IMSE’s instructional routines are consistently the same from week to week and across grades. To ensure that all instructional components are met each week, IMSE provides the following blank lesson template to support teachers in internalizing the lesson structure, including
As teachers, it’s critical to be able to identify the signs of students with potential dyslexia at an early age to ensure they get the right kind of early intervention. Here are some signs to watch for: Preschool: May talk
Dyslexia is defined by the International Dyslexia Institute (IDA) as a specific, lifelong learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties
The final rule in the Three Great Rules is called the Change Rule. This is referring to words that end in y. Change Rule – This rule applies to words ending in y. Change the y to i if there
We learned that the first Great Spelling Rule is the doubling rule. There are two parts to that rule. This could be taught right after you teach -ed in the sequence. The second Great Spelling Rule, is the drop rule.
English is a complex language, especially for young students and those learning English as a second language. After teaching the Three Great Rules, students are equipped to read and spell a greater number of words. These rules also pair nicely
Another 1-1-1 spelling rule is the -dge spelling rule. When should a student use -dge at the end of a word versus -ge when spelling the /j/ sound? If a word is one syllable, one short vowel, with one /j/
Another 1-1-1 spelling rule is the -tch spelling rule. When should a student use -tch at the end of a word versus ch when spelling the /ch/ sound? If a word is one syllable, one short vowel, with one /ch/
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