Oh Good Golly

Oh, Good Golly: Capturing Language in Students

with Dyslexia from a Montessori Perspective

 

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, tested and proven in my own independent teaching/tutoring interactions with dyslexia.

 

By: Tricia Cook

Reading Specialist, O-G Dyslexia Interventionist, & Montessorian

Email: tcooktutoring@gmail.com

 

Table of Contents 

Preface        Suggested Instruction and Intervention: Lesson Plan 

 

1-Beginning and Early Literacy

Pages 5-46                   

 

  • Comprehension 
  • Alphabetics/Phonics- including Sound Word Knowledge  
  • Decoding 
  • Dyslexia/Phonological Awareness 
  • Encoding/Handwriting  
  • Fluency 

2- Intermediate/Advanced Literacy   

 

Pages 46-60

  • Phonemic Awareness  
  • Advanced Phonics  
  • Phonological Awareness 
  • Vocabulary 
  • Comprehension
  • Advanced Writing/Handwriting   

 

  1. 61-68 See Appendix- for all blank copies of lesson sheets 

 Preface        

 

Suggested Instruction and Intervention: Quick Screening & Lesson Plan 

ELBERT™ – Quick Screener & 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. 

Does your have problems with spelling? This is what has helped me the most. They need to be aware of what they do (deletions, substitutions,etc.) in which position so they know what to look for when they “check their own spelling” (see checklist below).
Also, they need sound-word knowledge!!!

Sound Word Knowledge (see appendix) Summary

Note: Sequencing visually and auditory is a frontal lobe issue with categorization, sequencing and time-space awareness which seeking out PT & OT does not hurt!! The (EF) executive functioning is the logic used to analyze and/or evaluate the letters and their sequence, category, and their position in the time/space of the letters/sounds. The students visually and auditorily need to know what comes first, second, and last. Tricky- is the second sound (medial position) is the last sound to be processed; even though, it lies in the medial position. They need to be able to tell you what they process in each position and well as show you!! 

 

Sound Word Knowledge= how many letters and how many sounds. With a movable alphabet , have them with their finger count the letters, count the sounds then make the three sounds (1,2,3) and blend (slide finger, blend, “what do you hear”).

Dyslexia Help: Dysphonetic (phonetic) VS Dsyeidetic (visual) Dyslexia

VPD- Visual Processing= Sympathetic Lateral Functioning System Dominate   APD- Auditory Processing= Parasympathetic Functioning Systems Dominate 
1. VISUAL DISCRIMINATION ISSUES:

Trouble seeing the difference between similar letters, shapes, or objects

2. VISUAL FIGURE-GROUND DISCRIMINATION ISSUES:

Struggle to distinguish a shape or letter from its background 

3. VISUAL SEQUENCING ISSUES:

Find it difficult to see shapes, letters, or words in the correct order; may skip lines or read the same line over and over

4. VISUAL-MOTOR PROCESSING ISSUES:

Trouble using what they see to coordinate with the way they move; may struggle to write within lines or bump into objects while walking

5. LONG- OR SHORT-TERM VISUAL MEMORY ISSUES:

Struggle to remember shapes, symbols, or objects they’ve seen, causing issues with reading and spelling

6. VISUAL-SPATIAL ISSUES:

Trouble understanding where objects are in space; unsure how close objects are to one another (check out horizontal and verticals spacing in their handwriting)

7. VISUAL CLOSURE ISSUES:

Difficulty identifying an object when only parts of it are showing (check out a,o in their handwriting)

8. LETTER AND SYMBOL REVERSAL ISSUES:

Switch numbers or letters when writing, or may mistake [check out these in their handwriting] “b” for “d” or “w” for “m” (p,q) 

https://www.churchillstl.org/learning-disability-resources/visual-processing-disorder/

1. Defined by difficulty processing the basic sounds of language (phonemes), sounds of letters and groups of letter resulting in very slow and labored reading

2. Believed to be caused by an impairment in neural processing of auditory information

3. Also called audio dyslexia or auditory processing disorder

4. Sounds maybe being fused, reversed or jumbled. It is not a hearing impairment (See VPD too)

https://www.dyslexia-reading-well.com/auditory-dyslexia.html

5. Spelling is a feat due to the above 

6. In the medial position (mostly) you’ll see omissions of sound processing hence the students will add, repeat, substitute and even delete all together letters in the middle of the word (check the medial, final and initial letters in their spelling). 

 

*Note: Students can have deficits that are both auditory and visual in nature! Total Functional Dominance. 

 

 Quick Screener for Instruction and Intervention-

Student’s Name:___________________________

Date:____________________________ 

Observer:_______________________

READING INTEREST SURVEY
How do you like reading?What do you like reading?

How do you like writing?

What do you like writing?

