





Written by Martin Bloomfield with Dyslexia Bytes www.dyslexiabytes.org

CALLING FOR MORE REVIEWS CONTACT TRICIA COOK HERE
Review HERE
#learningdifferences, #helpparents/teachers, #dyslexia, #neurodiversity, #RAS, #VagusNerve
Written by Martin Bloomfield with Dyslexia Bytes www.dyslexiabytes.org
CALLING FOR MORE REVIEWS CONTACT TRICIA COOK HERE
Review HERE
The launch of my ELBERT™ classes went very well this summer 2020 with a few classes! I’m offering many more tutoring sessions, intervention and enrichment classes as well as evaluations! Please look for my other classes (BELOW) just added classes for Gifted students, emergent readers, and an extra Ultimate spelling help class!
If you’re on OUTSCHOOL- times vary from below], if you want to learn about my other classes and/or individual help go to www.myelbert.com or https://myelbert.com/2020/07/11/cooks-fall-fun-educational-series/ for more information.
In my classes and sessions, I cover the affirmations of strengths of having a neurodifference and view them as “gifts” such as we are highly intelligent and have the ability to use tools and strategies to compensate for struggles to read, write, or spell. We may excel at thinking of “outside the box” solutions, seeing a problem from many different sides, and spatial relationships along with the ability to think in 3 dimensions. We often have intuitive and insightful, well-developed social awareness and emotions while possessing a lexicon of words to help with the synonymous “whys of dyslexia”. We also have deep and holistic, list-form thinking, problem-solving, and building/constructing abilities, computer skills, and gaming strategies. Lastly, we seek out endeavors of creative, imaginative, visual, artistic, and visionary skills while taking on inventing and innovating pursuits.
Description: Reading Specialist Ready To Help: Reading (Emergent/Advanced- ALL LEVELS) One-on-one tutoring and Now I offer it also in small group sessions (ages 7 plus) with explicit teaching on Emergent/Beginning phonemic awareness, alphabetic principle, and letter-sound relationship to develop their phonic accuracy, automaticity, and self-regulation. This class is also a very systematic, structured, and sequential manner. The small group is only $20 a session. Times are still TBA!!!
I tutor one-on-one in the following areas:
READING (ALL LEVELS: EMERGENT-ADVANCED)
Grade Readiness
Math Including Applied Word Problems
Listening Skills & Working Memory
Spelling & Sight Words
Expressive & Receptive Language
Handwriting Including Cursive
Gifted Class
Vocabulary & Comprehension Including
Content Literacy, Text Analysis, & Reading In Research
Why This Class: I cover the affirmations of strengths of having a neurodifference and view them as “gifts” such as: We are highly intelligent and have the ability to use tools and strategies to compensate for struggles to read, write, or spell. https://myelbert.com/2020/05/16/oh-good-golly-capturing-language-in-students-with-dyslexia-from-a-montessori-perspective/
Offered: Zoom.us, Work With Me ON A Time That Is Convenient For You
Cost: 30 min. $45 per session ($35 each for 2)
45 Min. $55 per session ($45 each for 2)
60 Min $65 per session ($55 each for 2)
Description: I have a checklist of spelling markers and traits that describes what dyslexic spelling looks like. It’s plain and simple: The middle sounds even though in the middle position is the last to be processed. The last sound even though is the last position is the second to be processed. Since language sound processing is needed for spelling, you will observe them misspelling in mainly in middle position, then last position by doing omissions (leading to deletions, additions, substitutions, repetitions)!!!!. The students will asses themselves which markers and traits they may do when spelling; this will have them become aware of what they do and in which position of a word. They will be presented Reading & Spelling Rules which, in turn, will help eradicate some spelling errors.
Why This Class: We may excel at thinking of “outside the box” solutions, seeing a problem from many different sides, and spatial relationships along with the ability to think in 3 dimensions: http://lookingtohealourownlearningdifference.org/2020/08/26/free-morphology-for-spelling-matrices/; https://myelbert.com/2020/09/09/dyslexia-help-dysphonetic-phonetic-vs-dsyeidetic-visual-dyslexia/;
Offered: Zoom.us, Mondays 10:00-10:30 am, Fridays 4:00-4:30 pm CST USA, That Is Convenient Other Times
Cost: $20 per session
Description: Conquering Big Words is a small-group class (ages 12 plus) with explicit teaching on Intermediate/Advance letter-sound morphology to develop their phonic accuracy, automaticity, and self-regulation as well as vocabulary knowledge. This class is also very systematic, structured, and sequential manner. Max. 4 per class.
Why This Class: We may excel at thinking of “outside the box” solutions, seeing a problem from many different sides, and spatial relationships along with the ability to think in 3 dimensions.http://lookingtohealourownlearningdifference.org/2020/11/07/dyslexia-help-phonics-ii-cook-t-2020/https://myelbert.com/2020/05/16/oh-good-golly-capturing-language-in-students-with-dyslexia-from-a-montessori-perspective/;
Offered: Zoom.us, Mondays 10:00-10:30 am, Fridays 4:00-4:30 pm CST USA, That Is Convenient Other Times
Cost: $20 per session
Outschool LInk [Outschool students ONLY-times May vary]: https://outschool.com/classes/conquering-big-words-word-attack-skills-for-unique-learners-mmxf1IvT?usid=6gxi3xHF&signup=true&utm_campaign=share_activity_link
I also added a class for emergent readers (phonological awareness, working memory, alphabetics)!!!
Description: PHONOLOGICAL AWARENESS: The Open Door to Becoming Aware of the Extraordinary Way We Speak!!
Offered: Zoom.us, Mondays 10:00-10:30 am, Fridays 4:00-4:30 pm CST USA, That Is Convenient Other Times
Cost: $20 per session
Description: The Enrichment Class (ages 10+) small group class helps dyslexic students become successful spellers by using the ultimate word study. I intertwine sight words, vocabulary, etymology, phonology, morphology, and even grammar for the ultimate word study.
Why This Class: Their success in spelling rolls into every subject and everything they do!! http://lookingtohealourownlearningdifference.org/2020/08/26/free-morphology-for-spelling-matrices/
Offered: Zoom.us, Tues. 1:00-1:30, Wednesdays 3:30-4:00 pm CST USA, That Is Convenient Other Times
Cost: $20 per session
Description: The Introduction to Thinking Maps, small group class (ages 7 plus), is a necessary intervention class for unique learners to strengthen students’ own evaluative skills and develop their weaknesses in analysis, working memory, and organization into a strength. Max. 4 per class.
Why This Class: We seek out endeavors of creative, imaginative, visual, artistic and visionary skills, inventing and innovating pursuits. https://lookingtohealourownlearningdifference.org/; http://lookingtohealourownlearningdifference.org/looking-to-heal-our-own-learning-difference-through-create-and-solving-word-problems-based-on-real-world-needs-desired-solutions/;
Offered: Zoom.us, Wednesdays @10:15-11:00 am or Fridays 5:00-5:45 pm CST USA, Other Times TBA
Cost: $20 per session
Outschool Link [Outschool students ONLY]: Introduction to Thinking Maps: A Great Strategy for Visual Learners: https://outschool.com/classes/introduction-to-thinking-maps-a-great-strategy-for-visual-learners-bIkIrcdg?usid=6gxi3xHF&signup=true&utm_campaign=share_activity_link
Description: This ELBERT™ is called Remembering Calm: Helping Those with a Neruodifference Enjoy Learning Again!! This a small group class for ages 12 plus which helps students examine every aspect of developing the skill of listening! The ELBERT Program promotes confidence, pleasurable learning, self-directed neuroplasticity, and connection (meaning & motivation) with calming spiritual and holistic methods such as meditation, affirmations, breathing and moving exercises. Max. 4 per class.
Why This Class: We also have deep and holistic list-form thinking, problem-solving and building/constructing abilities, and tactile/ kinesthetic abilities. http://tcookedu.blog/2020/03/04/speaking-of-the-whole-child/
http://tcookedu.blog/2020/03/14/strengths-of-learning-differences/; http://lookingtohealourownlearningdifference.org/2020/10/08/universal-emotions-looking-into-the-emotions-of-learning/https://myelbert.com/2020/02/27/looking-to-heal-our-own-learning-difference-through-our-very-own-dna-an-alternative-perspective-from-the-spirit-soul-and-body-cook-t-2020/#.Xw0NOyU1iaM;
Offered: Zoom.us, Tuesdays & Thursday 10:15-11:00 am or Wednesdays 5:00-5:45 pm CST USA, Other Times TBA
Cost: $35 per session, $10 a session for Current Students!!
Outschool Link [Outschool students ONLY]: https://outschool.com/classes/elbert-listening-skills-training-for-students-with-unique-learning-differences-pjbuFTUy?usid=6gxi3xHF&signup=true&utm_campaign=share_activity_link
Description: This CMC small group class is a Creative Writing (Poetry & Short Story) ages (10 plus): Literacy intervention class that is great for students with literacy struggles to gain confidence in their writing. Includes list-form thinking, I use the way students think best and transform it into creative composition such as poetry, prose, and short stories. This class is also very systematic, structured, and sequential manner while I “follow the child”. Max. 4 per class.
Why This Class: We seek out endeavors of creative, imaginative, visual, artistic, and visionary skills, inventing and innovating pursuits.http://lookingtohealourownlearningdifference.org/2020/10/29/dyslexia-help-writing-looking-to-help-our-very-own-learning-difference/; https://play.google.com/books/reader?printsec=frontcover&output=reader&id=F3jJJgAAAEAJ&pg=GBS.PA6;
Offered: Zoom.us, Mondays & Fridays 10:30-11:00 am (poetry) or Mondays & Fridays (short story) 4:30-5:00 pm CST USA, Other Time TBA
Cost: $20 per session
Outschool Link [Outschool students ONLY]: The Coat of Many Colors (CMC): A Creative Writing Literacy Intervention Class: https://outschool.com/classes/the-coat-of-many-colors-a-creative-writing-literacy-intervention-class-W9a1rN0y?usid=6gxi3xHF&signup=true&utm_campaign=share_activity_link
Description: Reading In Research: Historical Fact or Fiction is a small group class (ages12 plus) to develop vocabulary, text analysis, & comprehension through text research as well as to develop their reading fluency and active building of meaning. Max. 8 per class.
Why This Class: We often have intuitive and insightful, well-developed social awareness and emotions while possessing a lexicon of words to help with the synonymous “whys of dyslexia”. http://lookingtohealourownlearningdifference.org/2020/08/26/cooks-reading-strategy-summary/; http://lookingtohealourownlearningdifference.org/looking-to-heal-our-own-learning-difference-through-create-and-solving-word-problems-based-on-real-world-needs-desired-solutions/;
Offered: Zoom.us, Tuesdays 5:00-5:45 pm CST USA
Cost: $10 per session
Description: Reading In Research: Animal, Tales, & Legends is a small group class (ages 7-11) to develop vocabulary, text analysis, & comprehension through text research as well as to develop their reading fluency and active building of meaning. Max. 8 per class.
Why This Class: We often have intuitive and insightful, well-developed social awareness and emotions while possessing a lexicon of words to help with the synonymous “whys of dyslexia”. http://lookingtohealourownlearningdifference.org/2020/08/26/cooks-reading-strategy-summary/; http://lookingtohealourownlearningdifference.org/looking-to-heal-our-own-learning-difference-through-create-and-solving-word-problems-based-on-real-world-needs-desired-solutions/;
Offered: Zoom.us, Wednesdays 4:15-5:00 pm CST USA, Other Times TBA
Cost: $10 per session
Outschool Link [Outschool students ONLY]: Animal Myths, Tales, & Legends: Discovering Research In Literacy [for my Outschool students]: https://outschool.com/classes/animal-myths-tales-and-legends-discovering-research-in-literacy-XF7BqwVh?usid=6gxi3xHF&signup=true&utm_campaign=share_activity_link
Description: Math: Applied Word Problems is a small group class (ages12 plus) where students create and solve word problems based on real-world needs & desired solutions. They see, maybe for the first time, how math can apply in their lives. They will use real-life issues and turn them into a word problem, with real computations, and solutions along with D. A. R. E. Math (Data, Analysis, Relate, & Evaluate).! Max. 6 per class. Ex. Summer 2020 Class Project: https://www.canva.com/design/DAD-5eg3B-s/view?utm_content=DAD-5eg3B-s&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink
Why This Class: We also have deep and holistic list-form thinking, problem solving and building/constructing abilities, computer skills and gaming strategies. http://lookingtohealourownlearningdifference.org/2020/11/02/dyslexia-help-math-word-problems-based-on-real-world-needs-and-desired-solutions/; http://lookingtohealourownlearningdifference.org/looking-to-heal-our-own-learning-difference-through-create-and-solving-word-problems-based-on-real-world-needs-desired-solutions/;
http://lookingtohealourownlearningdifference.org/
Offered: Zoom.us, Thursdays 5:00-5:45 pm CST USA
Cost: $10 per session
Held Every Monday & Friday (current students take $10 off)
Cook’s Evaluation Cost
The Complete Elbert Evaluation including social/emotional domain, grade level, and complete learning difference screening (SLI, VPD, APD, SCP) including memory-abstract thinking, etc. (takes 3 hours). The cost is $150 and includes a lengthy report for schools/families). Also includes a FIRST ONE FREE Consultation (30 min to discuss my observations).
The ELBERT partial screening includes learning differences screening (SLI, VPD, APD, SCP). The cost is $90 including a lengthy report for schools/families.. Also includes a FIRST ONE FREE Consultation (30 min to discuss my observations).
The OH Good Golly is $45 which includes just a dyslexia screening takes 45 min. Approximately. Note: with no report just a FIRST ONE FREE Consultation (30 min to discuss my observations).
-Coaching- $45 each session for 30 min.-$75 an hour (min. 2 times per week recommended). This is on a flex-schedule at your convenience. I’ll meet with you on Zoom.us to talk to you about a specific persons’ needs. First: Students need to get an evaluation first.
-Consulting on Elbert Program- $65 an half-an-hour FIRST ONE FREE! Also, pay $135 for a week group One-on-One Course! Coaching with you and possibly others (depending which you choose) helps you understand the program, the brain and more. Includes 235 pg. Booklet- $35.
I’m online and in-person (depending on where you live)! If you know someone who struggles with their learning and behavior please share. I meet people at http://zoom.us!
Thank you for purchasing my program. It means so much to me and let me know how I can help! -Tricia Cook Please share: Looking for Live Online Classes For Tutoring, Enrichment, & Intervention? https://spark.adobe.com/page/D0uOjA7arNBcz/
Strengths of a NeuroDifferences– Cook’s Independent Tutoring, Coaching & Consulting Links: http://tcookedu.blog/2020/03/14/strengths-of-learning-differences/
Brain research: http://www.bu.edu/research/articles/dyslexic-br ain/
What is Dyslexia? Everything You need to Know: https://www.dyslexia-and-literacy.international/ONL/EN/Course/S1-1.htm
What is stealth dyslexia? https://www.understood.org/en/community-events/blogs/the-inside-track/2015/03/04/stealth-dyslexia-how-some-dyslexic-students-escape-detection?_ul=1*qrde0a*domain_userid*YW1wLUNhT0MxSVo4UXpLRXg1bTlqUThORWc.
Multisensory Structured Language Teaching article/fact sheet: https://dyslexiaida.org/multisensory-structured-language-teaching/
Multisensory Teaching Approaches for Dyslexia: https://www.thoughtco.com/multisensory-approaches-for-dyslexia-3111175
What is CAPD and Filtering? https://therapyshoppe.com/therapists-corner/113-the-filter-that-changed-her-life
What are of 8 the most common VPD? https://www.churchillstl.org/learning-disability-resources/visual-processing-disorder/
What is Irlen Syndrome? https://irlen.com/what-is-irlen-syndrome/
What does a reading specialist with OG do? https://www.understood.org/en/learning-thinking-differences/treatments-approaches/working-with-clinicians/what-is-a-reading-specialist
Could your child have slow speed processing? https://www.understood.org/en/learning-thinking-differences/signs-symptoms/could-your-child-have/im-concerned-my-child-might-have-slow-processing-speed-now-what?_ul=1*qrde0a*domain_userid*YW1wLUNhT0MxSVo4UXpLRXg1bTlqUThORWc.
