March 15, 2025 • 24 mins
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TD Flenaugh discusses the importance of decodable passages and repeated readings to build reading fluency in children. Decodable passages contain spelling patterns children have learned, such as "cr" and "fr." Flenaugh emphasizes the need for multiple reads to help children recognize and sound out words. She suggests marking up the text with different colors or symbols to highlight patterns. Flenaugh also mentions the importance of reading like speaking and modeling expression. Additionally, she plans to explore the health risks of synthetic hair and its impact on children, highlighting the broader goal of education for liberation.
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Episode Transcript
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Unknown (00:00):
Recording. Okay, so here we go.
Welcome to Falling for LearningPodcast episode 90. Um, so today
we're going to be talking aboutdecoddable passages and how to
do repeated readings so thatyour child is gaining fluency.
So stick around if you don'tknow about this, or you haven't
(00:21):
heard about it, or whatever thatmay be, but we're going to give
you some tips and strategies tomake sure you can get your kids
together with their reading.
Hi. Thank you so much forjoining the Fallinging for
Learning Podcast. I am TDFlenaugh, we have this podcast
(00:41):
to help parents and caregiverswith having the resources,
strategies and tools needed tomake sure that their children
are on track for learning and tostay on track for success.
Okay, so here we go. So this isa decodable passage, and when I
(01:03):
mean a decodable passage, what Imean by that is that it's a
passage that has spellingpatterns that they have been
taught often when they pick up abook, just any book from the
library, it's not considered adecodable passage, because it's
unpredictable the words andsentences and phrases and all
(01:24):
the things that are there theymay or may not have seen before.
Decodable passages are specificto what they have learned. So if
you have been teaching them, youknow consonant, consonant, vow
consonant words, meaning in thefront of it, there is a blend.
So you will notice there's likea TR in front, the CR is in
(01:46):
front, right?
You'll see f, R, F, R. But we'vebeen learning short vowels, and
they've been learning theblends, and so it is a decodable
text for the child. So does thatmean because they've learned all
of this before, in the passage,in the other passages, passages
(02:07):
you have read, or the list thatyou have read, the words you've
blended or worked on thedictation with? Does that mean
that they will read thisfluently? Not necessarily. This
is why we do what's calledrepeated readings. Okay,
so they may not at first,because it's all the passage in
a big block of text.
(02:29):
They may notrecognize all the words right at
first. They may even beintimidated by a longer passage.
But reassure them that they'vehad these words before, and
they've blended these words.
They've sounded out the wordswith you, they've written the
words with you, and now you'regoing to be reading a passage or
(02:49):
story with these same types of,you know, spelling patterns and
all of that with them.
Okay, so let's go ahead and readthe passage. Now, let me be
clear, when I am teaching achild or student this I am not
reading the passage first. No,because it's decodable, they
(03:10):
have the ability and the skillsto read it by themselves. So you
are there with them. You helpthem through, you help them
sound out, you help themrecognize but do not read it for
them first. Okay, so the kidwill come up and read this to
passage, a fun trip to the crabpit. They may stumble over these
(03:33):
words, but remember, you remindthem. Fr, fr, Fran and Fred run
to the crab pit. A big crab hopsup. Fran grabs a rock. Fred taps
the crab. The crab runs. Fredgrins that crab is fast. Fran
spots a frog. The frog hops in,plop. Frog in the pit. Fran
(03:57):
yells. Fred runs to the frog.
The frog slips out the PAL sitas the crabs and frogs zip and
hop.
So I just read it for them. Wejust read it for you, right? But
when you have the kid read it,it may take them a long time to
get through a passage this long,even though they can sound out
(04:18):
these words and again, you givethem a lot of encouragement, but
the goal with fluency is forthem to read like they're
talking. Some peoplemisinterpret it and think, Oh,
this is where you start readingreally fast, and it's not, it's
reading like you're talking. AndI remind kids that when they
watch TV, often the people thatthey're watching TV are reading
(04:38):
a script and but you don't knowbecause they read like they're
talking. They are fluentreaders. So I remind them of
this after they read through itthemselves. I then will do a
fluent read for them. I modelwhat it sounds like, you know,
adding expression frog in thepit, right?