Note:

 

Speed Processing (see above- hyper/hypo) Beginning Middle End
Slow
Accelerated
Especially in the beginning of reading a passage, writing a story or storytelling.  NOTES:

 

Auditory Processing-Words, Phrases, Sentences-writing sample mark position 
  • Beginning 
3) Middle 2) End
Omissions: (words ex. below)
Deletions- cp
Additions- caop
Substitutions-  cip
Repetitions-  caap
Fusion- She allowed (fused first sounds of two different words)

Shae (nonsense)

Include PA- Language/

Listening, Alliteration, Assonance, & Rime.

Notes:

 

Visual Processing Notes:
Transposals- cpa
Reversals-  C@P
a, o’s, etc. don’t meet up/ front/back tail
Capitals- cAp
Color Processing with overlay of dark color variation,  along with spacing and font styles
Spacing off- on copy paper horizontally and vertically
Picture Find (confusing- incomplete, differences
Descr.: blurry, jumping, flying (also “splits letters)
Dysgraphia- Proprioception Notes: 
Finger Tapping Speed
Spacing off
Tight/Loose Grip- Dark/Light
Lots of Erasing, Splitting & Drawing of Letters
Organization
Specific Language Impairment

(Se auditory processing can be CPD)

Notes:

 

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)
Total Characteristics 
Position Frequently (percentage= total characteristics/

total letters spelled) 

[>50% see below] [>50% see below] [>50% see below]
Total in Every % Position:_____________NOTES: 

 

 

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. 

 

RIGHT-BRAIN DOMINANT LESSON PLAN 

Name: _______________                                                     Date: _________________

Deficit: ___________________________

Today’s Overall Objective (ex. Alphabetics/Phonics) :_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _

Lower-Order Thinking Higher-Order Thinking
(Right) 4-Fs The Ways Everyone Learns

(Below) 3-R’s Stages of  ALL Learning

  • Facts

Objective: (Verbs) The student will… Recognize Big Picture, Choose, Define,  Find, Discover How,

Label, List, Match,      Name, Omit, Recall)

2) Forms/

Functions

Objective: (Verbs) The student will… Break Down (Decode), Apply, Build (Encode), Choose    ,Construct,  Experiment, Identify, Model, Organize, Plan)

3) Feelings

Objective: (Verbs) The student will… Connect to Lesson,  Agree, Appraise,

Choose, Compare  Conclude, Create, Criteria,

Criticize, Decide, Deduct)

4) Future

Objective: (Verbs) The student will… Review, Plan, Reinforce Big Picture, Adapt

Build, Change

Choose, Combine,

Compile,  Elaborate, Compose,  Construct

Initial Sense (Relate)- a lower-order thinking  stage 

Note: Strengthen the strongest sense (see deficit above)

The student is going to… (Verbs) Classify, Compare, Contrast  ,

Demonstrate,     Show, Illustrate,     Infer, Interpret,

Outline, Recognize, Relate

Objective (see above):

1)

2)

3)

4)

Lesson (see left): 

Working Memory (Recall)- a lower -order thinking stage  

Note: Strengthen the weakest  sense by harnessing the strongest (see deficit above).

The student is going to… (Verbs) Choose

Define, Find

Discover, How, Label, List, Match,

Name,  Omit  Recall

Objective (see above):

1)

2)

3)

4)

Lesson (see left): 

Long Term Memory (Restate)- a higher-order thinking stage

Note: Use multi-senses, as many senses that can be involved.

The student is going to… (verbs) Categorize,

Classify, Compare,   Conclude, Contrast,

Discover, Inference,

Review, Restate

Objective (see above):

1)

2)

3)

4)

Lesson (see left): 

 

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)

”I Read”

phase: “Word Level”

Words in Isolation

Choral, Echo Read, Cloze Read on Instructional Level Trade Books

”We Read”

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)-“look-up” research &  “fix-up” errors to help fluency, vocabulary, and build background knowledge

*** 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
  • track and point with finger when reading- no more sliding just point to sounds or sound combinations (not letters)  ”bunny hop”-1, 2, 3, READ 
  • check your vowel, and hold the vowel
  • Any word doesn’t look right and/or sound right then, reread or rewrite (u-turn). This applies to words and whole sentences!
  • word chucking aka phrase reading (sing or that 3-4 words)
  • vocabulary- do you recognize any part of the word, cover last then first- later, split in the middle and find meaning
  • write down hard words-tutor look ahead for “word review”- predict problems to increase success
  • sentence grouping- goal to STOP every =(1-2), (3-4) and think about reading
  • do L-V Skills= Listening-Visual Skills
L- who, where, when, what, how and why

On the hand

V- image, imaging moving in head- like a “movie”
  • list-form thinking (2-3 words) front of notecard- “fix up” words, on the back put a list of keywords and important info. from story.
  • always check your writing

 

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 alphabetic, 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 alphabetics/phonics. Then, when 90% mastery with objects then move unto alphabetics 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. 