Should I consider autism?Researchautism.org. (2019). [online] Available at: https://researchautism.org/wp-content/uploads/2016/11/An_Educators_Guide_to_Asperger_Syndrome.pdf [Accessed 16 Dec. 2019].
Autism-watch.org. (2019). [online] Available at: https://www.autism-watch.org/general/nimh.pdf [Accessed 16 Dec. 2019].
Autismspeaks.org. (2019). [online] Available at: https://www.autismspeaks.org/sites/default/files/2018-08/Parents%20Guide%20to%20Autism.pdf [Accessed 16 Dec. 2019].
https://www.ohsu.edu/sites/default/files/2019-04/ASD%20DSM-5%20Parent%20Interview%20Final%20%281%29.pdf viewed on 12/16/2019.
http://ccea.org.uk/sites/default/files/docs/curriculum/guidelines_general_strategies/sen-gifted_general_checklist.pdf viwed on 12/16/2019.
Should I consider ADHD? https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/add-adhd/adhd-and-anger-what-you-need-to-know?_ul=1*dgj4z7*domain_userid*YW1wLUNhT0MxSVo4UXpLRXg1bTlqUThORWc.
Other Resources:
Dyslexia & Literacy Difficulty – Link: https://www.dyslexia-and-literacy.international/ONL/EN/Course/Media/Rosereport.pdf
Dyslexia in the Classroom What Every Teacher Needs to Know handbook from IDA: https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf
Cracking the Code of Dyslexia: https://www.cbsnews.com/news/cracking-the-code-of-dyslexia/?fbclid=IwAR32hRWPQHZArF85Kqo1t7Tefo5tmNuXVCXeRJYVGvWf156j0pLcKSNguuQ
See Dyslexia Differently: https://www.youtube.com/watch?v=11r7CFlK2sc#action=share
Brain research:http://www.bu.edu/research/articles/dyslexic-brain/
Understanding Dyslexia (Child Mind Institute): https://childmind.org/article/understanding-dyslexia/
Why We Should Teach All Kids Like They Have Dyslexia:https://www.tes.com/news/school-news/breaking-views/why-we-should-teach-all-pupils-if-they-have-dyslexia
20 Things Only Parents of Children with Dyslexia Would Understand:http://www.lifehack.org/285680/20-things-only-parents-children-with-dyslexia-would-understand
Creating a Dyslexia-Friendly Classroom: https://www.thoughtco.com/creating-a-dyslexia-friendly-classroom-3111082
What I Wish Every Teacher Knew about Dyslexia: https://www.youtube.com/watch?v=303uulbfR3I
Multisensory Learning article: http://www.dyslexia-reading-well.com/multisensory-learning.html
Article from the University of Nebraska on the benefits of coteaching and helping students achieve: https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1038&context=mathmidsummative
Dyslexia: What Every Educator Needs to Know from Reading Horizons: https://www.readinghorizons.com/Media/Default/Documents/Resources/Dyselxia%20E-Book.pdf
Working Together to Address Dyslexia in the Classroom: https://zoom.us/webinar/register/8015698799059/WN_ew-UClTKR7KNsntlyDQlbA
Spelling “games”: https://www.beatingdyslexia.com/spelling-games.html
Eight Multisensory Techniques for Teaching Reading: https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/8-multisensory-techniques-for-teaching-reading
Susan Norton teaches an Orton-Gillingham multisensory lesson with a 4th grade student video: https://www.youtube.com/watch?v=JiZvSvALo-4
Making Multisensory Tools for Your Classroom: https://www.youtube.com/watch?v=ucm_Y5SnHVg#action=share
Using Multisensory Methods: https://www.youtube.com/watch?v=qWBjBq73oR4#action=share
Successful Careers: The Secrets of Adults with Dyslexia – http://dyslexiahelp.umich.edu/sites/default/files/SuccessfulCareersDyslexiaFink.pdf
Teacher Strategies for Dyslexics: https://static1.squarespace.com/static/5c38560bb98a78f7ba7097bd/t/5c3d6466758d469a54f349c9/1547527271766/dyslexia_handbook_teacherstrategies.pdf
How to Help Build a Dyslexic Child’s Self Esteem https://www.dyslexiafriend.com/2010/07/how-to-help-build-dyslexic-childs-self.html
Five Steps to Boost a Young Dyslexic’s Self Confidence:https://blog.dyslexia.com/five-steps-to-boost-a-young-dyslexics-self-confidence/
Assistive Technology Suggestions:
Geemarc Wireless Keyboard and Mouse: http://www.dyslexic.com/product/geemarc-wireless-keyboard-and-mouse/
After over twenty years of being in education, I provide tutoring, consulting, and coaching on dyslexia and other neurodevelopmental differences. Over the last 15 years, I’ve observed an increasing amount of behavioral, sensorial, cognitive, physical, mental, and spiritual difficulties and differences along with an increased number of children being medicated; Therefore, I developed a revolutionary program that includes an evaluation that “looks at the whole child.” I work with all stakeholders on constructive engagement when learning based on my student “whole child” observation(s) inspired by Maria Montessori, Benjamin Bloom, Peter Levine, Conrad E. and Cohen B., Dr. J. Puleo & Dr. L. Horowitz, Howard Garner, Dr. Bradley Nelsen, Hans Berger, Jean Piaget, Grolnick, W. & Kurowski, C. and Erik Erickson. I have also developed a revolutionary training/intervention program for people with unique learning and neuro-differences. This program is based on my own inductive reasoning and a detective sense contributed to my own gift of dyslexia, countless hours of student observations, educational research, and studies along with my perpetual care for children.
People with dyslexia have a sound and language processing problems. They will struggle to connect letters to sounds and, mainly problems identifying speech sounds and learning how they relate to letters and words; as well, those with visual processing problems struggle to understand visual information such as letters, shapes, or objects and, mainly problems processing graphic symbols. Related to the absorption and processing of sounds [sounds especially can be omitted from the middle position of words the most because it’s the last sound to be processed; even though, it’s in the middle position], Therefore, students with dyslexia most commonly omit letter sounds, words, phrases in the middle position, then the end, and least commonly the beginning. When they omit, they might do sounds confusions such as repetition(s), substitution(s), addition(s) or delete altogether, on the other hand; transversal and reversal are more common in students with a visual processing problem. Because dyslexia cannot be cured, students can develop tools and strategies to help their working memory, phonological awareness, reading, speaking, and spelling. I’d have them remember: if it doesn’t look or sound right reread or rewrite till you’re brain feels like “it’s just right” [trust your brain- you are smart, you can do it, and you are love].
With Much Sincerity,
Tricia Cook, MEd., RSP, AOG; https://linktr.ee/tcooktutor
“One highly cited study showed that around 80 percent of children with dyslexia had both phonological and surface dyslexia, while 20 percent had only one of the two.”https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/dyslexia/different-types-of-dyslexia
“In the 1930’s Dr Samuel Orton in the USA noticed that learners with dyslexia had problems in reading and writing when taught by ‘traditional’ methods. Working on the premise that some cerebral connections, notably those between the visual and auditory areas, could be less strong in these learners, he looked for a system of teaching which would use other associative areas of the brain to link the visual and auditory areas.” https://www.dyslexia-and-literacy.international/ONL/EN/Course/S3-2-2.htm
The Quick Screen of Markers and Characteristics Checklist
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READING INTEREST SURVEY | ||||||||||||||||
Do you like reading?
What do you like to read? Do you like to write? Learning |
Note:
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2) Spelling Inventory. Read phonetic and sight words (back and forth) to have the student spell onto black T-chart. Check phoneme sounds above to the nonsense word spelled out by the student. See Appendix Cont. for Student Prompt.
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Dysphonetic (phonetic)DyslexiaAuditory Processing-Words, Phrases, Sentences-writing and/or 10 word spelling sample onto copy paper, mark position (words ex. for the word cap below)characteristics and markers, and make note and percentage.Why spelling words (see above)?The middle sounds even though in the middle position is the last to be processed. The last sound even though is the last position is the second to be processed. Since language sound processing is needed for spelling, you will observe them misspelling in mainly in the middle position, then the last position by doing omissions (leading to deletions, additions, substitutions, repetitions)! Orton Gillingham methods are great for helping anyone who has these sound processing issues.
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Middle | End
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Omissions: ex. the word cap | |||||||||||||||||||||||||||||||
Deletions- cp | |||||||||||||||||||||||||||||||
Additions- caop | |||||||||||||||||||||||||||||||
Substitutions- cip | |||||||||||||||||||||||||||||||
Repetitions- caap | |||||||||||||||||||||||||||||||
Fusion- She allowed (fused first sounds of two different words) | |||||||||||||||||||||||||||||||
Include PA- Language/
Listening, Alliteration, Assonance, & Rime (see below). Also, ask about sensitivity to loud noise, muffled sounds when in a crowd for CAPD. |
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Dsyeidetic (visual) Dyslexia aka surface dyslexia, visual dyslexiaVisual Processing-Words, Phrases, Sentences- again writing and/or 10 word spelling sample onto copy paper, mark position (words ex. for the word cap below)characteristics and markers, and make note and percentage.Why spelling words (see above)?Have you ever seen anyone fix a b/d reversal by sounds, phonics, and auditorily methods? I have not. I have seen visual methods such as drawing a /bed/ work, noting the hands L/R, and holding up the hands. Mainly, I have seen where a developmental or behavioral optometrist, OT, or special lenses have helped the most. ex. the word cap |
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Transposals- cpa | |||||||||||||||||||||||||||||||
Reversals- c@P, pac | |||||||||||||||||||||||||||||||
Closures- a, o’s, etc. don’t meet up/ front/back tail | |||||||||||||||||||||||||||||||
Capitals- caP | |||||||||||||||||||||||||||||||
Picture Find (confusing- incomplete, differences, Spacing off) | |||||||||||||||||||||||||||||||
Descr.: blurry, jumping, flying, repeating, skipping lines- run sentences (bypass period, comma) | |||||||||||||||||||||||||||||||
Dysgraphia- Proprioception | |||||||||||||||||||||||||||||||
Finger Tapping Speed | |||||||||||||||||||||||||||||||
Spacing off | |||||||||||||||||||||||||||||||
Tight/Loose Grip- Dark/Light | |||||||||||||||||||||||||||||||
Lots of Erasing, Splitting & Drawing of Letters | |||||||||||||||||||||||||||||||
Organization, Poor Handwriting | |||||||||||||||||||||||||||||||
Specific Language Impairment
(Se auditory processing can be CPD) |
|||||||||||||||||||||||||||||||
Nouns (Pronouns)/Verbs usage and organizational positioning | |||||||||||||||||||||||||||||||
Adj./Adv. usage | |||||||||||||||||||||||||||||||
Overall Lang. Development (#speech sounds-production/r,s,w,etc/words, age) | |||||||||||||||||||||||||||||||
Endings of Conjugations (endings, -s,-es) | |||||||||||||||||||||||||||||||
(ask about CAPD/SLP or audiologist- speech, noise levels, sensitivity & filtering,& DLD) | |||||||||||||||||||||||||||||||
Observational Notes
Name:____________________________ Date:________________________ Instructor/Tutor: ___________________________
Total Characteristics
_______Dysphonetic (phonetic) Dyslexia _______Dsyeidetic (visual) Dyslexia _______Both |
|||||||||||||||||||||||||||||||
Position Frequently (percentage= total characteristics/
total letters spelled) |
[>50% see below] | [>50% see below] | [>50% see below] | ||||||||||||||||||||||||||||
Continue reading Dyslexia The Quick Screen of Markers & Characteristics
Patricia F. Cook
Email: tcooktutoring@gmail.com
Website: www.myelbert.com
tcooktutor, dyslaxiahelp; @help_dyslexia @tcook2017
Education/Certification:
2015-University of Alabama Birmingham, Doctoral Student (Fall 2015 into PhD in ECE/Reading on hold)
2013-Orton-Gillingham, Greengate School of Tutor Training (AGOPE Program, Associate Certification-Dyslexia Interventionist)
2012-University of Alabama, Masters of Secondary Education Degree with P-12 Reading Specialist Certificate (H.Q. 2012/G.P.A. 3.67)
2008-Atlanta Montessori Teacher Education (Toddler AMS Certification)
2000-Auburn University Speech and Hearing Clinic (210 hours of SLP, Status 10 Program)
1998-Auburn University, Undergraduate in Early Childhood Education Degree with P-3 Teaching Certificate (H.Q. 2012)
Litterateur Experience:
2020- Setting Up Montessori By Tricia Cook, Reading Specialist
2020- Pencils, Poetry, & Prose By Tricia Cook, Reading Specialist
2020-Overcoming By Overcompensation: Cook’s Comprehension Handbook
2020- Understanding Your Child’s Dyslexia Course By Tricia Cook, Reading Specialist
2020-I Signed My Own Permission Slip: Permission Taken (Co-Author, Contributor)
2020- ELBERT™: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!! (Literacy Program)
2020- Looking to Heal Our Own [Learning] Difference Through Our Very Own DNA: An alternative perspective from the spirit, soul, and body. (WordPress/Medium Article)
2019- Oh, Good Golly: Capturing Language in Students with Dyslexia from a Montessori Perspective (Literacy Program)
2019- Body Talk: Finding the Beauty In You (Co-Author, Contributor)
Education Experience:
Tutoring Experience:
-Cook’s Independent Tutoring, Coaching, and Consulting, LLC. (Dyslexia & Behavioral Interventionist)
-M-Power Ministries (Adult Literacy Tutor)
-Reading & Math Center- Hoover (Tutor)
-Club Z Tutoring (Tutor)
-Reading Recovery (Tutor)
-Building Bridges (Adult Literacy Tutor)
-South Baldwin County Literacy Council (Adult Literacy Tutor/Trainer)
-Mount Laurel Elementary School (Reading Coach Intern)
-Alabama Game Changers (Tutor)
-Independent Tutoring (Tutor)
Presenting/Technical Assistance/Consulting:
Training/Professional Development:
-Jean Piaget- Constructivist Theory (Auburn University-Auburn)
-Reading Recovery (Auburn University-Auburn)
-Maria Montessori (Atlanta Montessori Teacher Education Center)
-Dr. Vincent Goetry MOOC Online Course from Dyslexia International’s Sharing Expertise (University of London’s Curriculum, Online)
-Dyslexia and Morphology & Logic of Sight Words with Ellen Meyer and Mary McBride, O-G Fellows, owners of LanguageInsights, LLC. (Online, 2020)
-Jill Hams- Children’s Dyslexia Center of Georgia (Handwriting Online Program)
-Juanita Copley- Mathematics in Action (OSR/JCCEO-Birmingham)
-Orton-Gillingham Math Training with Jennings Miller (Alabama Game Changers- Jefferson County)
-Dr. Vincent Goetry MOOC Online Course from Dyslexia International’s Sharing Expertise (University of London’s curriculum, Online)
–-Participant along with 20,000 Leaders (Online, 2020)
-Becky Bailey’s Positive Discipline (NAEYC Conference-Dallas)
-UAB’s MidSouth Reading and Writing Conference (Jefferson County)
-GOLD and CLASS training with OSR (Montgomery County)
-Literacy Council of Central Alabama Tutor Training (Birmingham)
-Auburn Speech and Hearing Clinic- Status 10 Program for Audiology & Speech Pathology (Auburn University-Auburn)
-Creative Curriculum (JCCEO/OSR-Jefferson County)
-Dr. Jean Feldman-Music and Movement Training (OSR- PreK Conference- Montgomery)
-Train the Trainer (CCR-Birmingham)
–Conscious Parenting By Dr. Shefali Tsabary (Online Course)
-Harvard University-Catherine Snow’s Learning to Talk by Talking (Online Course)
-Alabama International Dyslexia Association- Dyslexia Simulation (Jefferson County)
-Houghton-Mifflin Teacher Training (Department of Children Affairs Office- Montgomery)
-Word Wise Tutor Training (Hoover Center-Birmingham)
-Samford’s Summer Institute Teacher Training (Cahaba Grand Conference Center- Birmingham)
-AMSTI- ECE Pre-K Kit Training (Alabama’s Math, Science, Technology Institute- Pelham)
-Dr. Jane Nelson- Positive Discipline (Online Class)
-Yetta Goodman- Language and Literacy (MidSouth Reading and Writing Conference- Birmingham)
-OSR Technical Assistance Training and ECERS-R by Kaplan (Department of Children Affairs Office-Montgomery)
-Educate Alabama Training (Talladega County)
-OSR Lead-Teacher Training (Department of Children Affairs Office-Montgomery)
-Mr. Greg and Steve- Music, Moving and Learning (Baldwin and Montgomery County)
-Kaplan-ECER-R: TA Training (Department of Children Affairs Office-Montgomery)
-High-Scope (Department of Children Affairs Office-Montgomery)
-IDA-AL Fall Conference: Rise To The Challenge Training (2018-2020, Mobile and Jefferson County)
Professional Organizations, Affiliations, and Memberships:
Member of The Dyslexia Foundation- An Affiliate of ACADEMIC CENTERS FOR EXCELLENCE (2018-Present)
AGOPE Member/Friends
Other
*reference upon request
Reliability: 1) Using Nine Components of Literacy Intervention Defined for Alabama’s Students with Dyslexia.
