In August, I asked my son if I could practice my teaching with technology skills with my granddaughter, Alice, who is a home-schooled 6-year old. I was thrilled when he and his wife agreed. Alice is the fifth of six children and has a spunky (sometimes sassy) personality. I figured I could help her with her reading as I became more comfortable with Zoom-style instruction.
We now have a routine to work together four mornings a week for about 40 minutes. I sent her a box of reading tools. She has magnetic letters and a tray, a mini-whiteboard, a “bumpy” board, crayons, markers, and a composition book. I also sent her some decodable readers and emergent readers to get her started.
One day last week, we were working with the word, “come.” I knew she would be needing that word soon. First, we tapped it on our left arms and said the letters, c-o-m-e/come. We repeated that several times. We wrote it in the air, on the whiteboard, and with our eyes closed.
I said, “Alice, can you build the word come?”
Immediately, she sat up tall. She pushed the laptop back a little. She moved some papers, and wiggled her bottom in her chair. Finally, she let out a big sigh, and said, “Okay, let’s DO this!”
Whereupon, she built it. I’ve never seen a prouder smile on a child’s face. She turned her tray to the camera to show me “c-o-m-e.” It was perfect.
Next, we got out our book for the day.
I said, “Alice. I think you know a word in this title.”
“Come!” she squealed.
A reading teacher grandma’s delight.