I use Saxon Phonics as a supplement in my Reading/Lang Arts lesson plans. I've heard other teachers on my team say that it takes 15 minutes for their students to complete a Saxon Worksheet. For my class, it can take anywhere from 25 minutes or more, depending on who has had their ADD/ADHD meds and who is well-behaved that day. Each day's lesson has a worksheet with guided practice on the front, and the back is to be completed as homework. For those of you who use Saxon, how long is it taking you to get done, and how can I make these lessons less boring? I love Saxon because it gives students key foundations to successful reading, and the curriculum that my district uses does not stress phonemic awareness and spelling enough.
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How long should it take?
- Thread starter TXTeach
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Eydie
Senior Member
Saxon Yuck!
It is boring even to me to teach it! I do the new learning and we work the front side of the worksheet together. I have a very active group. By the time we get to the words to be coded I have to pull out some stickers, or treats and write the words on the board. I choose someone to come code the word on the board and if they code and read the word correctly they get the incentive. The others then can see if they coded it correctly. I have them sit in the floor with worksheets on clip boards because they got to fidgity at their desks. This helped to get the page done quicker but it still takes about 30 - 45 minutes to complete.
It is boring even to me to teach it! I do the new learning and we work the front side of the worksheet together. I have a very active group. By the time we get to the words to be coded I have to pull out some stickers, or treats and write the words on the board. I choose someone to come code the word on the board and if they code and read the word correctly they get the incentive. The others then can see if they coded it correctly. I have them sit in the floor with worksheets on clip boards because they got to fidgity at their desks. This helped to get the page done quicker but it still takes about 30 - 45 minutes to complete.
I also usually just do the new learning, and the worksheet together in class. I usually tell them they have so many minutes to code the words, so we don't fall behind, timewise. Sometimes we can make the worksheet in 15 minutes. What is taking so long for the worksheets? Is it a particular section, ex - the coding, spelling, reading the paragraph? Also, maybe have them work in groups and have them do some mini-teaching. If time permits, I let the students code them on the board.
Why so long?
I wish I knew, honestly
I do Saxon as guided practice with my students. begin each lesson with an anticipatory set, which is to get the kids ready for the day's lesson. Each day's lesson begins with the review (on the worksheet) of the phonemes given in previous lessons. Those are usually the first 10 problems. But I seem to lose them after that. At that point, I introduce the new and we do the Boardwork exercise together, because it helps them code the remaining 10-15 words on their worksheet. I have the overhead copy of the sheet they work on, so they can see how the worksheet should be completed. They are allowed to respond to each question and code. I give them 5-10 minutes to code the remaining words, then we immediately go over what they are to do for homework.
The problem is, I've got about 6 students who are constant behavior problems- all of whom are candidates for Ritalin (ooops, did I say that?!). I'm constantly being interrupted and I have to yell over them and compete with them for attention. I'm guaranteed to have them not pay attention, and then once the rest of the class has moved on they are at least 1-2 problems behind. Me constantly having to compete for the floor in my own classroom is the bulk of why things are so crazy. I am at my wit's end. There have been many days I have cut off the overhead projector, or have walked out of our circle on the floor and just walked to the teacher's lounge so that I can relieve myself.
I wish I knew, honestly
I do Saxon as guided practice with my students. begin each lesson with an anticipatory set, which is to get the kids ready for the day's lesson. Each day's lesson begins with the review (on the worksheet) of the phonemes given in previous lessons. Those are usually the first 10 problems. But I seem to lose them after that. At that point, I introduce the new and we do the Boardwork exercise together, because it helps them code the remaining 10-15 words on their worksheet. I have the overhead copy of the sheet they work on, so they can see how the worksheet should be completed. They are allowed to respond to each question and code. I give them 5-10 minutes to code the remaining words, then we immediately go over what they are to do for homework.
The problem is, I've got about 6 students who are constant behavior problems- all of whom are candidates for Ritalin (ooops, did I say that?!). I'm constantly being interrupted and I have to yell over them and compete with them for attention. I'm guaranteed to have them not pay attention, and then once the rest of the class has moved on they are at least 1-2 problems behind. Me constantly having to compete for the floor in my own classroom is the bulk of why things are so crazy. I am at my wit's end. There have been many days I have cut off the overhead projector, or have walked out of our circle on the floor and just walked to the teacher's lounge so that I can relieve myself.
Eydie
Senior Member
Same Issues!
I do have to stop too many times to correct behavior. I try so hard to be consistant but as I am reprimanding one child three or more issues start to develop at the same moment. This is not during phonics only it is all day! I too have had to leave the room for a minute to gain composure. Thank goodness I four inclusion students that their teacher is in the room most the day so I do have this option! I have taught for 15 years and have always had great classroom management. This year I just got a bad mix of personalities, along with several who are not medicated but should be! I think they should make ritalin in gas form and send it through the air vent! Either that or have Ritalin Plug - Ins for the classrooms that need it!
Even with a "good" class Saxon usually takes at least 30 minutes to do the letter cards, warm-up, new learning and front side of worksheet.
I do have to stop too many times to correct behavior. I try so hard to be consistant but as I am reprimanding one child three or more issues start to develop at the same moment. This is not during phonics only it is all day! I too have had to leave the room for a minute to gain composure. Thank goodness I four inclusion students that their teacher is in the room most the day so I do have this option! I have taught for 15 years and have always had great classroom management. This year I just got a bad mix of personalities, along with several who are not medicated but should be! I think they should make ritalin in gas form and send it through the air vent! Either that or have Ritalin Plug - Ins for the classrooms that need it!
Even with a "good" class Saxon usually takes at least 30 minutes to do the letter cards, warm-up, new learning and front side of worksheet.
Disruptive Students
While I have never used Saxon Phonics, I do have an extremely difficult group of first graders this year. However, they will sit and stay focused for 30 minutes now on the carpet. I use "123 Magic for Teachers" as a discipline system and it keeps me sane and able to teach my group. I highly recommend it.
While I have never used Saxon Phonics, I do have an extremely difficult group of first graders this year. However, they will sit and stay focused for 30 minutes now on the carpet. I use "123 Magic for Teachers" as a discipline system and it keeps me sane and able to teach my group. I highly recommend it.
K
Karen 1
Guest
123 Magic for teachers
What is "123 Magic for Teachers"? I have never heard of it but it sounds interesting. Tell us more. Thanks.
What is "123 Magic for Teachers"? I have never heard of it but it sounds interesting. Tell us more. Thanks.