2) Added one more component called, Sound Word Knowledge.
3) Lastly, I tested and have proven in my own independent teaching/tutoring interactions with dyslexia.
By: Tricia Cook
Reading Specialist, O-G Dyslexia Interventionist, & Montessorian
Email: tcooktutoring@gmail.com
ELBERT Suggested Lesson Plan-Note: Includes Revised Bloom’s Taxonomy VERBS For Easy Lesson Plan Writing and Based ON Child’s Strengths and Weaknesses ALONG with How People Learn Best.
Beginning and Early Literacy (5 or Less Letter Sound Knowledge)
Summary of Stages of Literacy Development
Beginning | Early | Intermediate/
Advanced |
Notes: |
phase: “Sound Level”
Sounds in Isolation (also Words for encoding/decoding offered in program) |
phase: “Word Level”
Words in Isolation Choral, Echo Read, Cloze Read on Instructional Level Trade Books |
phase:“Phrases & Sentences Level” Independent Reading”You Read” |
STUDENT EXAMPLE: This students word level- he was fluent in 4K (independent level), and K (instructional level), 1st grade (frustration level). Therefore, to build his self-esteem and joy of reading; therefore, I would suggest the following: |
Leveled books at 4K (independent level)– should be sent home for reading with parents and all in all pleasure reading. |
Leveled books at K (instructional level)– should be done in small groups with choral, shared, echo reading with other kids on his level and/or one-on-one with a teacher (I can do these). We can go over phonemic awareness phonics (using individual words that he group reads that is mispronounced) and, also, reading strategies and tools (too many to name). |
Leveled books at (frustration level)– should be read to him one-on-one, small group and large group with the intent to entertain, model correct fluency, inflection, automaticity, and comprehension strategies (especially interacting with questioning strategies like the 5 w’s) that will hopefully become his internal thoughts as he read these one day by himself. |
1) Comprehension:
Introduction: For the first stage, you model fluent Reading/Writing Strategies EVERY SINGLE DAY along with tools for Error Handling (Word Attack) and comprehension tools and strategies (see below) on books on their instructional level. Read fluently, but intentionally mess up when you read! Only during the second stage should the student help you read (echo read, choral read, cloze read). Then this homemade tracker (see below) is beneficial along with having two books available at this stage. Also, if the student mispronounces the word, check to see if they know the meaning and/or use “fix up” strategies (see below). When they are on stage three of the process, they can gladly read to you a book on their independent level (not instructional or frustration level). Materials: various books of student interest, homemade tracker, and notecards.
The two phases of reading for understanding:
Pre-read (1st read)- “fix-up” errors, fluency and vocabulary *** after the “fix up” re-read complete word, phrase, or sentence in order ”to make the brain happy!” Remember: students need a Complete beginning, middle and end for processing! |
Real Read (2nd read)- comprehension, visualization strategies | ||
|
|
Homemade tracker: the ticks at the top go under the words and helps students chunk phrase when reading.Therefore, the tracker for the most part stays still so ”no sliding”. Chunking helps the student with rhythmic reading- which can be a major strength!
| | | | | /uturn? |
Again, u-turn at end to reread the whole sentence after being “fixed-up”.
No HOMEWORK in a Montessori Inspired Program. INVESTMENT TIME- is a time spent on his/her future literacy. It’s anything the student hands-on to READ especially if he/she enjoys and has interest in it. Dyslexic students are very much interest-based learners! They can WRITE down at least 10 words, phrases or sentence unto a note card that give him/her trouble (give him/her lots of NOTECARDS). They’ll study the note cards, ask someone, investigate further, and use the dictionary app. Or dictionary for help! Dyslexic students are list-form thinkers. |
Sound Level (also see Dyslexia section):
What is sound word knowledge? Sound word knowledge is recognizing and recalling how many letters and how many sounds are in each position of a word. It helps students with dyslexia because they have the tools to help them when they omit letters/sounds in the middle of the word.
As well, when they exhibit any of the other common characteristics (mentioned under the section dyslexia). Please don’t focus on grade level for a struggling reader (at least until they are automatic and confident with mastery in the isolated sound and word levels)! All students go through these stages of literacy development: They go from individual phonemes and sound combinations (1,2,3,4), to words (3 letters, 2 letters, 4 letters, etc..) then phrases and sentences (1 word, 2 words, 3 words, etc.). Instruction on sound word knowledge should be all sounds and words in isolation, once they have mastery of each stage and level; then, you use commonly practiced levelized trade books!. REVIEW HOW MANY LETTERS/HOW MANY ANYTIME YOUR ABOUT TO READ OR WRITE A WORD ALONG WITH WHICH ONE COMES: FIRST, NEXT, LAST!!!
During the first two stages (see above), which are the most foundationally important, sound word knowledge will give you what you need to help your student. For the first stage, make sure you present the letter individually and include as many senses as possible (never depend on just auditory). In the second stage, pay attention to word errors that’s if a child misreads a word in isolation and yes, mispronunciations (not with the utmost distinction of all the individual sounds and sound combinations in each position of the word), for the word attack using sound word knowledge-it’s counting how many letters and how many sounds and then being able to encode/decode with 90% mastery at each level (described in more detail later on): Examples of sound word levels include and should be discussed with students before they read: cat (3 letters, 3 sounds), ship (4 letters, 3 sounds) & bring (5 letters, 2 sounds). Note: The student needs to recognize and recall each sound word level with confidence and automatically! The main goal in these first two stages are that students have a strong sound word knowledge which is good for error handling and work attack which are two major strategies for literacy success in students with dyslexia.
Montessori Sequencing & Categorization Cards-Before you begin even alphabetics, I suggest doing activities of phonological awareness, including language and listening. For language and listening, you need to develop their sound word knowledge (described above) as well as their categorization and sequencing skills. (Note: the opportunity to teach ordinal numbers: first, second( next), third (last)).
(Note: they are available online. These Montessori cards contain all three: category: ex. food items, sequence: steps of opening, and language/listening if done with the child: egg: whole, oval, half, etc..). Again, I suggest doing before alphabetic/phonics. Then, when 90% mastery with objects then move unto alphabetic and phonics (next section). NOTE: THIS WILL INCREASE THEIR WORKING MEMORY IF DONE DAILY. MOST students with dyslexia have a deficient working memory. This is why a phonological awareness deficiency is a commonality in all students with dyslexia. Also, note the last sound to be processed is the middle sound. Just think about what you’re asking them when doing words like /c/ /a/ /t/ and /cat/ whether it be rhyming, segmenting/blending or on-set/rhyme: for example, think about how they need to have a good working memory to process and hold those sounds in their brains!!! This is why the foundation of the phonological awareness continuum including language and listening (specifically categorization and sequencing) are very important as well as working memory (again specifically categorization and sequencing). YOU WANT TO MAKE SURE THEY ARE PROCESSING EACH SOUND BEFORE YOU MOVE ON (ESPECIALLY THE MIDDLE SOUND- DO LOTS OF ASSONANCE GAMES AND LISTENING).
Ex Alliteration Words | Ex. Assonance Words | Ex. Rhyming Words |
friends
flip-flop fast facing future fell face fame forty |
lonely
floats host golden daffodils mote coat phone knot |
back
black crack hack jack tack mack whack zack |
More on Phonological Awareness (text me and I’ll send you more PA PowerPoint resource)
Sound Word Knowledge (see appendix)
1st |
2nd | 3rd |
c |
a | t |
Phonological Awareness (say out verbally after 90% mastery above): you can make it fun and informative. Should be done verbally and can be done as a game in the car as you head down the highway just make sure the visual/tactile component is not present at this time.
2) Alphabetic Phonics (Alphabetics/Fierce Phonemes): Lessons a-e
Materials: whole alphabet printed off, notebook, note cards, dry erase board, writing utensils, glue and scissors, movable alphabet, sand/tray, sand-paper letters and mirror
a | b | c | d |
e | f | g | h |
i | j | k | l |
m | n | o | p |
q | r | s | t |
u | v | w | x |
y | z | Note: |
Practice: Do the Montessori’s Inspired Three Period Lesson: Ex. 1. (Recognize) Aa- sound /a/ (mirror- make sure hold sound for /a/ but cut the sound short for letter sounds like /g/ see chart below) 2, (Recall) what says /a/, apple image (three other words begin with letter)-then, ”a” says /a/ then what says /a/ 3. (Review) what spells /a/, trace/write in medium (someone’s back, table/air, sand/tray, sandpaper letters). Materials: movable alphabet, sand/tray, sand-paper letters and mirror (Text or email me asking for “distinction sound” video and updated Quizlet link).The order will be /a,o/, /u/ /e,i/, /s,z/, /n,m/,/c,k/, /g,y/ ,/t,d,j/, /f,v/, other /l,r/, /b,h,p/, review /k,s/, then /w/, /q,x/.
held (first) | cut short (next) | ex. | |
vowels | a, o, u, e, i The order will be /a,o/, /u/, /e,i/ |
Open: | |
smiling letters | s, z, n, m The order will be /s,z/, /n,m/ |
||
hard sounds | c, k, g, y, t, d, j The order will be /c,k/,/g,y/, /t,d,j/ |
||
other- fricative, explosive, breathy, double, other | f, v, l, r The order will be /f,v/, /l,r/ |
b, h, p, w, q, x The order will be /b,h,p/, review /k,s/then /w/, /q,x/ |
Practice Voiced and Unvoiced: hold onto neck and see if vocal cords shake while looking in the mirror
voiced | unvoiced |
all vowels: z, n, m, d, b, g, j, y, v, l, r, w, q | a, e, i, o, u, s, c, k, t, f, h, p, x |
Primary and Secondary Vowels: Materials: movable alphabet, sand/tray, sand-paper letters and mirror
primary vowels | secondary vowels |
a, o, u- roundies | e, i, y- ups and downies |
Practice/Review: Held and Cut Short Sounds: while looking in the mirror
held | Cut short |
a, o, u, e, i | c, k, g, t, d, j, y |
s, z, n, m | b, h, p
w, q, x |
f, v
l, r |
Notes: |
Introduce other sounds:
Soft g- a, o, u (roundies) | Soft c- e, i, y (ups and downies) |
Secondary vowels- ex. cycle | Secondary vowels- ex gym |
Practice: on a dry erase board (rather large one), write a T-chart and go back and forth- soft g,c hard g,c Watch out: hold the vowel!
Hard g,c | Soft g, c |
goat
game gate gorilla goldfish camels candles casual catfish crazy cousin |
gym
gentle genuine generals gerbil cease circle century cyclists centipede celebrated |
Introduce Sometimes Vowels: put on right hand now Say & Touch Fingers: a, e, i, o, u and sometimes y, w
Sometimes vowels | |
Y- long i,e (at the end of word)- happy, shyshort i- gym, cyst |
W- ow- tow, row |
3 rules to block | 3 rules to cursive |
|
|
c- if you learn “c” you can do 6 more | l-if you learn “l” you can do 6 more | i- if you learn “i” you can do 7 more | n- if you learn “n” you can do 6 more |
c, a, d-g, q, o- 6 “curvies” | l, e, h, b, k, f- 6 “loopsies” | i, j, t, -p u, w, y (7) “ups and downies” | n, m, r- s, x,v (6)
“humpies” |
c- over rainbow
a- shut the door d-then touch the sky g/q- then touch the ground o- is an a with a loopy tail |
h-is an ”l” with a hump
b- is an ”l” with a shelf k-is an ”l” but you kick-in/out f-is an upside down ”l” and an eight side up ”l” |
Chunk learning in three or four | Chunk learning in three or four |
Tall/Short Letters: Use Dry Erase (turn DE vertical for tall-horizontal for short)
Review: Held/Cut Short Sounds
Short- held | tall- held | short-cut short | tall- cut short |
a o u e i m n r s v x z | f l | c w | b d g h j k p q t y |
Word Level:
3) Decoding (Introduction): Materials: whole alphabet printed off, notebook, note cards, dry erase board, writing utensils, glue and scissors, movable alphabet, sand/tray, sand-paper letters and mirror.
Check it out: https://share.icloud.com/photos/0K1ZtL9va_9S0M2bbvMz8yN-g
When it comes to decoding (actually encoding too) for dyslexia students, think about a student’s sound word knowledge for error handling and “word attack”. Again, please don’t focus on grade level for a struggling reader! Again, what is sound knowledge level?? Sound word knowledge will give you what you need to help your student. It’s counting how many letters and how many sounds. Ex. cat (3 letters, 3 sounds), ship (4 letters, 3 sounds) & bring (5 letters, 2 sounds). They need to recognize and recall each word sound level! Don’t move onto other levels till 90% mastery of the prior level!!! Note: ask how many letters and how many sounds each time you practice a word. Remember: all students go through these stages of literacy development: They go from individual phonemes and sound combinations (1,2,3,4) in isolation to words (3 letter, 2 letter, 4 letter, etc. in isolation then phrases and sentences (1 word, 2 words, 3 words, etc.) in isolation to commonly practiced levelized trade books!! Again, the goal being able to recognize and recall each word sound word level and then encode/decide with 90% mastery.
Sound Word Knowledge Chart (see examples below) note: (Levels are left to Right: Top to Bottom on chart Below) What is sound word knowledge level?
Level 1
Level 2
Level 3
Level 4
|
+Sound Word Knowledge cont.:
3 letters:3 sounds
Note: added reverse “a” in middle position so I wrote in highlighter and the student traced.
3 letters:3 sounds
4 letters:2 sounds
4 letters: 3 sounds
Decoding and Encoding Strategies-LOOK OUT:
NOTE: around 75% of words are phonetic, 25% sight | |
Decoding | Encoding |
|
|
Practice: BLEND CVC WORDS- those sounds with 90% MASTERY (real and nonsense words- see key below). Also, consonants colored- blue and vowels colored- red. See appendix for prompt. Cut and Paste into a NOTEBOOK! Sound dots go Ready set track with finger when reading- no more sliding just ”bunny hop”-1, 2, 3, READ (if not correct) Read…1, 2, 3, READ again (remember count the letters then count the sounds before hand- can review any sounds, if needed?).
s | a | m |
Practice: real, nonsense words (explain why, real and nonsense) skip around!!! |
Vowels: a, o, u, e, i |
Consonants: s, z, n, m / c, k, g, t, d, j, y |
san, soz, sam, zan, zoz, zam,nan, naz, nam, man, maz, mam
son, soz, som, zon, zoz, zom, non, noz, nom, mon, moz, mom sun, suz, sum, zun, zuz, zum, nun, nuz, num, mun, muz, mum sen, sez, sem, zen, zez, zem, nen, nez, nem, men, mez, mem siz, sim, zin, ziz, zim, zom, niz, niz, nim, min, miz, mim got, gut, tag, tat, tad, tot, tod, tug, tut, teg, ted, tik, tig, tid, dak, dad, dog, dot, dug, dud, det, ded, dig, did, jag, jog, jot, jug, jut, jet, jed, jig, jit, yak, yag, yot, yut, yud, yeg, yet, yig |
Above: Real Word Below: Nonsense
Why nonsense words? The student with dyslexia can practice their new tools (specifically their distinct sounds, holding vowels and tracking with the finger “bunny hop” and sound word knowledge) without relying on already remembered words. It also cuts down on guessing which is synonymous of students with dyslexia!! Plus,all of the words that they misread or mispronounce are nonsense which cuts down on anxiety (always have a feelings chart on hand) and makes it rather fun. Yes, it’s fun because it’s a real word because it has a vowel, but it actually doesn’t have a meaning, yet. We can make one up and you can draw what it (or new nonsense word) looks like!!