(05:00):
So you find those places wherethere is expression, where
they're supposed to pause at theperiods and all of that, and you
are modeling that for them. Soafter you do that, very
important,you go to the next phase, where
you want them to startrecognizing those patterns that
they have read before, thatthey've sounded out before and
all of that, so you help them tomark up the text. Now I have not
(05:24):
said annotate, because annotateis a different thing. Annotation
is both noting, making notes andmarking up the text. But they
don't have to note what's on thetext. They just need to mark it
up. Okay, so we may I adoptdifferent ways that you mark up
the text. So for example, Imight say you're going to
underline all the words thathave the CR blend to it. So we
(05:47):
start at the title and we'reunderlining the CR words.
I usually have them underlinethe whole word.
So there's crab, and they'll seeit several times. But if you
know what, you're strugglingreaders, they may see crab, and
(06:11):
every time they see crab, in thefirst time that they read it,
they may be stumbling over thatword, so helping them go back
and recognize crab, crab,because they may go
crab, and then when they gethere, a big
crab. And I know we have to havepatience when we're teaching our
(06:32):
young readers, our strugglingreaders, because, you know,
like, if it's up here and it'shere and it's here, but again,
they're new, so they don't seeall of these patterns. So us
going back to mark up the texthelps them to see these
patterns, recognize thesepatterns. And the more they do
this, they will be better atrecognizing the patterns. So
when they get to crab, thesecond or third time, they're
(06:54):
going to say, the crab. Okay,here it is. The crab
runs Fred grins again as they'regoing through this. This is like
their second read. They aredefinitely using the time to
read the words. So sometimes weget this twisted and we just
have them scan when they shouldbe reading. Fred, friend and
(07:19):
friend run to the crab. It a bigcrab hops up. Fran grabs a rock.
Fred taps the crab. Underline,the crab. Underline runs. Fred
grins that crab. Underline isfast friends. Spots a frog. The
frog hops in, plop. Frog in thepit. Fran yells. Fred runs to
(07:42):
the frog. The frog sleeps outthe cow, sit as the crabs. Here
it is again, and frog zip andhop. So we have a second read.
We were looking for the CRwords. Now I may do another way
to mark up the text, because weobviously have the FR blend many
(08:04):
times now, just to stop for amoment and pause and tell you
more about what a blend is. Ablend is two consonants, in this
case, that both keep their samesounds. And I feel like that's a
little debatable, but let metell you why. So for the words,
brand, for the FR,the F sound, the R sound,
(08:30):
right? You just it's easier tosound it out by saying for
putting it together, instead ofit's easier to say for
put a little schwa on there.
Have to watch that. Okay, sothis time, we're going to put,
like a squiggly line underneathFran and Fred, and here we are
(08:52):
getting a third read. Now,right? We're looking for
squiggly lines for the words.
That was our blend, Fran andFred run to the crab. Oh, I know
that word, right. I just markedit in pit. A big crab hops at a
Fran, squiggly line, grabs arock. Fred,
(09:19):
top, sorry, taps the crab. Thecrab runs. Fred grins, that oop,
I missed it. I gotta go back forred grin, that crab is fast.
Fran,spots of frog, ooh, Frog, that's
one.
Did I miss frog other times. No,okay, the frog
(09:46):
pops in, plop. Frog in the pit.
Fran yells, Fredruns to the frog. Do?
The frog slips out. The PAL saidas the crabs and frogs zip and
(10:07):
hop. Okay, so we have done thisnow. Another way I want to know
you may highlight these withdifferent colors, using a
crayon, using an actualhighlighter of different colors
to help them mark up the text.
To notice these blends, thesespelling patterns, these ways of
sounding out words in an easierway and noticing those patterns.
Okay, so we have that here. Sonow let me tell you why I feel
(10:32):
like there is some debate intowhether or not both letters keep
their own sound in a blend.
This one I'm going to circle. Sothe trip to the crab pit. And I
didn't have a lot of TR blends,but the way I pronounce trip,
(10:52):
it's not really, it's twodifferent trip, trip that's not
like,but they say it is. But you
know, it's kind of debatable.
The big thing is, do they see itsay, TD and keep moving, right?
So I just think it's debatable.
