic decoding or word recognition.
As a 6th-12th grade Special Education teacher, I struggled to engage older students in any available phonics, decoding or "Wilson-esque" materials since they were all catered to primary students. Most phonics materials feature large bubble letters and pictures intended for young children. When confronted with these materials, my students shut down in embarrassment or a defeated sense of apathy. I created these materials to ensure my older students felt challenged and empowered to improve their decoding and word recognition.
Every worksheet contains 1+ new word parts/sounds along with 9 more advanced root words and accompanying vocabulary. This empowers students to improve not only decoding ability but also vocabulary and reading comprehension. This advanced component makes students feel more motivated and empowered. These worksheets can be read again and again until students retain pronunciation and vocabulary.
I used this with my 3 most struggling students with IEPs and 2 of them were declassified after 25 one-on-one sessions.
SIMPLE-DIRECTIONS: Each of the 15 NO PREP printable worksheets is meant to be read through one-on-one between teacher and student. Teachers simply need to point to each word or word-part as students read it aloud, verbally prompting and correcting when students mispronounce a word/word-part.
STEP-BY-STEP DIRECTIONS: Use all 15 NO PREP printable worksheets, starting with # 1 and ending with #15. Have the student read through 1 to 3 worksheets in each session and consider repeating entire worksheets at follow-up sessions, if necessary. Each worksheet is meant to be read through one-on-one between one teacher and one student. The same as reading a regular text, start at the top left of the page with line #1 and point to each word or word-part, prompting the student to read each word aloud as you point to it (moving from top-left to bottom-right). Simply point to each and every word or word-part to prompt the student to read it aloud. Move as quickly or slowly as necessary between each word/word-part depending on the student's fluency. If the student mispronounces the word or word-part, point to the word again while correctly pronouncing the word aloud, then have the student repeat your correct pronunciation and move on to the next word / word-part.
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