4) Dyslexia:
Students with Dyslexia have a sound and language processing deficiency: Therefore, absorption and processing of sounds especially can be omitted from words spoken by the student. Students with dyslexia most commonly omit letter sounds, words, phrases in the middle position, then the end, and least commonly the beginning. When they omit, they might do repetition(s), substitution(s), addition(s) or delete altogether, Transversal and Reversal are more common in students with a visual processing problem (Note: Students with dyslexia have an auditory processing problem but can have a visual processing problem too. Plus, I’ve never fixed reversals through auditory activities). Because dyslexia cannot be cured, students can develop tools and strategies to help their phonological awareness, reading, and spelling. There is a correlation to dyslexia a phonological awareness including Language and Listening. You can google these activities with Phonological Awareness (ex. whisper game, I-spy, telephone, etc.). Some families, speaking of which, may want to have your child evaluated for speech. Contact me for more resources for language and listening activities (my next program), and info. on APD/VPD via email on title page.
Especially Encoding: These two methods of “word attack” to help students “catch” their own dyslexic spelling word glitches aka error handling: Tell student, Watch OUT: check your writing!
Dyslexia Screening Example: Please, note each student’s specific dyslexic characteristics. See Screening Example Below. Make sure you check their phonics ability first! NOTE: I did not provide the Complete Screening in this program. It’s good to use Phonetic Words – these words follow standard rules or sounds and SIGHT WORDS- words that don’t follow standard rules or sounds (have to be memorized).
Phonetic Words | Students Sample | Sight Words | Students Sample |
cap
log hut ten sip plan crum step gate wide chat ship spun thin duck stale smile scrap stroke pitch shrine thing |
Cop (sub, MP)
lol (sub. EP) Hat (sub, MP) Teon (add MP) Siip (rep. MP) Plaen (add. MP) (phonetic) |
a
of on do the and any you are all with from what were other your said would which about before should |
Great…actually a dyslexic student’s area of strength. Until you get to the ones that haven’t memorized yet!! 4-5 level of Sound Word Knowledge
(sight) Fom (dele. MP) Whhat (Rep BP) Where (common mistake) Ofher (add. BP) |
NOTE: look at Dyslexia Screening to see which letter is normally dropped, before writing have the student WATCH OUT for that Letter Position. Mark below which spelled words had characteristics of dyslexia but make sure you check the individual phoneme sounds for mastery before marking the ticks below.
Words (3-4 words)-writing sample | ||||
Position ex cap |
|
3) Middle | 2) End | |
Omissions: | ||||
Deletions- cp | 1 | |||
Additions- caop | 1 | |||
Substitutions- cip | 1 | 11 | ||
Repetitions- caap | ||||
Transposals- cpa | ||||
Reversals- c@p | 11 | |||
Total Characteristics in Each Position | 1/15 | 1/15 | 5/15 | 7/15 |
Position Frequently (percentage= total characteristics/total words spelled) | 6.66 | 6.66 | 33.33 | 46.65 Close enough to 50% |
Note:
Stealth/Mild | Moderate | Severe |
Does some of the characteristics in some of the positions (below 50%) Plus. may see phonological awareness deficiency (see chart below). Stealth: eccentric and overcompensates |
Does about ½ the characteristics in ⅔ of the positions (above 50%). Will see a phonological awareness deficiency (see chart below). | Does everyone of the Characteristics in every position (above 75%). Plus, will see a phonological awareness deficiency (see chart below). |
Phonological Awareness: Use the words they had gotten incorrectly above.
Words: huttensipplancrumstepgatewide |
Rhyme: Give me another word that rhymes with_____. | Alliteration: Give me another word with same first sound? | Syllables:
How many syllables does that word have? What is _________? |
Phonemes:
(First, Middle, Last) Sound You Hear? Takeaway the / / sound and what do you get? |
How many letters are in this word: happy
How many words are in this sentence: I see a yellow hat on that man. (can use sight word sentences). |
||||
ex
1) |
hut/ hum -1 | hut/ham -1 | hut/2 -1 | /h/ /um/ -1 |
Total: -4 |
Ms. Cook’s Dyslexia Don’ts:
note: there can always be exceptions |
-Don’t teach blending word families when on an individual phoneme (sound) level. The student needs to process and blend each individual sound with a distinct beginning, middle and end. Therefore, use CVC words is always 3 letters, 3 sounds and in mixed word vowel order and hold the vowel in the middle since the last sound to be processed. (plus /am/ is not a natural blend like for example /mp/, /nk/, /ld/ etc.); /am/ is a word family!
-Don’t ever time someone with Dyslexia! They need time for word attack, no more guessing! -When teaching sight words, don’t begin with one and two letter sight words first. Again the brain needs a distinct beginning, middle and end. -Don’t have a schwa (/U/) sound on the end of any of your sounds for this complicates letter sound processing. -Don’t repeat a sound over and over like /a,a,a,a/ when teaching individual phonemes (sounds); then, that’s how students begin to process that letter sound. -Don’t just teach letter sounds without teaching letter names and possible image along with it. -Don’t teach sight and phonetic words without counting the number of letters (sight) and seeing if they match or number of letters and sounds (phonetic) and see if they match; This is due to the dyslexic characteristics mentioned above. -Don’t “cut short” sounds that can be held when producing because “holding them out” gives the brain more time to process. The held letters are the following letters: a,e,i,o,u,s, z,n,m, x, f, v, l, r (12- almost half, so of course teach these sounds first and note the rule applies to digraphs and trigraphs) -When reading, don’t have the student not using their finger for tracking and word attack. -When spelling, don’t have the student not “check their writing”. |
5) Encoding: Lesson 1-2 Practice Materials: whole alphabet printed off, notebook, note cards, dry erase board, writing utensils, glue and scissors, movable alphabet, sand/tray, sand-paper letters and mirror.
Block: like cursive, begin using a dry erase board. Look to see if too difficult, students can trace in sand, on student’s back, or table before writing! Note: can start off large, but later on encourage smaller writing.
Top to Bottom/ Left to Right | other |
m, n, u, t, f, h, y, r, b, p, v, w, k, x (14) | a, e, o, i, d, g, q, l, j, s, c, z (12) |
Review Tall/Short Letters: Use Dry Erase (turn DE vertical for tall-horizontal for short) Plus: Review of Held/Cut Short
Short- held | tall- held | short-cut short | tall- cut short |
a o u e i m n r s v x z | f l | c w | b d g h j k p q t y |
Practice Page (see appendix): Materials: notebook, glue, scissors
|
Upper Case (called Capital Letters when Grammar related):
Review: Make sure they can still recognize them. Writing uppercase with dry erase marker.
A | B | C | D |
E | F | G | H |
I | J | K | L |
M | N | O | P |
Q | R | S | T |
U | V | W | X |
Y | Z | Note: |
SIGHT WORDS: words that don’t follow standard rules or sounds. That them count the and match. Use TOUCH-FINGER-TO-FINGER (see description above in the Dyslexia section). Write individual letter names, write out the whole word while touching finger, then spell by writing: ALWAYS Check Your Writing Materials: notebook, glue, scissors
Three Letter | Four Letter |
The
Any You Are All Not Put Two One |
This
What Were Your Said Look With What Down |
Practice: 3 letters
_____t____ | ____w___ | _____o____ |
__________two__________________ |
4 letters
_____w____ | ____h____ | ____a_____ | __t____ |
___________what_________________ |
Lessons 3-5 Practice
Review Block:
Top to Bottom/ Left to Right | Other |
m, n, u, t, f, h, y, r, b, p, v, w, k, x (14 letter names) | a, e, o, i, d, g, q, l, j, s, c, z (12 letters) |
Introduce:
Top to Bottom & Top to Bottom dot | Right to Left/Top to Bottom | Left to Right/ Top to Bottom |
l, i, j (3 letter names) | s, o, c (3 letter names) | e, z (2 letter names) |
Practice-Review and Added More Words: Do the Montessori’s Three Period Lesson with these words on note cards.
Three Letter | Four Letter |
the
and any you are all not put old can too day one two |
this
what were your said look with then don’t were come said what very will into back from they down |
3 letter (see appendix)
____o_____ | ____n____ | _____e____ |
______________one______________ |
4 letter
___f______ | ___r_____ | ___o______ | ___m___ |
___________from_________________ |
6) Fluency: Lesson 1-2
Review Sight Words: They are the glue that sticks the words together which make up the sentences. They are to be memorized and the glue that stick words together! Start with three until they get the hang of it (brain needs a distinct beginning, middle and end). Extension: work with the word missed. NEVER TO BE TIMED! Practice Materials: whole alphabet printed off, notebook, note cards, dry erase board, writing utensils, glue and scissors, movable alphabet, sand/tray, sand-paper letters and mirror
Practice:
3-1 Letter | 4 letter | 5 letter |
the
and not put all old can too are day you one two as we in if go by is he no up my or I |
look
with then hen pen don’t were come said what very will into back from they down four five |
could
house about asked their words first three other |
and | |
cow (draw pic.) | pig (draw pic.) |
Sentence (write and draw another pic.)
________________I saw a cow and pig._________________________________________ |
Sounds for Fluency
Review:
held (first) | cut short | ex. | |
vowels | a, o, u, e, i | Open: | |
smiling letters | s, z, n, m | ||
hard sounds | c, k, g, t, d, j, y | ||
Other- fricative, explosive, breathy, double, other | f, v
l, r |
b, h, p
w, q, x |
2) Blender Blends aka L, R & S BLENDS (have them memorize that there are 3 (l, r, & s) and have them to look put for them in words- like q and x, two letters making one sound (but you can see the two letters). Note: two letters make the same sound, make it once and make sure you hold the sounds that can be held and these sounds are usually at the beginning of words. WATCH OUT!, WATCH OUT! (Text or email me asking for “distinction sound” video and updated Quizlet link).
l- blends | r- blends | s-blends | Ex. Quizlet |
bl
cl fl gl pl other- ll (two letters make the same sound, make it once) |
br
cr dr fr gr pr tr |
sk
sl sm sn st sp Other ck |
https://quizlet.com/_5pna8o https://www. wordgamehelper.com/ |
Decoding: BLEND CCVC WORDS- those sounds with 90% MASTERY (real and nonsense words). Nouns colored- blue and vowels colored- red. See appendix for prompt and gound dots go Ready set Read…1, 2, 3, READ (remember count the letters then count the sounds?).
bl | a | t |
Key:
vowels | a, o, u, e, i | ||
consonants | r, v, l, b, h, p, w, q, x – qu | ||
blends | bl
cl fl gl pl other- ll (two letters make the same sound, make it once) |
br
cr dr fr gr pr tr |
sc
sk sl sm sn st sp Sw ll, ss (double letter rule) Ck (ck rule) |
Review Words: rag, rat, rit, red, rut, vud, vuj, lag, lad, lek, bit, bid, bag, hat, hot, hut, heg, pat, padpot, wod, wig, wut, queg, qued, xik, xig, xid New Words: blab, blod, block, brod, brib, cled, cluck, cred, cruj, drip, drag, flag, flot, frit, frid, glug, glad, grot, grut, plog, plot, prit, prug, trot, trut, treg, tred, trick, drad, drog, dred, drig, drid, scik, skog, sled, smid, snet, stig, spin, swun |
Encoding: CCVC- TOUCH-FINGER-TO-TABLE Write individual sounds on the line, write whole word while on the line while touch finger to table. NOTE: look at Dyslexia Screening to see which letter is normally dropped, before writing have the student WATCH OUT for that Letter Position.
_________ | ________ | _________ |
____________________________ |
3) Hysterical H- take the consonants and makes them change their sound (HE THINKS HE’S SO FUNNY). Note: these sounds are usually at the beginning and end of a word, WATCH OUT! (Text or e-mail me asking for “distinction sound” video and updated Quizlet link).
Practice: use a mirror
voiced | unvoiced |
th, sh, ch, wh | th, zh (s before u), ph, gh (note: now two sounds for th) |
Decoding: BLEND CVCC WORDS- those sounds with 90% MASTERY (real and nonsense words). Also, nouns colored- blue and vowels colored- red. See appendix for prompt. Sound dots go Ready set Read…1, 2, 3, READ (remember count the letters then count the sounds?).
l | a | th |
_________________________ |
Key:
sounds | Ex. | Ex. |
sh
ch th ph gh wh tch Other: /zh/ =s, before u |
ship
chip this phone laugh wheel treasure |
https://quizlet.com/_5q4n6o https://www. wordgamehelper.com/ |
Review Words: blab, blod, block, brod, brib, cled, cluck, cred, cruj, drip, drag, flag, flot, frit, frid, glug, glad, grot, grut, plog, plot, prit, prug, trot, trut, treg, tred, trick, drad, drog, dred, drig, drid, scik, skog, sled, smid, snet, stig, spin, swun New Words: blash, blosh, blush, broch, brich, clech, cluch, crech, cruch, rith, drath, flath, froth, frith, friph, gluph, glaph, graph, grugh, plogh, plogh, prigh, prugh, phot, phut, pheg, phed, whick, whad, whog, whed, whig, dritch, switch, skotch, sketch |
4) SNEAKY e- sneaks over the consonant whispers to the vowel before it- says, “say your name” then he sneaks back over to his spot and goes quiet. NOTE: He’s always at the end of a word unless it’s a compound word and he can always hide behind suffixes, WATCH OUT!
Practice: on a dry erase board (rather large one), write a T-chart and go back and forth- no sneaky e, sneaky e. Watch out: hold the vowel for no sneaky e words! SNEAKy E HAS NO POWER WHEN THE VOWEL IS ATTACHED TO AN /r/ (“pirate sound”), AND SOMETIMES WHEN THE VOWEL IS WITH A /W, OR U/ (“baby sound”-see below).
NO sneaky e (CVC) | SNEAKY E!!! (CVCe) | Ex. |
cat mat mot |
cate mate mote |
https://quizlet.com/_5qgqcc |
Key: Notice- I added in some upper case for review!
NO sneaky e (CVC) | SNEAKY E!!! (CVCe) some nonsense |
cab
jeb rob sob cad nod pad rid sod fig hog jog |
cabe
jebe robe sobe cade node pade ride sode fige hoge joge |
WATCH OUT:
SNEAKY E HIDES in Front THESE Three (3) Letters | |
d, s, l, sometimes n | placed
males |
Other most common Silent Letters and SIGHT WORDS: (Text or email me asking for “hand chant” video and updated Quizlet link).
Practice:
Gh- aka ghost letters |
Review: SIGHT WORDS- words that don’t follow standard rules or sounds. That them count the and match |
g
h p K w |
3-2 letter
4-5 letter 6-7 letter ex. your-would should-America (note: proper nouns) |
Decoding: SIGHT WORDS- TOUCH-FINGER-TO-FINGER Write individual sounds on the line, write whole word while on the line while touch finger to table. NOTE: look at Dyslexia Screening to see which letter is normally dropped, before writing have the student WATCH OUT for that Letter Position.