The same thing with drum, whichwe don't have any
(11:13):
I said drum. Dr, to me, makes awhole different sound. Dr,
instead of not to me, but again,it's okay, as long as the kids
know what it means, know how tosound it out, know how to spell
it right. So it's kind ofdebatable for me, but notice I
didn't have a bunch of tripwords in here. So I can do
(11:33):
another decodable with blends,and just have more TR words and
even the DR words, because thoseare more difficult to me and
your child will, most likely, alot of kids associate the DR,
Drew, dr, drip, drum, drop, withJ. That's what they see. They
(11:56):
hear J, and they'll just put Dr,and it's like, dr, there's a r
there, right? So to me, thesound has changed. The D and the
R both do not keep their soundis more of a diagraph where they
both have a new sound.
So I think it depends on how youthink about it, or you pronounce
(12:18):
words, or whatever.
But now they have read it. Soagain, there's no more TR words
in here, but I would, if I hadmore, we would go through in
circle are all the TR word soagain, by the time they get to,
like, the fourth read, andthat's and really important,
give them a purpose for readingit. When you tell kids were just
(12:40):
going to read it over and overagain. They're like, why, but
you do tell them why. But also,when they're reading again, give
them a purpose. Now we'relooking for the FR blends. Now
we're looking for the CR blends,right? And then you also can do
this together. I'll read asentence, you read a sentence,
or if there's paragraphs, youread a paragraph, I read a
paragraph. And so we'll taketurns, but there's different
(13:03):
ways that you do it. Rather thanI'm going to read it once, I'm
going to read again and I'mgoing to read again. We are
looking for something veryspecific every time that we read
Okay,starting again and again. I will
even time kids for a minute tosee how long it takes them to
read this. Tell them the goal isto get to the end by the minute
and make sure that you'rereading it and make sure that
(13:25):
you're helping them. You know,with multiple reads, okay, you
read it five times, looking, youknow, the first time we're
looking, just reading it for thefirst time. That's the first
read, reading it by ourselves.
The first time, the second read.
I will read it to you, so I getmodel for you, and you're going
to follow along as I read. Thethird read, we're looking for C,
(13:45):
R blends. The fourth read, we'relooking for fr blends. Then you
also could do even like a fifthread for the
for the sight words. So for thesight words, I'm going to use a
whole different color,words like and I'm going to
(14:06):
circle andthe so make maybe we were
working on and, and the and two,right? And that's what we're
going to go through looking atit. So there's two.
Fran and OOP two in the heretoo. So again, they're reading.
(14:31):
It a fun trip to the crab pit.
Fran and Fran run to the crabpit. A big crab hops up. Fran
grabs a rock. Fred taps the oh,there it is.
Oh, there's the with capitalletter, the and don't be
surprised. Sometimes kids don'trecognize it, like, Oh, now I
don't know what this word is,and I'm going to start sounding
(14:53):
it outright. Like, no, this is the
just has a capital letter. Sodon't be surprised. It happened.
That crab is fast. Fran spots afrog. The
frog hops in, plop frog in thefrannies. Fran Fred runs to the
(15:14):
frog, thefrog, did I miss two? I didn't
miss two? Notice two in theright by each other. Sometimes
the frog slips out thehouse. It as the crabs and frogs
you're working on and as well,and frogs zip and pop.
(15:36):
Did I miss any more? Andgotta go back? I don't think so.
I think about them all. So yeah,so this is how you can, you
know, multiple reads. Every timeyou read, you're looking for
another purpose. This is what'sdone in fluency practice. It's
also done when you're readingfor something, reading for
comprehension as well. And thistime, we're not talking about
comprehension, we're justtalking about reading it like
(15:57):
you're talking and the way toachieve that is getting multiple
reads, And I recommend at leastfive readings, but it's
important for you to look atthat passage and find different
reasons for them to return tothe passage. Okay, okay, hold.
We have a word from my sponsors.
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(16:27):
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okay, that was a word from oursponsors. Okay, now I'm just
sitting down because we just didour decodable practice. So
(17:12):
again, just some review aboutthat. Make sure you help your
kids with the Decodablepassages, to help them read
fluently. Decodable, again, isdirectly related to words and
phrases. Sentiment sent. I'msaying words and phrases. It's
really just the spellingpatterns, diagrams,
(17:35):
letter sounds that they workedon, right? So this is
early, advanced, right? Kind ofit's pretty early. It's still
early, but the the blends, theFR and all that, give it a
little bit more of a level ofcomplexity. Um, but yes. So
the passages get longer as theyget older, and of course,
(17:56):
there's more and more variety,because they've learned more and
more sound spellingcorrespondences, okay? So very
important. So I hope everyone isdoing good out there today.
