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Assessing the usefulness of THRASS as a catch up programme |
We are involved in a project assessing the
usefulness of THRASS as a catch up programme. We take the children out of class
3-4 times per week for about 20 minutes but are finding it tricky to make the
lessons varied and non repetitive. The children are not exposed to THRASS in
class so are not using THRASS principles in their written work. We have not yet
mastered the grapheme word charts but do not feel we can spend all the time
allocated rapping. We have tried using some of the spelling and handwriting
sheets etc. but I would welcome some suggestions as to how to use the materials
in a wider context. Personally I work with two year 4 groups, one special needs
of whom two cannot read, and one ALS group who are quicker to grasp the
principles involved and I hope are beginning to see how it may be applied. I
would welcome any suggestions or ideas you may be able to give us.
Many thanks
You should focus on THRASS PROFILECARD and work towards shading in all the
skills. In particular, you should be focusing in T7 Keyword Synthesis and T9
Keyword Analysis, using the Phoneme-Grapheme Books and CD and the Word Level
Workchart, respectively (see teaching guide, TEACHING THRASS). The CD-ROM
THRASS-IT provides good revision and independence. All your teaching (and the
children's responses) should be based on the NAK: Names, Articulation and
Keywords.....see teaching guide and also Keypages sheet given out during the
training course.
In summary, focus on the Profilecard. If anyone was to visit your school and
pick up a profilecard for any of the children that you teach, the children
should be able to demonstrate the skills for the shaded boxes (which reflect
successful completion of the outcomes explained in TEACHING THRASS).
Ask Alan |
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