Back of index card;
_________ | ________ | _________ |
____________________________ |
Front of index card:
one
(3 letters) |
Sight Word Ladder (top/bottom) Never: read bottom to top |
and |
band |
sand |
land |
Encoding: BLEND CVCe WORDS- those sound with 90% MASTERY (real and nonsense words). Also, consonants colored- blue and vowels colored- red. See appendix for prompt. Sound dots go Ready set Read…1, 2, 3, READ (remember count the letters then count the sounds?).
m | a | te |
___________________________ |
Decoding: Spell CVCe- TOUCH-FINGER-TO-TABLE Write individual sounds on the line, write whole word while on the line while touch finger to table. NOTE: look at Dyslexia Screening to see which letter is normally dropped, before writing have the student WATCH OUT for that Letter Position.
_________ | ________ | _________ |
____________________________ |
5) Unbelievable U- aka Baby Sounds- always with vowels and u follows w. NOTE: He’s almost always in the middle of a word, WATCH OUT, for them in words! (Text or email me asking for “distinction sound” video and updated Quizlet link).
vw- | vu- | Ex. |
aw- cute baby, hold arms
ow- pretend baby pulls your hair ew- hold nose, baby has a stinky diaper Other: oo- baby has a really stinky diaper |
au- cute baby, hold arms
ou- baby pulls your hair eu- baby has a stinky diaper |
https://quizlet.com/_5pni5g https://www. wordgamehelper.com/ |
aw- raw, paw, saw, slaw
ow- wow, pow, how, plow ew- few, new stew, chew, other: oo- book, rook, look, cook, shook, |
au- caught, taught
ou- loud, sound eu- feud, yeuk |
qu- /kw/ queen, quilt (again unbelievable u- he’s such a follower |
Decoding: BLEND CVVC WORDS- those sounds with 90% MASTERY (real and nonsense words). Also, consonants colored- blue and vowels colored- red. See appendix for prompt. Sound dots go Ready set Read…1, 2, 3, READ (remember count the letters then count the sounds?).
l | au | t |
Encoding: Spell CVVC- TOUCH-FINGER-TO-TABLE Write individual sounds on the line, write whole word while on the line while touch finger to table. NOTE: look at Dyslexia Screening to see which letter is normally dropped, before writing have the student WATCH OUT for that Letter Position.
_________ | ________ | _________ |
____________________________ |
6) Pirate Sounds- r is the most controlling letter like a pirate. Note: they even have power over sneaky in when controlling the vowel and almost always (there are exceptions) in the middle of words unless a compound word, WATCH OUT! WATCH OUT- They are in lots of words! (Text or email me asking for “distinction sound” video and updated Quizlet link).
sound | Ex. Quizlet |
ar- pirate says, /ar/ there matey | |
or- there are ores on a pirate’s dingy (round lips) | https://quizlet.com/_5pnari |
er, ir, ur- pirate doesn’t really speak words, just mumbles- /ur/ | |
oy, oi- pirate says, oy their matey | |
New Words: car, mar, far, plar, chare, tar, har, star, cor, mor, for, per, der, ler, her, ker, fir, bir, stir, fur, pur, toy, joy, coy, coi, poi, snoit, smoil, soil, toil |
Decoding: BLEND CVcC WORDS- those sounds with 90% MASTERY (real and nonsense words). Also, consonants colored- blue and vowels colored- red. See appendix for prompt. Sound dots go Ready set Read…1, 2, 3, READ (remember count the letters then count the sounds?).
l | ar | t |
Encoding:CVcC- TOUCH-FINGER-TO-TABLE Write individual sounds on the line, write whole word while on the line while touch finger to table. NOTE: look at Dyslexia Screening to see which letter is normally dropped, before writing have the student WATCH OUT for that Letter Position.
_________ |
________ | _________ |
____________________________ |
7) Lazy l and n- spot him at the end of words, they make the vowels that they are attached to- go /u/ like, what’s going on?? Note: Always at the end of words unless a compound word, WATCH OUT! (Text or email me asking for “distinction sound” video and updated Quizlet link).
al | an | Ex. |
el | en | https://quizlet.com/_5shiyd |
il | in | https://www. wordgamehelper.com/ |
ol | on | |
ul of course- ul and of course- le | un | |
New Words: April, gerbil, label, hapil, idol, fidol, olden, peachen, golden, axal, rascal, dial, shial, button, brotton, cotton, fallen, rotten, begun, reagun, taken, macken, table, shible, stable |
Decoding: BLEND CVccCC WORDS- those sounds with 90% MASTERY (real and nonsense words). Also, consonants are colored- blue and vowels colored- red. See appendix for prompt. Sound dots go Ready set Read…1, 2, 3, READ (remember count the letters then count the sounds?).
m | ars | al |
________________________ |
Decoding: Spell CVccCC- TOUCH-FINGER-TO-TABLE Write individual sounds on the line, write whole word while on the line while touch finger to table. NOTE: look at Dyslexia Screening to see which letter is normally dropped, before writing have the student WATCH OUT for that Letter Position.
_________ | ________ | _________ |
____________________________ |
8) “Sometimes Vowels”- WHAT?? HOW? Now REVIEW- a, e, i, o, u sometimes y, w. Note: usually found at the end of words, WATCH OUT! (Text or email me asking for “distinction sound” video and updated Quizlet link).
y | w |
ay- say, ray, pay
ey- key, ley iy- NA oy- see pirate sounds uy- NA |
ow- tow, row, mow |
Decoding: BLEND Cvc WORDS- those sounds with 90% MASTERY (real and nonsense words). Also, consonants are colored- blue and vowels colored- red. See appendix for prompt.
Sound dots go Ready set Read…1, 2, READ (remember count the letters then count the sounds?).
l | ay |
_______________________ |
Encoding: Cvc- TOUCH-FINGER-TO-TABLE Write individual sounds on the line, write whole word while on the line while touch finger to table. NOTE: look at Dyslexia Screening to see which letter is normally dropped, before writing have the student WATCH OUT for that Letter Position.
_________ | ________ | _________ |
____________________________ |
9) Special Vowels: Two vowels go walking hand-in-hand are “special friends”. The gentlemen being the second one lets the first one do the talking. Note: normally found in the middle of words, LOOK OUT! (Text or email me asking for “distinction sound” video and updated Quizlet link).
https://www. wordgamehelper.com/ | Ex. https://quizlet.com/_5qhf4s | |
a | aa, ae, ai, ao, au (2) | |
e | ea (3), ee, ei (2),eo, eu | |
i | ia, ie, ii, io, iu | |
o | oa, oe, oi (2), oo (2), ou (2) | |
u | ua, ue, ui, uo, uu | |
New Words: kae, mae, tae, gail, lail, rail, dail, hail, mail, sail, aunt, tea, kea, pea, dea, sea, flea, fee, jee see, glee, tree, rei, sei, feu, feud, pia, ria, via, pie, tie, bio, ion, boat, moat,coat, shoat, toe, soe, gloe |
Decoding: BLEND CVVC WORDS- those sounds with 90% MASTERY (real and nonsense words). Also, consonants are colored- blue and vowels colored- red. See appendix for prompt.
Sound dots go Ready set Read…1, 2, 3, READ (remember count the letters then count the sounds?).
m | ai | l |
_________________________ |
Encoding: CVVC- TOUCH-FINGER-TO-TABLE Write individual sounds on the line, write whole word while on the line while touch finger to table. NOTE: look at Dyslexia Screening to see which letter is normally dropped, before writing have the student WATCH OUT for that Letter Position.
_________ | ________ | _________ |
____________________________ |
Intermediate/Advanced Literacy (6 letter sound knowledge)
Summary of Stages of Literacy Development
Beginning | Early | Intermediate/
Advanced |
Notes: |
phase: “Sound Level”
Sounds in Isolation (Words offered in program) |
phase: “Word Level”
Words in Isolation Choral, Echo Read, Cloze Read on Instructional Level |
phase: “Phrases & Sentences Level”
Independent Reading |
Finally, 6 letter words (celebration!!!). This is where you see the best automaticity and confidence!! You can move onto not ONLY 6 letter words, but reading for phrases (google dolce phrases) and sentences (they help you make up or seen in homework) in isolation for beginning fluency!!
“Phrases & Sentences Level”:
7) Phonemic Awareness
Note: students with Dyslexia have a sound and language processing deficiency: Therefore, absorption and processing of sounds, especially omitted from words spoken by the student (SEE Multi-Syllable Word List BELOW). Materials: notebook, glue, scissors. WATCH out! Never stop going over Phonological Awareness (included in phonemic awareness) is students with dyslexia, just make it more advanced!
Word | What is ___________ (First, Middle, Last) Sound You Hear? | Take away the
/ / sound and what do you get? |
Now, take away the
/ / sound and what do you get? |
I’ll slowly say the word. You tell me what you hear? |
ex
1) |
||||
Words (initial, middle, end sounds) sen, sez, sem, zen, zez, zem, nen, nez, nem, men, mez, mem, siz, sim, zin, ziz, zim, zom, niz, niz, nim, min, miz, mim, cag, cat, cot, cod, cut, cud, cuj, kag, kad, kok, kit, kid, gag, gat, got, gut, tag, tat, tad, tot, tod, tug, tut, teg, ted, tik, tig, tid, dak, dad, dog, dot, dug, dud, det, ded, dig, did, jag, jog, jot, jug, jut, jet, jed, jig, jit, yak, yag, yot, yut, yud, yeg, yet, yig active, anxious, ambitious, bumbling, barefoot, barking, bashful, bitter, blunt, bogus, kangaroos camel, candle,cousins, cows, kitten, cheeky, cheerful, charming, chanting, churning, chirping, dangerous, damaging, defiant, devout, difficult, eager, early, easy, eccentric, escaping, females, photographers, pharaohs, pharmacists, flowers, foxes, ghastly, gifted, grumpy, glum, goad, gritty, harvesters, helicopters, heralds, hoards, horses, host, jets, jockeys, jugglers, jumpers, left, lolled, looted, lurched, lobbed, meager, measly, meddling, memorable, merry, moody, necessary, neat, nerdy, nervous, neutral, obtuse, orange, original, outsmart, paddled, pampered parked, pardoned, parted, quiet, quirky, quaint, queasy, querulous, raspy, rare, rational, raucous ravenous, ready, singers, scorpions, centurions, cyclists, centipede, stingray, shrews, shrimps ships, Chevrolet, chandeliers, chauffeur, tidy, tactful, talented, tingly, tragic, treacherous, thoughtful, three, thirteen, thumbing, thrashing, vocal, vivid, vulgar, vital, |
Compound words: over 6 letter- more practice count, cover up the last part read, first part read= read all together. (Text or e-mail me asking for “6 letter breakup” technique video and updated Quizlet link).
railroad backward somewhere playthings grandmother sunflower |
butterflies something inside without become throwback |
fireflies anyone therefore elsewhere basketball everything |
Phrase or Sentence Formation Template:
Student will verbal count words on fingers.They will draw or write the word by the correct number. If they miscue or have an error, they will recount on finger then reread and proceed.
Topic: |
1) 2)
4) 5) 6) 7) |
Sentence: |
Multi-syllable Word List: Introduction: Use compound words as introduction and to use finger to break up words!
After 5 letters: If it’s 6 letters or more the word attack that includes count the letters, if 6 or over: cover up the last part of the word-read, cover up the first part- read and then read it all together! See multi-syllable words in intermediate and advanced level. | |
evergreen
notice reject neglect victory refrain contain receive complete electric inspect extend hidden entrance always careful Became prevent morning sentence problem |
hundred
softly frequent included celebrate testify understand suddenly behind remember anything around number between almost inside surface within sudden himself learning |
8) Advanced Phonics:
Three Plus (+) Letter Blends (Triblends)- | ||
ex. str-stripe | ce, cy, ly (vowel +) | yst |
sch- school
squ-square scr-scream spr-spruce |
-ace/race, place
-duce/ spruce ice, icy, lacy, spacy, spicy, pricy cycle holy, joly |
cyst, myst |
air | ear | ng (vowel + ng) |
air- hair, stair
are- hare, glare |
ear- hear, stear
ere- here, |
ang
eng ung ong ing |
Decoding: CVVC- TOUCH-FINGER-TO-TABLE Write individual sounds on the line, write whole word while on the line while touch finger to table. NOTE: look at Dyslexia Screening to see which letter is normally dropped, before writing have the student WATCH OUT for that Letter Position.
h | air |
__________________________ |
9) Phonological Awareness (Morphology):
The rules and sounds reviewed from the intermediate phonics. Note: accept concepts for word definitions. Also, prefix/suffix colored- blue and root colored- red. You can look these up with the (-) into Webster’s Dictionary App. Note: Prefix gives Meaning, Root gives Recognition and Suffix for Part-of-Speech! See appendix for prompt. NOTE: WORDS- words come from the student’s own language and background knowledge! They can come from their dialogue/speech, reading, and writing! Not from a list of preset words (usually), focus heavily on nouns and verbs initially. Modeled reading and writing are important at this level! (Text or email me asking for “distinction sound” video and updated Quizlet link). WATCH out! Never stop going over Phonological Awareness (included in phonemic awareness) with students with dyslexia, just make it more advanced!
Common Morphology: http://www.neilramsden.co.uk/spelling/searcher/index.htmlhttps://www.oakton.edu/user/3/gherrera/Greek%20and%20Latin%20Roots%20in%20English/greek_and_latin_roots.pdf?fbclid=IwAR2nnvh-mozfCNhXuyZ2zWOSNdIoYFE0_nKxPQ0Ymd7C5A29C75iNfZAFLo; http://www.neilramsden.co.uk/spelling/searcher/index.html
Prefix- meaning | Root – recognition | Suffix- P of S | |
1-2 letter | Un-
Re- In- Im- Il- Ir- An- De- En- Ex- In- Un- |
-s
-y -es -en -fy -ty -ly -or -ic |
|
3 letter | Pre-
Pro- Con- Sub- Syn-, sym- Com- Non- Mis- Bio- Mid- Uni- |
zoo
Sol min |
-ing
-ful -ate -ify -ity -ise, -ize -acy -dom -ist, -ian, -eer -est -ion -ive -ous -ish |
4 letter | Ante-
Anti- Over- Auto- Fore- Homo- Semi- Tele- |
path
port rupt vert vers struct |
-ance
-ence -ible -able -tive -tion -sion -cion -ment -ness |
5 plus letter | Contra-
Extra- Trans- Inter- Super- Hyper- Hypo- Inter- Intra- Macro- Micro- Mono- Omni- Post- |
junct
logos meter spect script terra therm phono |
-ation
-ition -ative -itive -eous -ious |
Preread- “fix-up words” | Prefix, suffix, root |
Redesigned | |
Root: sign | |
What do you know? | What do you want to know?
Spelling pattern: -ed Rule/intricate sound: gh, ed /d/ Homonym/Homophone: na Definition (concept): see Webster’s |
What do you need to know?
positive/negative/neutral- n pre/root/suffix- re-, -ed other definition: see Webster’s |
Solve? |
10) Vocabulary: Always begin and stay on nouns and verbs until 90% mastery. Also, nouns colored- red, verbs colored- blue. See appendix for prompt. Note: always treat like a sight word so the main focus is meaning, recognition and pronunciation! Lastly, put the new word in a sentence, preferably related to the student and encourage them to use the word again!
During the real-read, fill out with the student this GO…say to them, you can make or draw this GO yourself. It is visual and broken down for which is good for your brain.
intro./conclusion | Fact 1 | Fact 2 | Fact 3 |
-downward force (gravity), upward (lift) | forward force (thrust) | downward due to gravity | wing creates lower pressure |
downward gravitational force- less upward lift | backward force (drag) | increases with the mass (weight) | upward force known as lift |
Encoding: Sound dots go Ready set Read…1, 2, 3, READ (remember count the letters then count the sounds).