I was a little bit late joiningbecause, you know, I use
something called ECAM to do mypodcast, the video portion and
(18:20):
the audio portion, obviously.
And there was something thatpopped up on the screen that
would not let me click it offwhen I got into the app that's
on my computer. So I'm not surewhy it did that. It hadn't done
that before, I guess it had somekind of update or whatever. But
I was very upset about that,because it pushed me back. I
(18:41):
usually just press, you know, goand I'm ready to go and I
couldn't go. So very upsetting.
So, you know, shout out toEcamm. I will be contacting you
about messing up my stuff. Thankyou.
(19:02):
I'm just like recovering. Had aday of arrest yesterday because
I was going under the weatherand just trying to get back into
it today and hope everything isokay with everyone out there. I
do want to say that, you know,we're in the month of March
right now, and there's Women'sHistory Month, and I don't
(19:25):
really talk about all thedifferent holidays and types of
months or whatever, butone of the things that I have
been thinking about, and thinkit's really important for us to
Think about, is,like, synthetic hair. Isn't that
something?
So I'm going to do anotherpodcast episode and just let you
(19:49):
know what's coming up onresearch. So I need to research
like the synthetic care there. Iknow if you have been following
a little bit on social media, aswell as some reports.
And research out there, butthere have been toxic chemicals,
even carcinogens, which meansthat they're linked to
is linked to cancer. Carcinogenis something that is causes
(20:15):
cancer. Soobviously I use, like braids
with extensions, and so I needto look into that. I'm going to
be doing some research, and thatis really something that I am
going to talk to you guys aboutand do a series on research.
Because obviously our educationis not just for education sake.
Education is for liberation.
(20:36):
Education is for us to live ahealthier, more enjoyable life,
and they have options. And sonow finding out, new research,
new information. I need to do myown research and find out what
path I'm going to take, becauseI need to make some changes to
take care of myself. Obviously,if something that I'm using is
(20:56):
harmful to me, and I also wantyou to know, because you might
be out there using the samething that are harmful, not just
for yourself, because, ofcourse, I've been wearing, like
braids extensions since I was alittle kid, and I'm sure many
kids wear them, so it'ssomething that we need to look
out for and pay attention to. SoI'll be sharing some of my
research techniques, becausethis is the research that you
(21:18):
know. It's it's also what youneed to be doing. When are
you're teaching your kid tolearn, for them to do their own
research, for them to find outabout things, because when they
do that, of course, they areable to control what's going on
with their lives and how they'reable to help others and find out
more about what they want to do,and what they're interested in,
(21:43):
and so that's something I reallywant you to to
stick around for. You know, it'scoming up. Next week, I'll be
having an episode on researchand the techniques that I use,
the search engines that I use,and then how you could do the
same with your kids, as you'reteaching them to use their
education for liberation.
(22:04):
So as I'm moving forward, I wantyou to know we are on, you know,
remind you I said at the verybeginning, we're on episode 90
of the folly for learningpodcast. And
that is so exciting. I reallystarted this podcast 90 weeks
ago, and I have not missed anyweeks. Every week for 90 weeks,
(22:27):
we've put out a new podcast, andtoday, or a couple of times, I
feel like I was thinking aboutlike doing a repeat episode or
something like that,but I haven't done that. I just
put out new episodes every time,and it ranges from solo podcast
episodes, and we have lots ofwonderful guests. We're in our
second yearof the podcast, and coming up in
(22:51):
season three, which starts inJuly. The podcast started July
1, 2023I'm exploring some options now,
maybe taking it out of my diningroom. Possibly, I don't know, or
maybe we'll stick around in thedining room, I don't know, but
(23:12):
yeah,so if you have any comments
about any topics that we youwant us to cover on the
following for learning podcast.
Any guests that you canrecommend, maybe you want to be
a guest, let us know. Reach outto us,
put it in the comments. You knowyou always can email me at TD,
(23:32):
at Rider tie.com and we'll bereally glad to hear from you.
Thanks again for joining us anddo something today that gives
your kids and the kids that youserve a competitive advantage.
