<?xml version="1.0" encoding="utf-8" standalone="yes"?><rss version="2.0" xmlns:atom="http://www.w3.org/2005/Atom"><channel><title>My Go Journey on Dyslexia support teaching</title><link>https://dyslexiasupportteaching.co.uk/posts/</link><description>Recent content in My Go Journey on Dyslexia support teaching</description><generator>Hugo -- gohugo.io</generator><language>en-us</language><lastBuildDate>Thu, 23 Mar 2017 00:00:00 +0000</lastBuildDate><atom:link href="https://dyslexiasupportteaching.co.uk/posts/index.xml" rel="self" type="application/rss+xml"/><item><title>Gallery3</title><link>https://dyslexiasupportteaching.co.uk/posts/gallery3/</link><pubDate>Thu, 08 Aug 2019 17:15:54 +0100</pubDate><guid>https://dyslexiasupportteaching.co.uk/posts/gallery3/</guid><description>Part of our lesson will consist of the development of perceptual skills, these are of prime importance for learning. Matching cubes- These cubes improve different skills such as visual memory and spatial reasoning, dexterity of thumb and finger and pattern matching on each card. In another game of visual memory, the child looks at the picture for 5 seconds then it is hidden and they recreate the pattern with coloured sticks from memory Matching cubes</description></item><item><title>Gallery1</title><link>https://dyslexiasupportteaching.co.uk/posts/gallery1/</link><pubDate>Thu, 08 Aug 2019 16:43:12 +0100</pubDate><guid>https://dyslexiasupportteaching.co.uk/posts/gallery1/</guid><description>A typical lesson will start with revision of newly learnt sounds, then consolidation by going over the sound cards they have made. Early recognition of sounds
Formation of new sounds learnt using sand tray
Tracing of sounds with coloured pens
Making up consonant-vowel-consonant words using the letters
Reading a sentence and cutting up to remake the sentence</description></item><item><title>Gallery2</title><link>https://dyslexiasupportteaching.co.uk/posts/gallery2/</link><pubDate>Mon, 05 Aug 2019 18:25:16 +0100</pubDate><guid>https://dyslexiasupportteaching.co.uk/posts/gallery2/</guid><description>Moving onto a more advanced stage of learning: the long vowel sounds. Using the story mountain board, learners set the scene with the objects, choose &amp;lsquo;story word cards&amp;rsquo; and go onto make their own story book. The visual use of the story board gives structure to the narrative writing, from the opening, building up to the peak and finally on to the resolution and ending. Sound cards
Objects for a particular sound</description></item><item><title>Gallery</title><link>https://dyslexiasupportteaching.co.uk/posts/gallery/</link><pubDate>Sat, 27 Apr 2019 19:17:43 +0100</pubDate><guid>https://dyslexiasupportteaching.co.uk/posts/gallery/</guid><description>story 1 description 2020 I m g 6822 comp
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