Prefix (meaning) | Root (sight) | Suffix (part of speech) |
re |
design | ed |
Complete Definition: |
Parts of speech- advanced phonics (see writing):
boy |
runs |
Noun (subject) Circle: person, place, thing or idea |
verb (predicate) |
Verb: run | Conjugation |
Simple present:
Simple past:
|
Morphology Word Ladder: Spelling Word Patterns |
accuracy |
democracy |
candidacy |
bureaucracy |
fallacy |
legacy |
literacy |
privacy |
Interest Related | Need the why |
research what they need (based off their list) | apply- what is only needed
model evaluation |
own materials | breathing methods |
If asked- I do, we do, you do | cross lateral exercises |
I- focus on evaluation | change environment every 15 min |
Reinforce Whole | mnemonic methods and graphic organizers |
Key: Go to Strategies
|
|
Practice:On the front of a note card, write down the “fix up” words. On the back of the card, write this prompt at the top and stop every 3-4 sentences to add the answer to the note card!
Materials Needed: book, writing utensils, note cards!
Serialize: Be sure to….
|
Classify: Be sure to…
|
Compare: Be sure to….
Identify and assess key similarities and differences based on:
|
Analyze: Be sure to…
|
Predicting: Be sure to ask…
|
Connection: Be sure to…
Ask has this happened to me or someone else before? How does this remind you of another text, yourself and the world? What do already know about the topic? |
Define: Base your definition on …
|
Beginning | Middle | End |
Who: | ||
Where: | ||
When: | ||
What: | ||
How: | ||
Why: |
Review CURSIVE: learn the c, l, i you can learn many other letters. Start with marker and dry erase…easier for students. Always practice first with dry erase marker and board!
C- roundies | c, a, d, – g, o, p, q |
L- loopsies | l, e, b – h, k, f |
I- ups and downies | i, j, u – w, v, t – y, z- r,s |
other | Humpies- n,m, x |
Practice: write these words in cursive
3-1 Letter | 4 letter | 5 letter | 6 letter |
the
and not put all old can too are day you one two as we in if go by is he no up my or I |
look
with then hen pen don’t were come said what very will into back from they down four five |
could
house about asked their words first three other |
little
looked people |
Different | Alike | Different | |
Simile/Metaphor | Uses like or as | Compare two things | Does not use like or as |
Idiom/Hyperbole | The meaning is different from the meaning in the words | Expressions with
exaggeration |
The meaning beyond belief |
Alliteration/Onomatopoeia | Using the same beginning sound- she sells, sea, shells | Repetition of words | Using Sound words- tick-tock, tick-tock
Bow wow, bow wow |
Personification/Oxymoron | Uses words that give non-human things/ human characteristics | Words that create images | Uses words that go against itself (sacristic) |
Alliteration/Assonance | Using the same beginning sound- she sells, sea, shells | Repetition of words | Uses the same vowel sounds-
Feet, reap, neat, steep |
Advanced Writing:
Teach Poetry- develops their strength of “list-form thinking”. | Poem Type | |
Inspiration- Free Verse | ||
1a) Figurative Language- Free Verse
|
1b) Theme along with tone and mood: Irony, SatiricaL Love, Religious, Death, Nature, etc.
1c) Formating (yours and others poetry) |
2 lines and Random list
Name Poem (Inspiration) Couplet (Theme) Visual Poem (DL) List Poem (Alliteration) Acrostic Poem (Assonance) Terect (Onomatopoeia) Quatrain (Symbol/Personification) Epigram (Oxymoron) 5 Lines ABC Poem (Theme) Cinquain Poem (DL) Lanturn (Theme) Cut/Paste Text Poem (FL a-j) |
Versed Poetry- set pattern, meter and rhyme
aa, aba, aaba, aabaa, aabbaa, aabbcc, etc. |
||
2a) Grammar-
|
2b) Vocabulary:
Syllables Usage/Best Word Synonym/Antonym Positive/Negative Pre/Root/Suffix Poetry Terms-verse, meter, rhyme, tone, rhythm, beat, set pattern, etc.. |
*Also you can choose any type of figurative language from above along with including vocabulary 3 LinesHAIKU (5-7-5 syllables)Katauta (5-7-7) 4 LinesMemoriam Stanza-(abba) 5 LinesTANKA (5-7-5-7-7 syllables)Naani (5-5-5-5-5)Limerick (7-7-5-5-7, humorous)TETRACTYS (varied) 6 LinesTyburn (4-4-4-4-9-9) 7 LinesDiamante Rondelet (AbAabbA) 8 Lines Pantoum (abab bcb) Tongue Twister (review alliteration) RISPETTO (abab ccdd) Triolet (varied) OTTAVA RIMA (varied) Nonet (large amount of syllables) Ghazal Terza Rima (10-11 syllables) Etheree (varied) Minute Poetry (60 syllables) Rondeau (aabba aabR aabba) Quatern (8 syllables per line) 19 Lines VILLANELLE TERZANELLE |
3) Sentence Poetry Writing | ||
3a) Diagram-
|
3b)
|
Ballade
Ode Lay Narrative Poem Pastoral Synryu Sound Didatic Fable Monody Sonnets (Italian, Shakespn) |
First Week | Second Week | Third Week | Fourth Week |
Free Verse | Alliteration | Rhyme | Assonance |
https://examples.yourdictionary.com/examples-of-free-verse-poems.html | https://examples.yourdictionary.com/examples-of-alliteration-poems.html | https://www.poetry4kids.com/lessons/rhyme-schemes-poetry-lesson-plan/ | https://examples.yourdictionary.com/examples-of-assonance-poems.html |
References in Poetry
http://dyslexiahelp.umich.edu/success-stories/famous-authors-with-dyslexia
https://hellopoetry.com/words/dyslexia/ – https://dyslexia.yale.edu/story/philip-schultz/
https://www.npr.org/2011/09/25/140783789/my-dyslexia-didnt-keep-poet-from-a-pulitzer
https://www.good.is/articles/ten-year-old-dyslexia-poem
Appendix
1st |
2nd | 3rd |
___ |
___ | ___ |
_____ | _____ |
____ | _____ | ____ |
___ | ___ | ___ |
__________________________ |
_________ | ________ | _________ |
________________________ |
_________ | ________ | _________ | ______ |
____________________________ |
_________ | _______ |
_____ |
______ |
________ |
____________________________ |
Sight Word Ladder (top/bottom) Never: read bottom to top |
|
Word: __________ |
|
Root:_______________ | |
What do you know? | What do you want to know?
Spelling pattern: Rule/intricate sound: Homonym/Homophone: Definition (concept): |
What do you need to know? | Solve? |
Prefix (meaning) | Root (sight) | Suffix (part of speech) |
|
||
____________ |
____________ |
Noun (subject) Circle: person, place, thing or idea |
verb (predicate)
Action |
Define: Base your definition on …
|
Word | What is ___________ (First, Middle, Last) Sound You Hear? | Give me another word with same first sound (alliteration). How many syllables does that word have? | Give me another word that rhymes with_______. How many syllables does that word have? | Take away the
/ / sound and what do you get? Now, take away the / / sound and what do you get? |
1) 2) 3) 4) 5) |
Morphology Word Ladder |
Prefix- meaning | Root – recognition | Suffix- P of S | |
1-2 letter | Un-
Re- In- Im- Il- Ir- An- De- En- Ex- In- Un- |
-s
-y -es -en -fy -ty -ly -or -ic |
|
3 letter | Pre-
Pro- Con- Sub- Syn-, sym- Com- Non- Mis- Bio- Mid- Uni- |
zoo
Sol min |
-ing
-ful -ate -ify -ity -ise, -ize -acy -dom -ist, -ian, -eer -est -ion -ive -ous -ish |
4 letter | Ante-
Anti- Over- Auto- Fore- Homo- Semi- Tele- |
path
port rupt vert vers struct |
-ance
-ence -ible -able -tive -tion -sion -cion -ment -ness |
5 plus letter | Contra-
Extra- Trans- Inter- Super- Hyper- Hypo- Inter- Intra- Macro- Micro- Mono- Omni- Post- |
junct
logos meter spect script terra therm phono |
-ation
-ition -ative -itive -eous -ious |
Resources: Why These Sessions, Classes and Evaluations???
Strengths of a NeuroDifferences– Cook’s Independent Tutoring, Coaching & Consulting Links: http://tcookedu.blog/2020/03/14/strengths-of-learning-differences/
Brain research: http://www.bu.edu/research/articles/dyslexic-br ain/
What is Dyslexia? Everything You Need to Know: https://www.dyslexia-and-literacy.international/ONL/EN/Course/S1-1.htm
What is stealth dyslexia? https://www.understood.org/en/community-events/blogs/the-inside-track/2015/03/04/stealth-dyslexia-how-some-dyslexic-students-escape-detection?_ul=1*qrde0a*domain_userid*YW1wLUNhT0MxSVo4UXpLRXg1bTlqUThORWc.
Multisensory Structured Language Teaching article/fact sheet: https://dyslexiaida.org/multisensory-structured-language-teaching/
Multisensory Teaching Approaches for Dyslexia: https://www.thoughtco.com/multisensory-approaches-for-dyslexia-3111175
What is CAPD and Filtering? https://therapyshoppe.com/therapists-corner/113-the-filter-that-changed-her-life
What are of 8 the most common VPD? https://www.churchillstl.org/learning-disability-resources/visual-processing-disorder/
What is Irlen Syndrome? https://irlen.com/what-is-irlen-syndrome/
What does a reading specialist with OG do? https://www.understood.org/en/learning-thinking-differences/treatments-approaches/working-with-clinicians/what-is-a-reading-specialist
Could you child have slow speed processing? https://www.understood.org/en/learning-thinking-differences/signs-symptoms/could-your-child-have/im-concerned-my-child-might-have-slow-processing-speed-now-what?_ul=1*qrde0a*domain_userid*YW1wLUNhT0MxSVo4UXpLRXg1bTlqUThORWc.
Should I consider autism?
Researchautism.org. (2019). [online] Available at: https://researchautism.org/wp-content/uploads/2016/11/An_Educators_Guide_to_Asperger_Syndrome.pdf [Accessed 16 Dec. 2019].
Autism-watch.org. (2019). [online] Available at: https://www.autism-watch.org/general/nimh.pdf [Accessed 16 Dec. 2019].
Autismspeaks.org. (2019). [online] Available at: https://www.autismspeaks.org/sites/default/files/2018-08/Parents%20Guide%20to%20Autism.pdf [Accessed 16 Dec. 2019].
https://www.ohsu.edu/sites/default/files/2019-04/ASD%20DSM-5%20Parent%20Interview%20Final%20%281%29.pdf viewed on 12/16/2019.
http://ccea.org.uk/sites/default/files/docs/curriculum/guidelines_general_strategies/sen-gifted_general_checklist.pdf viwed on 12/16/2019.
Should I consider ADHD? https://www.understood.org/en/learning-thinking-differences/child-learning-disabilities/add-adhd/adhd-and-anger-what-you-need-to-know?_ul=1*dgj4z7*domain_userid*YW1wLUNhT0MxSVo4UXpLRXg1bTlqUThORWc.
Other Resources:
Dyslexia in the Classroom: What Every Teacher Needs to Know handbook from IDA: https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf
Cracking the Code of Dyslexia – Link: https://www.cbsnews.com/news/cracking-the-code-of-dyslexia/?fbclid=IwAR32hRWPQHZArF85Kqo1t7Tefo5tmNuXVCXeRJYVGvWf156j0pLcKSNguuQ
See Dyslexia Differently – Link: https://www.youtube.com/watch?v=11r7CFlK2sc#action=share
Why We Should Teach All Kids Like They Have Dyslexia: https://www.tes.com/news/school-news/breaking-views/why-we-should-teach-all-pupils-if-they-have-dyslexia
20 Things Only Parents of Children with Dyslexia Would Understand: http://www.lifehack.org/285680/20-things-only-parents-children-with-dyslexia-would-understand
Creating a Dyslexia-Friendly Classroom: https://www.thoughtco.com/creating-a-dyslexia-friendly-classroom-3111082
What I Wish Every Teacher Knew about Dyslexia: https://www.youtube.com/watch?v=303uulbfR3I
Multisensory Learning article: http://www.dyslexia-reading-well.com/multisensory-learning.html
Article from the University of Nebraska on the benefits of coteaching and helping students achieve: https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1038&context=mathmidsummative
Dyslexia: What Every Educator Needs to Know from Reading Horizons: https://www.readinghorizons.com/Media/Default/Documents/Resources/Dyselxia%20E-Book.pdf
Working Together to Address Dyslexia in the Classroom: https://zoom.us/webinar/register/8015698799059/WN_ew-UClTKR7KNsntlyDQlbA
Spelling “games”: https://www.beatingdyslexia.com/spelling-games.html
Eight Multisensory Techniques for Teaching Reading: https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/8-multisensory-techniques-for-teaching-reading
Susan Norton teaches an Orton-Gillingham multisensory lesson with a 4th grade student video: https://www.youtube.com/watch?v=JiZvSvALo-4
Making Multisensory Tools for Your Classroom: https://www.youtube.com/watch?v=ucm_Y5SnHVg#action=share
Using Multisensory Methods: https://www.youtube.com/watch?v=qWBjBq73oR4#action=share
Successful Careers: The Secrets of Adults with Dyslexia – http://dyslexiahelp.umich.edu/sites/default/files/SuccessfulCareersDyslexiaFink.pdf
Teacher Strategies for Dyslexics: https://static1.squarespace.com/static/5c38560bb98a78f7ba7097bd/t/5c3d6466758d469a54f349c9/1547527271766/dyslexia_handbook_teacherstrategies.pdf
Understanding Dyslexia (Child Mind Institute) – https://childmind.org/article/understanding-dyslexia/
How to Help Build a Dyslexic Child’s Self Esteem https://www.dyslexiafriend.com/2010/07/how-to-help-build-dyslexic-childs-self.html
Five Steps to Boost a Young Dyslexic’s Self Confidence:
https://blog.dyslexia.com/five-steps-to-boost-a-young-dyslexics-self-confidence/
Assistive Technology Suggestions:
Geemarc Wireless Keyboard and Mouse: http://www.dyslexic.com/product/geemarc-wireless-keyboard-and-mouse/
iPad Dyslexia Keyboard: https://www.ghotit.com/iPad-dyslexia-keyboard/
Monster 2 Keyboard: http://www.dyslexic.com/blog/monster-2-keyboard/
FREE Dyslexia Resource Links from Clever Classroom: https://www.teacherspayteachers.com/Product/FREE-Dyslexia-Resource-Links-353776
Nine Ways to Build Phonological Awareness in Pre-K and Kindergarten: https://www.understood.org/en/school-learning/learning-at-home/encouraging-reading-writing/9-ways-to-build-phonological-awareness-in-pre-k-and-kindergarten
75 Digital Tools and Apps Teachers Can Use to Support Formative Assessment in Class:https://www.nwea.org/blog/2019/75-digital-tools-apps-teachers-use-to-support-classroom-formative-assessment/
Check out my podcast, Elbert: Everyone Learns Better with Revolutionary Teaching , on Anchor! https://anchor.fm/tricia-cook
Maria Montessori defines “spirituality” as one of the domains of Early Childhood Education and Development. I’ve been a Montessorian since around 2006 and teacher trainer since 2008. The thought of adding “spirituality” to kids’ education was in my Montessori training and practice of methodology. It’s also embedded in her Montessori philosophy. What’s interesting: About eight years ago, I also attempted to add “spirituality” into the domains of development into one of my ECE teachers’ training; not surprisingly, it was “shot down” by my supervisor instantly. I can not let go of even the yearning and need to add “spirituality” to the way I teach those with dyslexia and other neurodifferences with, of course, meeting their other needs such as cognitive and sensory-motor needs.