(23:54):
Thanks again for supporting thefalling for learning. Podcast,
new episodes go live everySaturday at 5pm
you can watch us on youtube.comat falling for learning, or
listen on all major podcastplatforms such as Apple, Google,
(24:15):
Audible, Spotify and much morefor more resources, visit
falling in love withlearning.com
we really appreciate you. Have awonderful week. You.
Recording. Okay, so here we go.
Welcome to Falling for LearningPodcast episode 90. Um, so today
we're going to be talking aboutdecoddable passages and how to
do repeated readings so thatyour child is gaining fluency.
So stick around if you don'tknow about this, or you haven't
(00:21):
heard about it, or whatever thatmay be, but we're going to give
you some tips and strategies tomake sure you can get your kids
together with their reading.
Hi. Thank you so much forjoining the Fallinging for
Learning Podcast. I am TDFlenaugh, we have this podcast
(00:41):
to help parents and caregiverswith having the resources,
strategies and tools needed tomake sure that their children
are on track for learning and tostay on track for success.
Okay, so here we go. So this isa decodable passage, and when I
(01:03):
mean a decodable passage, what Imean by that is that it's a
passage that has spellingpatterns that they have been
taught often when they pick up abook, just any book from the
library, it's not considered adecodable passage, because it's
unpredictable the words andsentences and phrases and all
(01:24):
the things that are there theymay or may not have seen before.
Decodable passages are specificto what they have learned. So if
you have been teaching them, youknow consonant, consonant, vow
consonant words, meaning in thefront of it, there is a blend.
So you will notice there's likea TR in front, the CR is in
(01:46):
front, right?
You'll see f, R, F, R. But we'vebeen learning short vowels, and
they've been learning theblends, and so it is a decodable
text for the child. So does thatmean because they've learned all
of this before, in the passage,in the other passages, passages
(02:07):
you have read, or the list thatyou have read, the words you've
blended or worked on thedictation with? Does that mean
that they will read thisfluently? Not necessarily. This
is why we do what's calledrepeated readings. Okay,
so they may not at first,because it's all the passage in
a big block of text.
(02:29):
They may notrecognize all the words right at
first. They may even beintimidated by a longer passage.
But reassure them that they'vehad these words before, and
they've blended these words.
They've sounded out the wordswith you, they've written the
words with you, and now you'regoing to be reading a passage or
(02:49):
story with these same types of,you know, spelling patterns and
all of that with them.
Okay, so let's go ahead and readthe passage. Now, let me be
clear, when I am teaching achild or student this I am not
reading the passage first. No,because it's decodable, they
(03:10):
have the ability and the skillsto read it by themselves. So you
are there with them. You helpthem through, you help them
sound out, you help themrecognize but do not read it for
them first. Okay, so the kidwill come up and read this to
passage, a fun trip to the crabpit. They may stumble over these
(03:33):
words, but remember, you remindthem. Fr, fr, Fran and Fred run
to the crab pit. A big crab hopsup. Fran grabs a rock. Fred taps
the crab. The crab runs. Fredgrins that crab is fast. Fran
spots a frog. The frog hops in,plop. Frog in the pit. Fran
(03:57):
yells. Fred runs to the frog.
The frog slips out the PAL sitas the crabs and frogs zip and
hop.
So I just read it for them. Wejust read it for you, right? But
when you have the kid read it,it may take them a long time to
get through a passage this long,even though they can sound out
(04:18):
these words and again, you givethem a lot of encouragement, but
the goal with fluency is forthem to read like they're
talking. Some peoplemisinterpret it and think, Oh,
this is where you start readingreally fast, and it's not, it's
reading like you're talking. AndI remind kids that when they
watch TV, often the people thatthey're watching TV are reading
(04:38):
a script and but you don't knowbecause they read like they're
talking. They are fluentreaders. So I remind them of
this after they read through itthemselves. I then will do a
fluent read for them. I modelwhat it sounds like, you know,
adding expression frog in thepit, right?
(05:00):
So you find those places wherethere is expression, where
they're supposed to pause at theperiods and all of that, and you
are modeling that for them. Soafter you do that, very
important,you go to the next phase, where
you want them to startrecognizing those patterns that
they have read before, thatthey've sounded out before and
all of that, so you help them tomark up the text. Now I have not
(05:24):
said annotate, because annotateis a different thing. Annotation
is both noting, making notes andmarking up the text. But they
don't have to note what's on thetext. They just need to mark it
up. Okay, so we may I adoptdifferent ways that you mark up
the text. So for example, Imight say you're going to
underline all the words thathave the CR blend to it. So we
(05:47):
start at the title and we'reunderlining the CR words.