I have been tutoring since 2001; for about five years since my O-G training, I have been working heavily with students with dyslexia. I was blending Montessori and O-G methods and even came up with a program named, Oh Good Golly. To me using multi-sensory, individualized, sequential methods etc.. are key to helping students with learning differences; but a year ago, I was getting the guilt feeling of not “meeting the needs of the whole child”. Therefore, I started on writing my new Program Named ELBERT™ which is an intervention program to help students and training programs to help parents and teachers to better understand learning differences and challenges. This ELBERT™ program is a hybrid of elements from Montessori and Orton-Gillingham and based on my own inductive reasoning and a detective sense contributed to my own gift of dyslexia, certifications, credentials, and experiences including countless hours of student observations, educational research, and studies along with my perpetual care for children. Similar to the Montessori philosophy, the Free The Literacy International Online Course by Dr. Vincent Goetry, Course Director, and Dyslexia International, based off of his recommendations, the dyslexic students need to be provided a safe, secure and happy environment by bearing in mind that children with dyslexia usually need several approaches in order to (Read on 7/17/20, https://www.dyslexia-and-literacy.international/ONL/EN/Course/Intro.htm):
·Encourage risk-taking in class, by persuading them to raise their hands even if they have doubts about their answers
·’Help’ them to give correct answers
·Avoid putting them in situations of failure in front of the others
·Reinforce self-esteem in class
·Preserve their self-esteem when marking their work
Encourage risk-taking in class, by persuading them to raise their hands even if they have doubts about their answers:
In my mind, a child who is coached by an adult to be their own advocate- won’t care what others think of them and do what’s best for their own learning. As Dr. Shultz (2015) reminds us to educate them on dyslexia and being their own advocate by telling us about: “The E in the De-Stress Model means to Education. And by that, I mean to educate the child about his or her condition. Until the child understands that she has a learning disability or ADHD and it’s having this or that impact on learning, you don’t engage the child in his own self-care. And that’s a problem. Otherwise, it’s adults doing things to kids, for kids, about kids. I think we’re missing the boat because we don’t educate kids well enough. They don’t advocate well for themselves. They don’t get it. They just think there are a lot of adults hanging around them making them do stuff that’s too hard for them. Once they get it, it’s wonderful. It’s a great thing to see.” Read on 7/17/20, https://www.kidsinthehouse.com/special-needs/learning-disabilities/the-de-stress-method-to-help-kids-succeed; https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf; https://amshq.org/About-Montessori/Inside-the-Montessori-Classroom/Early-Childhood
Personally, I talk to my students about being their own advocate and educate them on their capabilities and their own brain. They learn to speak out because they know that their thinking is unique and just as important as anyone else’s viewpoint/ideas. I actually write in my evaluation that the students and their parents give and encourage them opportunities to develop agency for something that they believe in whether it be animal rights, racial injustice, disability rights, advocacy, and dyslexia awareness/education!!
Lastly, I give them tools and strategies such as “thinking maps” because it’s not their thoughts, beliefs, and ideas that are so much shamed by others but the way in our disorganized communication that gets others to shame us. The thinking maps are done visually in their heads that help them to organize their own thoughts, beliefs, and ideas in an analytical way for others to understand better!!
‘Help’ them to give correct answers:
First, being a Montessorian, Maria’s philosophy is all about facilitating the child’s learning. This means that you trust and respect the child. I think they may know more than myself and I’m in their service. I serve the child not in the mindset that because I’m the adult that I necessarily know more- BUT, I do have them feel safe, secure, and happy at the same time. This takes a balance and an uncanny open-mindedness!!
Secondly, in the Montessori philosophy, there is a cycle of activity. “This cycle respects individual variations in the learning process facilitates the development of coordination, concentration, independence, and a sense of order while facilitating your child’s assimilation of information.” Read on 7/17/2020, https://amshq.org/About-Montessori/Inside-the-Montessori-Classroom/Early-Childhood
Third, I ‘help’ them to give correct answers by not saying, ‘no or that’s not right’ when referring to an answer to a question. In my classes, the students are also safe and secure amongst their peers because I never discourage any thought, belief, and idea. If I have questions about it, I will ask to have them think. In turn, It usually persuades me to rethink my own thoughts, beliefs, and ideas!!! Love my kids and their “outside-of-the-box thinking”! On the other hand, I can take their answer and work with their answer by assimilating what I know that they have in their background knowledge and experience to the new skill, the content of the question that I’m presenting to them.
Avoid putting them in situations of failure in front of the others:
I’m a fan of Dr. Shultz and reading about his work in the IDA Handbook!! Dr. Shultz (2015) puts those with dyslexia on even “playing ground” which will set them up to succeed. “The R in the De-Stress Model means Reduce the threat. That means take the fear out of the environment for the child. If the child, for example, is intimidated by working in a large class filled with 26 or 30 kids, provide some time for small group instruction. However, if a child is stressed by being in a small group because all the attention is focused on him, then think about that when you create the space in which learning is supposed to occur. “
He also talks about, “The T in the De-Stress Model means to Teach the child the skills that she needs to be successful. We’ve talked about looking at her strengths and her weaknesses. But unless she has tools she can use consistently and regularly that are going to allow her to be successful, she won’t’ be, it’s random. So if there’s a particular method of reading instruction or math instruction or social skills interaction that you know from experience will be helpful for this child, teach her how to do those kinds of things. Let her rehearse those kinds of things in a safe environment. Don’t put her on stage without any preparation. Otherwise, she’ll experience yet again another failure. We don’t want to have that happen.” Read on 7/17/20 https://www.kidsinthehouse.com/special-needs/learning-disabilities/the-de-stress-method-to-help-kids-succeed; https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf
I “follow the child” in my lessons and informal observations dictate what they learn. Likewise, my instruction is systematic, direct, and sequential in manner. I work on levels with 90% mastery!! They can only move on when ready, not based on where others would consider them to be or need to be. https://greenspringmontessori.org/montessori-mastery-a-learning-process-for-life/; https://www.dyslexia-and-literacy.international/ONL/EN/Course/S1-1.htm & https://www.dyslexia-and-literacy.international/ONL/EN/Course/S3-1.htm
Lastly, I personally pair them with students who will mentor and uplift them. I carefully set up my small and individual pairs for collaborative work. They can grow in connection with these other students because again the careful pairing will set them up for success.
Reinforce self-esteem in class:
Independence and self-regulatory behavior are in direct correlation to gaining and keeping one’s self-esteem. In Montessori, we don’t use any outside reinforcement and believe all self-esteem and regulatory behavior needs to be positively internalized. I try to give my students tools and strategies to self-regulate. I don’t use prizes, sticker charts, and such. I ask them, ‘how did it make you feel when you completed such and such all by yourself’. At the same time, I do want them to know that I am proud of them!! This again takes balance!!
I am not a fan of ABA because it shows immediate changes/results in a child’s behavior and actions. It is not long-lasting like self-directed neuroplasticity. To help save their self-esteem, they need to know that they are in control independently as it relates to their actions and behavior by having self-directed neuroplasticity. Going along with Montessori again, I trust the child in their actions and behaviors- I try very hard sometimes in being open to understanding why they chose to do what they do. In turn, I help them to think positively about themselves and their actions which is the biggest self-esteem saver!! Read on 7/17/20, https://amshq.org/About-Montessori/Inside-the-Montessori-Classroom/Early-Childhood
Dr. Shults (2015) states, “The S in the De-Stress Model has to do with Speculate. And for me, that means, sitting down with the child and speculating with the child, what do you bring to this learning task that’s going to help you be successful? A child might say, I don’t know what you mean by that, and you can say, you know what? When you take things apart, you do a really good job at that. Or when you get in front of people and you do your comedy routine, you’re really great at that. Those are all strengths” Also, “S means success. And success means once you build a foundation for success by reducing stress and building confidence and building competence, success builds upon success. That’s an important part of the model. The final S in the De-Stress Model has to do with strategizing, thinking ahead. You’re saying to the child, now that you know these things, you know what’s going on in the brain, you know the impact of stress on your learning, you’ve been taught strategies to work on these things, take what you’ve learned here and try to apply that to the very next thing that you’re going to be asked to do. You can do it. And you know you can do it. And I hope that this.De-Stress Model helps kids get to that point of success.” Read on 7/17/20 https://www.kidsinthehouse.com/special-needs/learning-disabilities/the-de-stress-method-to-help-kids-succeed; https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf
Preserve their self-esteem when marking their work:
I have not used red ink in probably 20 years. I literally threw away all my red ink pens!! No joke..I have dyslexia and other learning differences. As a child, It killed me more than any to see my creative writing all marked up with a red pen with a frowny face or test for that matter. One year, I went into an already established and set-up PreK classroom, I threw away all the red pens that I found!!
I use learning conferences instead of marking their work. This way we are a team. They are directed by using rubrics that we make together!! Now, the rubrics are key along with the learning conferences. This way they know my expectations and what I “believe in” them that they may not even know yet that they can accomplish. If they think something is impossible, I will listen and take into consideration and “meet them where they are”.
If they think they can’t do something, then they pretty much can’t because I know, “you create your own reality’. I talk to them about envisioning what they want to see happening in their work and share it with me. This is where goal setting is absolutely key!! During learning conferences, it is so important to revisit those goals and recognize their self-esteem when goals are met then set new goals!! Read on 7/17/20, http://www.moedu-sail.org/lessons/developing-using-learning-rubrics/
Course Available Here On Teachable: yourelbertnow.teachable.com/p/oh-good-golly-capturing-langu…
7 Weeks Course- Includes ELBERT Suggested Lesson Plan😉
Note: Includes Revised Bloom’s Taxonomy VERBS For Easy Lesson Plan Writing and Based ON Child’s Strengths and Weaknesses ALONG with How People Learn Best.
Therefore, please read my recent and now getting internationally recognized article (link below) which is now the basis of my Elbert program www.myelbert.com: Join in a discussion about my article: Looking to Heal Our Own [Learning] Difference Through Our Very Own DNA. HERE: https://myelbert.com/2020/02/27/looking-to-heal-our-own-learning-difference-through-our-very-own-dna-an-alternative-perspective-from-the-spirit-soul-and-body-cook-t-2020/
More References: Bailey, E. (n.d.). How Multisensory Classrooms Help Children with Dyslexia. Retrieved July 18, 2020, from https://www.thoughtco.com/multisensory-approaches-for-dyslexia-3111175
To read more about Maria Montessori: https://www.psychologytoday.com/us/blog/fully-human/201910/one-the-20th-centurys-greatest-educators
Montessori Methodology- read more here: https://kindredspiritslearning.com/2020/01/27/bite-sized-montessori/
Best Regards, Tricia Cook, Reading Specialist, Behavioral & Dyslexia Interventionist, O-G AA Tutor & Montessorian
ELBERT Suggested Lesson Plan-Note: Includes Revised Bloom’s Taxonomy VERBS For Easy Lesson Plan Writing and Based ON Child’s Strengths and Weaknesses ALONG with How People Learn Best.
Hello,
I am wondering if you had a chance to get to read my related article: Looking to Heal Our Own [Learning] Difference Through Our Very Own DNA. I’m Calling for REVIEWERS:https://myelbert.com/2020/02/27/looking-to-heal-our-own-learning-difference-through-our-very-own-dna-an-alternative-perspective-from-the-spirit-soul-and-body-cook-t-2020/#.XyNCF-dOlrQ
Huge Favor: since you read my article and gave very helpful feedback and/or positive recognition, can you please write a review (see image below)? If you are strapped on time, can you just write a short paragraph saying what you like about my article with your name, program, title, and contact!!! Thanks in advance, Tricia Cook.
Present Article Reviews 3/26/2020
-Review given by Ron Cole
IF SO JOIN PRIVATE FACEBOOK DISCUSSION HERE: https://www.facebook.com/groups/674837429989341/?ref=share
#learningdifference, #dyslexia,
#neurodifference, #epigentics, #love, #RAS,
#neurounderstanding, #elbert, #dyslexiahelp, #tcooktutor, #neurodiversity
Tricia Cook, MEd., RSP, AOG; https://linktr.ee/tcooktutor
CALLING FOR ARTICLE REVIEWERS: HERE
For learning to be successful, your child needs to have a strong, healthy and functional physiological, sensory-motor, spiritual, cognitive, behavioral, and affective components such as the following: central nervous- sensory system (especially visual and auditory), chakra system included is the RAS & ACC/HPA (parts of the brain), biofield (including electromagnetic field), neuroplasticity and IQ, positive perceptions specifically strength and empathy (along with reduced perceptions of anger/shame), hormones released such as serotonin, dopamine, cortisol along with autonomy (for meaning, speed processing, and long-term memory) and attunement (for meaning & motivation, speed processing, and short-term memory). This paper looks at the “whole child” and complete learning differences including the nature and nurture of the neurodifference. Again, speaking of the “whole child”- you need to examine every aspect of their learning, not just the end goal or result which is literacy and their appropriate learning behavior. Ways to look at neurodifferences holistically: observe and take observational notes on the child…50% Nature/50% Nurture (focus on epigenetics): https://developingchild.harvard.edu/resources/what-is-epigenetics-and-how-does-it-relate-to-child-development/lL
NATURE
Nature is the maturation of brain and body; for the purpose of survival, it’s the ability to perceive, give meaning, learn, and act including motivation and resilience of our very own environments. Speaking of the “whole child”- the vagus nerve connects the brain stem to the body. It also connects and aligns the seven chakras, RAS & ACC/HPA including their own biofield (including electromagnetic field). This vagal balance allows the brain stem to receive the information from the environment, the midbrain to monitor and receive information from our environment, and the frontal lobe to perceive the universal emotions which are the following shame, empathy, anger, strength, hatred, courage, grief, and compassion. The vagus nerve (thymus- vagus nerve chakra) can be deactivated, hyperactivated, underdeveloped, or going inactive in children (adults-too); therefore, releasing specific inflammatory proteins at the gut-brain axis which can be toxic to the triune brain. Specifically, if the vagal system is comprised including the following areas of the brain:
Anterior Cingulate Cortex (ACC) and the Alta Major Chakra
1.1 ACC illustration- Cinguate Gyrus. The cinguate gyrus is a large arch-like lobe in the center of the inner brain that is a part of the limbic system; the main function of this area of the brain functions to process conscious emotional experience (NOTE: the importance of conscious reappraisal of emotions such as shame/empathy and anger/strength for the ARAS).
(HPA) Hypothalamic–Pituitary–Adrenal and the Soma Chakra– The hypothalamic–pituitary–adrenal axis is a complex set of direct influences and feedback interactions among three components: the hypothalamus, the pituitary gland, and the adrenal glands. These organs and their interactions constitute the HPA axis, a major neuroendocrine system that controls reactions to stress and regulates many body processes, including digestion, the immune system.
1.2 HPA illustration
Section 2 Vagus Nerve
The vagus nerve is one of the cranial nerves that connect the brain to the body. More specifically, it’s the connection between the brain and the gastrointestinal tract. Likewise, the vagus nerve has two bunches of sensory nerve cell bodies, and it connects the brain stem to the body and vagal nerves carry somatic and visceral afferents that can alter the activity of the brainstem at the point of the reticular centers (RAS). Remember the RAS & ACC/HPA also allows the brain to monitor and receive information about several of the body’s different functions and matters of the heart including the perceptions and filters of the parasympathetic (shame) and sympathetic (anger) response system during stress such as reading. When you activate the chakras (major 7 and soma/alta major- HPA/ACC) and normalize, balance the vagal tone and electromagnetic field, it will stop the “epigenome” which are again the collection of chemicals markers (focus: inherently dyslexia). This interruption will allow the body to then calm, be healthy, resilient, gain positive attitudes and make learning more pleasurable and effective; therefore, also the Reticular Activating System (RAS) needs to be activated via the vagus nerve (thymus- vagus nerve chakra). Note: The (ARAS) itself is on the cerebral cortex is responsible for the achievement of consciousness.
2.1 Vagus Nerve Chakra illustration Note: includes soma and alta major
Remember the vagus nerve also connects the brain stem to the body. The vagus nerve also is connected to the seven chakras via RAS & ACC/HPA- by activating the seven chakras including the soma/alta major via the vagus nerve, it can continue doing its job of helping us connect our brain stem to the body; hence, regulating our biofield (including electromagnetic fields). One of the major goals of the paper and program includes holistic alternatives and activities to block or ease the production of specific inflammatory proteins and chemicals (toxicity) excreted at the gut-brain axis via the vagus nerve, align and balance the seven chakras (soma/alta major also) including RAS & ACC/HPA areas of the brain to regulate our own biofields (including electromagnetic fields).
2.2 RAS illustration
Vibrating-the-Alta-Major [2020]
RAS 2.2 illustration Rectangular Activation System (RAS) illustration Note: includes soma and alta major chakras. The reticular activating system (RAS) is a network of neurons located in the brain stem that project anteriorly to the hypothalamus to mediate behavior such as sleep, memory, and learning; as well as, both posteriorly to the thalamus and directly to the cortex for activation of awake, desynchronized cortical EEG patterns. Important RAS info. includes the following excerpt: ‘The RAS is said to be the gas pedal [slow, accelerate or varied cognitive speed processing] that ignites the diencephalon (the hypothalamus and thalamus) as well as the cortical areas [where all long-term memory/storage takes place] of the brain’ (Petty 1996).
Section 3 Also NEEDING TO BE ADDRESSED FOR LEARNING ISSUES:
Our Electromagnetic System
3.1 EM and Torsion Field illustration
Our Biofield
3.2 Biofield illustration
Our Chakra Systems
3.3 Chakra illustration- NOTE: base (shame) and Solar Plexus (anger); Thymus, Soma, Crown & Alta Major (ELBERT PROGRAM #1 goes much deeper into these areas)
3.4 Next, I have to mention other parts of the brain that have a part in some of the most important aspects of learning which includes the following tasks:
3.4 image brainchat 7/30/20
analysis (break down category and sequencing)
sensory processing
memory/learning (short and long term memory)
motor control
autonomy (meaning) and attunement (motivation)
The brain stem (reptilian brain) again regulates our sympathetic (anger) and parasympathetic (shame) systems as it responds to stress: such as when reading. It also acts as a vehicle for sensory information. Note: Students with Sympathetic Functional System Dominance (SFD) have mostly hyper-sensory processing and Parasympathetic Functional System Dominance (PFD) has hypo-sensory processing. Lastly, it helps to be familiar with the midbrain (mammalian brain) which includes: medulla oblongata and pons do their jobs effectively such as…
Basal ganglia- regulating motor functions. Students with Sympathetic Functional System Dominance (SFD) have mostly hyper-sensory processing and hyperactivity in their proprioceptive, somatic, vestibular, and gross-motor abilities (ADHD- hyperactive type & cerebral palsy) and Parasympathetic Functional System Dominance (PFD)- have mostly hypo-sensory processing and hypoactivity in their proprioceptive, somatic, vestibular, and fine-motor abilities (ADHD-inattentive type & dysgraphia).
Hippocampus- The hippocampus helps humans process and retrieve two kinds of memory, declarative memories, and spatial relationships. Declarative memories are those related to facts and events. Examples include learning how to memorize speeches or lines in a play. Spatial relationship memories involve pathways or routes. Spatial relationship memories appear to be stored in the right hippocampus. The hippocamp is also where short-term memories are turned into long-term memories. These are then stored elsewhere in the brain.
*Aside: Interesting Research- on those with memory loss, they did have faster thinning of the entorhinal cortex as well as brain shrinkage of the hippocampus (Hippocampus and Memory, https://apple.news/
Pineal Body, Pituitary & Adrenal Glands (see hypothalamus below)- synthesizes melatonin, serotonin, and dopamine and cortisol which helps you respond to stress (reading for example) and has many other important functions. Note: Students with Sympathetic Functional System Dominance (SFD) are deficient in dopamine and have hyer-norepinephrine production (diligence- fight, flight, flee & hyperarousal). Students with Parasympathetic Functional System Dominance (PFD) are deficient in serotonin and have hypo-norepinephrine production (hypoarousal, memory retrieval, diligence/motivation-freeze). Remember: ACC- is part of RAS (Pineal Gland, Pituitary Gland-associated with the alta major chakra), HPA-(Hypothalamic–Pituitary–Adrenal Axis- associated with the soma chakra and both associated to the thymus chakra aka vagus nerve chakra).
Corpus callosum- links both hemispheres and to varying degrees. Hence students might have a lateral cognitive dominance of the functioning system- the students with the right-hemisphere dominance have Parasympathetic Functional System Dominance (PFD) and might have dyslexia and/or high functioning autism. If a student has total or left corpus callosum dysfunction then having a total right or left-lateral hemisphere dominance has Sympathetic Functioning System Dominance (SFD) or Total Functioning System Dominance (TFD) and might have autism along with other learning differences (below). Note: Analysis (break down category and sequencing)- is a left-hemisphere task: therefore, students with dyslexia, High Functioning Autism, can have language deficits. Evaluation (specifically color, shape, size & dimension)- is a right-hemisphere task: therefore, autism can have Irlen Syndrome.
3.5 Internal Brain illustration
Medulla oblongata:
Thalamus- integrates and sends sensory information
Olivary body- motor learning and perception of sound (auditory and visual processing specifically)
Hypothalamus- speed processing of information includes also the hippocampus- which is in the limbic system and regulates perceptions (such as the perception of shame, long-term memory). Note: Students with Sympathetic Functional System Dominance (SDF) react with anger and have hyper-speed (accelerated) processing and long-term memory issues (both also varied from trying to regulate accelerated-slow so one and so forth). Students with Parasympathetic Functional System Dominance (PDF) filters with perceptions of shame, have slow speed processing and bypassing the facts needed for short-term memory-headed straight to filtering based on meaning and perceptions (again shame)- short term memory issues. Remember the RAS-alta major chakra, pineal and pituitary gland (pituitary chakra), crown chakra specifically for Parasympathetic Functional System Dominance (PFD) & HPA- soma chakra, hypothalamic–pituitary–adrenal axis for Sympathetic Functional System Dominance (SFD).
Pons- integrating both the medulla oblongata and the thalamus. Students can have a hypo or hyper thalamus that has a problem with sensory integration. Plus, the pons connects areas of the brain that controls autonomic functions (para/sympathetic) and movement including speaking (RAS-alta major chakra, crown chakra specifically). Students with Sympathetic Functional System Dominance (SFD) can have hyper-visual processing leading to convergence and other visual processing issues. Students with Parasympathetic Functional System Dominance (PFD) have hypothalamus issues and are also known for their pons dysfunction (PONS is addressed more in my adult ELBERT™ program); hence, they have hypo-auditory processing leading to dyslexia and other central auditory processing issues and sometimes even dyspraxia (speech disability).
Thymus (upper or higher heart chakra)
It is known as “the seat of the soul” for the fact that it: holds a record of traumatic or painful events, dimensional to the subliminal content (see intelligence model below) and ancestral narration. Chakra, also called the ascended heart chakra, is connected with an intriguing organ: the thymus gland. It’s connect of perception between all affective and behavioral cognitive experiences including the main stream anger and shame on that of the pons, RAS, vagus nerve and gut brain axis. It’s the fire that’s gives us our purpose for God awareness and intelligence (knowledge) connection. A healthy thymus gives us thr regulation or unhealthy thymus the dysregulation (disintegration) of all our systems contents, models and operations amongst our very own body, mind and spirit.
Nurture
Nurture- is the adaptation of children responding to the demands of the environment in ways that meet their own goals and function in a safe and secure way. For the child with neurofifference, it’s to integrate particular observations (patterns first) into a body to form coherent knowledge also the organization; primarily, It’s the basis on the child’s need for meaning and motivation (ask me about Executive Functioning issues and/or disability). Therefore, the adult should make observational records of children’s inductive reasoning and matters of the heart (discussed more below) on all children before intervention!! Lastly, they need to be provided a safe, supportive, healthy, and loving environment to prevent kids from learning from primarily from either their mental, emotional and etheric bodies (anger/shame). Relative to epigenetics, my specific emphasis in the paper and program is the heart for instance: anger being replaced with strength, shame being replaced with empathy and both with love and removal of fear: therefore, they will increase their connection, trust, and love for themselves and others. I also touch on the safe, positive learning environments, toxicity and other environmental factors for instance you can view some of the activities and exercises: HERE.
In-text: (“What is Epigenetics? The Answer to the Nature vs. Nurture Debate”, 2020)
Section 4 Physical Plane- (see illustration 4.1 above)
Emotional Body– Shame see Parasympathetic Functional System Dominance (PFD)- needs body/soul connection and attunement for help do control by ACC- (green above) which is part of RAS (Pineal, Pituitary, Carotid Glands, and PONS area of the brain) along with Crown, 6th chakra, and Alta Major Chakra which is known for increasing energy (hyperarousal), also includes VACC involved in emotional appraisals, cognitive control, and error T. Also, work on the thymus with the thymus chakra also known as the seat of the soul, vagus nerve chakra, or aka etheric chakra (see below).
Mental Body– Anger see Sympathetic Functional System Dominance- (SFD) needs body/soul consciousness, connection, and autonomy for help do HPA- Part of the Hypothalamic–Pituitary–Adrenal axis which is part of RAS especially the 7th chakra and includes the Crown, Pituitary and Soma Chakra (right behind 3rd eye) which is known for decreasing energy (hypoarousal) and increasing consciousness. The HPA axis is responsible for the neuroendocrine adaptation component of the stress response. Also, work on the thymus with the thymus chakra also known as the seat of the soul, vagus nerve chakra, or aka etheric chakra (see below).
Etheric Body– Anger/Shame has problems with both the emotional and mental body see Total Functional System Dominance (TFD)- needs Body-Soul Connection for help do RAS including ACC/HPA along with chakras 6-8th includes the Pineal & Pituitary Gland, PONS part of the brain, Crown, Pituitary and Alta Major/Soma Chakra (Cinguate Gyrus. The cinguate gyrus is a large arch-like lobe in the center of the inner brain that is a part of the limbic system. This area of the brain functions to process conscious emotional experience). Also RAS especially the 8th chakra which mainly is part of the brain stem via the vagus nerve (thymus- vagus nerve chakra) involved in arousal (hyper-hypo) which helps to learn such as focus/attention, sensory integration, hormones released, speed processing, LT/ST memory, vigilance/motivation, and overall (hypo-, hyper-, & varied) arousal, sleep and wakefulness, and control of reflexes. Also, work on the thymus with the thymus chakra also known as the seat of the soul, vagus nerve chakra.
Note: illustration 4.1 All three types of having a Functional System of Dominance (FSD) are about the 2C’s: connection and control along with the trust of the body, soul, and spirit. They can be hard to heal due to each individual’s circumstances, experiences, and attitudes. They can be hard because the anger/shame responses are survival tools and actually work for some people. To a point, where it doesn’t work for them any longer and can be actually harmful to their and others’ safety. They have to want to release, heal and lose control to gain connection. Plus, the findings on epigenetics (above) let us know the epigenome can be something temporary. This is why RAS which includes the alta major chakra and the ACC/HPA with soma chakra takes awareness, work and needs to be “worked on daily”. No worries, I will give you ways in the revolutionary program, ELBERT™ and I’m here to coach you along the way to heal your DNA- for generations can benefit from revolutionary teaching! Again, awareness including knowledge and wisdom, controlling chemical markers, and matters of the heart are key to all this change.
The Program
Again, the goal of the program ELBERT™ is to heal our very own DNA holistically through exercises and activities which block or ease the production of specific inflammatory proteins (toxicity) excreted by the gut-brain axis , decreasing biochemical reactions that happen between the Pineal, Pituitary, Adrenal & Carotid Glands along with decreasing the RAS & ACC/HPA deficiencies, and regulating our own biofields (including electromagnetic fields) by activating and aligning the vagus nerve (via vagus nerve chakra- thymus). I teach, consult, and coach anyone interested in healing their DNA; I even offer group training. This program more specifically also looks at their own unique learning difference by examining each child’s neuro-systematic learning functions (All learning goes by these areas and systems: vagus nerve, frontal lobe (limbic system), brainstem and midbrain, along with cortical neurosystems). Limbic– My literacy lesson plan template that includes the multiple intelligences along with 4 F’s: Facts, Forms/Functions, Feelings & Future. Note: Limbic Areas that are typically included in the limbic system fall into two categories. … and (brainstem) processing side and short-term memory (the limbic cortex, amygdala, and hippocampus) and (midbrain) which is a small part of the brain above the pons that integrates sensory information and relays it upward. In terms of long–term physiological changes, it is also associated with long-term memory. For assessment and ongoing evaluation, I use a rapid word and letter-sound recall checklist, plus some informal observations included in the lesson plans-mentioned above. Brainstem– I have a fight, flight, flee and freeze observational checklist which includes alternative and holistic activities and exercises for the release of stressors and reactivation of the vagus nerve (vagus nerve chakra-thymus) to the body for instance: prayer, yoga, affirmations, meditation, breathing, emotional coaching exercises and activities that look at the “whole child” and activating the vagus nerve for instance; PRESS HERE. https://youtu.be/2CjmdCwFs-4 Midbrain– A screening and recommendations for vestibular, proprioceptive, somatic issues, along with speech/language development, auditory, and visual processing. Cortical– Lesson plans and activities for taking care of the “whole child” and their individual, dynamic needs for learning and the domains of development.
Lastly, the RAS (ARAS) is our consciousness and how we make or thoughts, ideas, focuses, intents, or dreams into reality. It’s again in coordination with our thymus, and the soma/alta major chakras for consciousness-awareness of soul, meaning God’s perceptions and our purpose. In my program, I give the focus and intent of each activity; but when you, yourself, hears and sees from God- note: your focus as long it’s from God is always Good (even if it changes from my own personal perspective)!!! Lastly, I believe in a UNITED EARTH, so I try to represent “the East and the West” as not being separate- ONE EARTH. Where Only God can make us “whole”, we are all humans with the same smiles, tears, sadness, laughter, and neurodifferences. If we ALL focused and found importance in love and healing, this planet would be even more divinely miraculous (focus on emotional reappraisal).
“…that you will see the difference between what is important and what is not and choose what is important; that you will be pure and blameless for the coming of Christ;…” Philippians 1:10 ERV.
Closing Thoughts
When have you asked your child, what positive did you have today?
Where is your focus of attention as being important?
Where is our children’s focus?
Is our focus on being important enough on our own body, mind, and spirit?
In today’s time, is our attention to God and His Word?
Is your focus mainly positivity in attitude and thoughts?
What does your family find important?
Where did you get the inspiration to write the program, Elbert? Read here http://myelbert.com/2020/03/28/speaking-of-the-whole-child-again-where-did-you-get-the-inspiration-to-write-the-program-elbert/
Please share this article for anyone who needs help: Looking to Heal Our Own [Learning] Difference Through Our Very Own DNA: An alternative perspective from the spirit, soul, and body. Cook, T. (2020). Link HERE
Featured HERE: https://myelbert.com
JOIN DISCUSSION HERE https://www.facebook.com/groups/674837429989341/?ref=share
You have to want to release, heal, and lose control to gain connection.”-Tricia Cook
Website viewed on 12/27/2020 https://www.instructionaldesign.org/theories/intellect/
Jeri LaVigne, Ed.D. (2019). Effect of Sound on Brain Arousal – Jeri LaVigne,
Ed.D.. [online] Available at: http://www.jerilavigne.com/effect-of-sound-on-brain-arousal/2013/03/11/
Rutecki, P. (2019). Anatomical, Physiological, and Theoretical Basis for the Antiepileptic Effect of Vagus Nerve Stimulation.
Tang, Y. and Tang, R. (2019). Ventral-subgenual anterior cingulate cortex and self-transcendence.
<a href=”http://Online. 2020. [image] Available at: Online. 2020. [image] Available at: <http://file:///D:/Neurology%20of%20ADHD_files/Pathology_neuro-differences/Vibrating-the-Alta-Major.pdf> [Accessed 28 March 2020].
Website assessed 12/27/220 https://upliftconnect.com/thymus-seat-human-soul/
If you are an adult needing help to heal your DNA Join FB Group: https://www.facebook.com/adultelbert/ or comment below NEEDELBERTINFO.
ELBERT™:EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!!
DISCLAIMER: This communication may contain privileged and/or confidential information. It is intended solely for the use of the addressee. If you are not the intended recipient, you are strictly prohibited from disclosing, copying, distributing or using any of this information. If you received this communication in error, please contact the sender immediately and destroy the material in its entirety, whether electronic or hard copy. This evaluation, program, and page suggestions are not to be substituted for professional Medical advice. They should not be used to diagnose or prescribe. Tricia is not a doctor but the information could change your life!
TFC- 2/22/20
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