I usually have them underlinethe whole word.
So there's crab, and they'll seeit several times. But if you
know what, you're strugglingreaders, they may see crab, and
(06:11):
every time they see crab, in thefirst time that they read it,
they may be stumbling over thatword, so helping them go back
and recognize crab, crab,because they may go
crab, and then when they gethere, a big
crab. And I know we have to havepatience when we're teaching our
(06:32):
young readers, our strugglingreaders, because, you know,
like, if it's up here and it'shere and it's here, but again,
they're new, so they don't seeall of these patterns. So us
going back to mark up the texthelps them to see these
patterns, recognize thesepatterns. And the more they do
this, they will be better atrecognizing the patterns. So
when they get to crab, thesecond or third time, they're
(06:54):
going to say, the crab. Okay,here it is. The crab
runs Fred grins again as they'regoing through this. This is like
their second read. They aredefinitely using the time to
read the words. So sometimes weget this twisted and we just
have them scan when they shouldbe reading. Fred, friend and
(07:19):
friend run to the crab. It a bigcrab hops up. Fran grabs a rock.
Fred taps the crab. Underline,the crab. Underline runs. Fred
grins that crab. Underline isfast friends. Spots a frog. The
frog hops in, plop. Frog in thepit. Fran yells. Fred runs to
(07:42):
the frog. The frog sleeps outthe cow, sit as the crabs. Here
it is again, and frog zip andhop. So we have a second read.
We were looking for the CRwords. Now I may do another way
to mark up the text, because weobviously have the FR blend many
(08:04):
times now, just to stop for amoment and pause and tell you
more about what a blend is. Ablend is two consonants, in this
case, that both keep their samesounds. And I feel like that's a
little debatable, but let metell you why. So for the words,
brand, for the FR,the F sound, the R sound,
(08:30):
right? You just it's easier tosound it out by saying for
putting it together, instead ofit's easier to say for
put a little schwa on there.
Have to watch that. Okay, sothis time, we're going to put,
like a squiggly line underneathFran and Fred, and here we are
(08:52):
getting a third read. Now,right? We're looking for
squiggly lines for the words.
That was our blend, Fran andFred run to the crab. Oh, I know
that word, right. I just markedit in pit. A big crab hops at a
Fran, squiggly line, grabs arock. Fred,
(09:19):
top, sorry, taps the crab. Thecrab runs. Fred grins, that oop,
I missed it. I gotta go back forred grin, that crab is fast.
Fran,spots of frog, ooh, Frog, that's
one.
Did I miss frog other times. No,okay, the frog
(09:46):
pops in, plop. Frog in the pit.
Fran yells, Fredruns to the frog. Do?
The frog slips out. The PAL saidas the crabs and frogs zip and
(10:07):
hop. Okay, so we have done thisnow. Another way I want to know
you may highlight these withdifferent colors, using a
crayon, using an actualhighlighter of different colors
to help them mark up the text.
To notice these blends, thesespelling patterns, these ways of
sounding out words in an easierway and noticing those patterns.
Okay, so we have that here. Sonow let me tell you why I feel
(10:32):
like there is some debate intowhether or not both letters keep
their own sound in a blend.
This one I'm going to circle. Sothe trip to the crab pit. And I
didn't have a lot of TR blends,but the way I pronounce trip,
(10:52):
it's not really, it's twodifferent trip, trip that's not
like,but they say it is. But you
know, it's kind of debatable.
The big thing is, do they see itsay, TD and keep moving, right?
So I just think it's debatable.
The same thing with drum, whichwe don't have any
(11:13):
I said drum. Dr, to me, makes awhole different sound. Dr,
instead of not to me, but again,it's okay, as long as the kids
know what it means, know how tosound it out, know how to spell
it right. So it's kind ofdebatable for me, but notice I
didn't have a bunch of tripwords in here. So I can do
(11:33):
another decodable with blends,and just have more TR words and
even the DR words, because thoseare more difficult to me and
your child will, most likely, alot of kids associate the DR,
Drew, dr, drip, drum, drop, withJ. That's what they see. They
(11:56):
hear J, and they'll just put Dr,and it's like, dr, there's a r
there, right? So to me, thesound has changed. The D and the
R both do not keep their soundis more of a diagraph where they
both have a new sound.
So I think it depends on how youthink about it, or you pronounce
(12:18):
words, or whatever.
But now they have read it. Soagain, there's no more TR words
in here, but I would, if I hadmore, we would go through in
circle are all the TR word soagain, by the time they get to,
like, the fourth read, andthat's and really important,
give them a purpose for readingit. When you tell kids were just
(12:40):
going to read it over and overagain. They're like, why, but
you do tell them why. But also,when they're reading again, give
them a purpose. Now we'relooking for the FR blends. Now
we're looking for the CR blends,right? And then you also can do
this together. I'll read asentence, you read a sentence,
or if there's paragraphs, youread a paragraph, I read a
paragraph. And so we'll taketurns, but there's different
(13:03):
ways that you do it. Rather thanI'm going to read it once, I'm
going to read again and I'mgoing to read again. We are
looking for something veryspecific every time that we read
Okay,starting again and again. I will
even time kids for a minute tosee how long it takes them to
read this. Tell them the goal isto get to the end by the minute
and make sure that you'rereading it and make sure that
(13:25):
you're helping them. You know,with multiple reads, okay, you
read it five times, looking, youknow, the first time we're
looking, just reading it for thefirst time. That's the first
read, reading it by ourselves.
The first time, the second read.
I will read it to you, so I getmodel for you, and you're going
to follow along as I read. Thethird read, we're looking for C,
(13:45):
R blends. The fourth read, we'relooking for fr blends. Then you
also could do even like a fifthread for the
for the sight words. So for thesight words, I'm going to use a
whole different color,words like and I'm going to
(14:06):
circle andthe so make maybe we were
working on and, and the and two,right? And that's what we're
going to go through looking atit. So there's two.
Fran and OOP two in the heretoo. So again, they're reading.
(14:31):
It a fun trip to the crab pit.
Fran and Fran run to the crabpit. A big crab hops up. Fran
grabs a rock. Fred taps the oh,there it is.
Oh, there's the with capitalletter, the and don't be
surprised. Sometimes kids don'trecognize it, like, Oh, now I
don't know what this word is,and I'm going to start sounding
(14:53):
it outright. Like, no, this is the
just has a capital letter. Sodon't be surprised. It happened.
That crab is fast. Fran spots afrog. The
frog hops in, plop frog in thefrannies. Fran Fred runs to the
(15:14):
frog, thefrog, did I miss two? I didn't
miss two? Notice two in theright by each other. Sometimes
the frog slips out thehouse. It as the crabs and frogs
you're working on and as well,and frogs zip and pop.
(15:36):
Did I miss any more? Andgotta go back? I don't think so.
I think about them all. So yeah,so this is how you can, you
know, multiple reads. Every timeyou read, you're looking for
another purpose. This is what'sdone in fluency practice. It's
also done when you're readingfor something, reading for
comprehension as well. And thistime, we're not talking about
comprehension, we're justtalking about reading it like
(15:57):
you're talking and the way toachieve that is getting multiple
reads, And I recommend at leastfive readings, but it's
important for you to look atthat passage and find different
reasons for them to return tothe passage. Okay, okay, hold.
We have a word from my sponsors.
So the rewrite method and therewrite method workbook are your
(16:27):
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(16:50):
into loving to write, get yourbook set today. You
okay, that was a word from oursponsors. Okay, now I'm just
sitting down because we just didour decodable practice. So
(17:12):
again, just some review aboutthat. Make sure you help your
kids with the Decodablepassages, to help them read
fluently. Decodable, again, isdirectly related to words and
phrases. Sentiment sent. I'msaying words and phrases. It's
really just the spellingpatterns, diagrams,
(17:35):
letter sounds that they workedon, right? So this is
early, advanced, right? Kind ofit's pretty early. It's still
early, but the the blends, theFR and all that, give it a
little bit more of a level ofcomplexity. Um, but yes. So
the passages get longer as theyget older, and of course,
(17:56):
there's more and more variety,because they've learned more and
more sound spellingcorrespondences, okay? So very
important. So I hope everyone isdoing good out there today.
I was a little bit late joiningbecause, you know, I use
something called ECAM to do mypodcast, the video portion and
(18:20):
the audio portion, obviously.
And there was something thatpopped up on the screen that
would not let me click it offwhen I got into the app that's
on my computer. So I'm not surewhy it did that. It hadn't done
that before, I guess it had somekind of update or whatever. But
I was very upset about that,because it pushed me back. I
(18:41):
usually just press, you know, goand I'm ready to go and I
couldn't go. So very upsetting.
So, you know, shout out toEcamm. I will be contacting you
about messing up my stuff. Thankyou.
(19:02):
I'm just like recovering. Had aday of arrest yesterday because
I was going under the weatherand just trying to get back into
it today and hope everything isokay with everyone out there. I
do want to say that, you know,we're in the month of March
right now, and there's Women'sHistory Month, and I don't
(19:25):
really talk about all thedifferent holidays and types of
months or whatever, butone of the things that I have
been thinking about, and thinkit's really important for us to
Think about, is,like, synthetic hair. Isn't that
something?
So I'm going to do anotherpodcast episode and just let you
(19:49):
know what's coming up onresearch. So I need to research
like the synthetic care there. Iknow if you have been following
a little bit on social media, aswell as some reports.
And research out there, butthere have been toxic chemicals,
even carcinogens, which meansthat they're linked to
is linked to cancer. Carcinogenis something that is causes
(20:15):
cancer. Soobviously I use, like braids
with extensions, and so I needto look into that. I'm going to
be doing some research, and thatis really something that I am
going to talk to you guys aboutand do a series on research.
Because obviously our educationis not just for education sake.
Education is for liberation.
(20:36):
Education is for us to live ahealthier, more enjoyable life,
and they have options. And sonow finding out, new research,
new information. I need to do myown research and find out what
path I'm going to take, becauseI need to make some changes to
take care of myself. Obviously,if something that I'm using is
(20:56):
harmful to me, and I also wantyou to know, because you might
be out there using the samething that are harmful, not just
for yourself, because, ofcourse, I've been wearing, like
braids extensions since I was alittle kid, and I'm sure many
kids wear them, so it'ssomething that we need to look
out for and pay attention to. SoI'll be sharing some of my
research techniques, becausethis is the research that you
(21:18):
know. It's it's also what youneed to be doing. When are
you're teaching your kid tolearn, for them to do their own
research, for them to find outabout things, because when they
do that, of course, they areable to control what's going on
with their lives and how they'reable to help others and find out
more about what they want to do,and what they're interested in,
(21:43):
and so that's something I reallywant you to to
stick around for. You know, it'scoming up. Next week, I'll be
having an episode on researchand the techniques that I use,
the search engines that I use,and then how you could do the
same with your kids, as you'reteaching them to use their
education for liberation.
(22:04):
So as I'm moving forward, I wantyou to know we are on, you know,
remind you I said at the verybeginning, we're on episode 90
of the folly for learningpodcast. And
that is so exciting. I reallystarted this podcast 90 weeks
ago, and I have not missed anyweeks. Every week for 90 weeks,
(22:27):
we've put out a new podcast, andtoday, or a couple of times, I
feel like I was thinking aboutlike doing a repeat episode or
something like that,but I haven't done that. I just
put out new episodes every time,and it ranges from solo podcast
episodes, and we have lots ofwonderful guests. We're in our
second yearof the podcast, and coming up in
(22:51):
season three, which starts inJuly. The podcast started July
1, 2023I'm exploring some options now,
maybe taking it out of my diningroom. Possibly, I don't know, or
maybe we'll stick around in thedining room, I don't know, but
(23:12):
yeah,so if you have any comments
about any topics that we youwant us to cover on the
following for learning podcast.
Any guests that you canrecommend, maybe you want to be
a guest, let us know. Reach outto us,
put it in the comments. You knowyou always can email me at TD,
(23:32):
at Rider tie.com and we'll bereally glad to hear from you.
Thanks again for joining us anddo something today that gives
your kids and the kids that youserve a competitive advantage.
(23:54):
Thanks again for supporting thefalling for learning. Podcast,
new episodes go live everySaturday at 5pm
you can watch us on youtube.comat falling for learning, or
listen on all major podcastplatforms such as Apple, Google,
(24:15):
Audible, Spotify and much morefor more resources, visit
falling in love withlearning.com
we really appreciate you. Have awonderful week. You.
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