 

For Sequencing, Categorizing and Visual Memory (Do Daily): (pic.-pic) http://jumpingfishes.com/memory/’ 

 

(pic.-word) https://matchthememory.com/chsounds

 

(word-word)

https://www.memozor.com/other-memory-games/words-memory-games/match-game-words

 

Working Memory (Sequencing & Categorizing) http://www.montessorimom.com/thank-you-subscribing/

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

    1. Introduce: (Lower Case) Letter name (whole-part-whole) then, the  letter name and sound ( part- back to the  whole). Make sure to give the  “distinct sound”, back to the whole.  You can do songs, chants, ABC song, etc..
  1.  Goal: Recognize letter name and sound with automaticity and confidence with 90% mastery.
  2. Pick out 5- physical letters (this adds the component of tactile kinetic movement, always important to be multi-sensory)- sandpaper letters, movable letters and do Montessori’s Three Period Lesson (Recognize “Show them”, Recall “Show me”, Review “Tell me”). Everything is presented…

 

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:

 

  1. d) Fierce Phonemes- (see chart below). The letters stand on their own and 21 on consonants, 5 are true vowels and 2 are sometimes vowels. There’s a distinct beginning, middle and end positions of CVC words. Also know to always learn and always try to master these in chunks of three starting with vowels (3 is the key to all learning). Note: (very important) people process words in the same way. They process the middle sound last; therefore, always hold the middle sound. WATCH OUT! Since, Dyslexia is a sound processing issue, practice HOLDING the sounds 2-3 seconds that can be held. If it is 1 second, the student can hear the sound, but they will not process the sound. Since 13 of them can not be held (to get rid or “cut off” schwa”), then you will have to make those cut short sounds harder and louder! 

 

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:

https://Quizlet.com/_5pn88f

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, w- ups and downies (stickys)

 

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

cat

camels

candles

casual

catfish

crazy

cousin

gym

gentle

genuine

generals

gerbil

cycles

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, shy

short i- gym, cyst

W-

ow- tow, row

 

  1. e) CURSIVE- Always lower case at 90% mastery first! Begin with dry erase- teach cursive first, always get lower case to 90% until upper case. if doesn’t go well see below for block. For CURSIVE: learn the ”c, l, i, n” then you can learn many other letters. Start with marker and dry erase…easier for students. Always practice first with dry erase marker and board! Note: Upper case is not written into this program, but you can be as fancy as you want as long as it resembles others uppercase. (google uppercase- cursive, pick font and stick with it).
3 rules to block 3 rules to cursive
  1. Never bottom to top
  2. Longest/straight line first
  3. Have to pick up pencil
  1. Never top to bottom
  2. No spitting- always have a front and back tail for transitions for when writing words
  3. Never pick your pencil up

 

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
cad, cag, cod, cog, doc, dac, dag, qad, qog

goc

hab, hob, bah, bab, baf, kab, kob, fab, fob, jit, jut, jip, jup, tip, tup, pit, put, wit, wij, yip, yup nim, num, min, mun, rin, sim. Sun xin, xun, vun, vin

 

Summary: master print…then, start cursive “the fancy” writing.

 

Progressive and 90% mastery go in the following order:

c- if you learn “c” you can do 5 more (see below) aka Is “curvies”

l-if you learn “l” you can do 5 more (see below) aka 6 “loopsies”

i- if you learn “i” you can do 6 more (see below) aka  (7) “ups and downies”

n- if you learn “n” you can do 5 more (see below)  aka (6) “humpies”

 

Week 1 c (90% mastery)

 

Week 2 a, d-g

 

Week 3 q, o

 

Week 4 l, e, h (90% mastery)

 

Week 5 b, k, f

 

Week 6 i, j, t (90% mastery)

 

Week 7 p u, w, y

 

Week 8 n, m, r (90% mastery)

 

Week 9 s, x,v

 

Say along with tracing and writing:

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”

 

Words (non-sense included)

Chunk learning in three or four

Chunk learning in three or four

cad, cag, cod, cog, doc, dac, dag, qad, qog

goc

hab, hob, bah, bab, baf, kab, kob, fab, fob,

jit, jut, jip, jup, tip, tup, pit, put, wit, wij, yip, yup

nim, num, min, mun, rin, sim. & sun, xin, xun, vun, vin

 

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

Letters 3 3 3
Sounds 3 2 1

Level 2

Letters 2 2
Sounds 2 1

Level 3

Letters 4 4 4
Sounds 4 3-2 1

Level 4

Letters 5 5 5
Sounds 5 4-3 2-1
After 5 letters: If it’s 6 letters or more the word attack that includes sound word knowledge, Now, if 6 or over letters: 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.

 

+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 
  • USE YOUR FINGER- tracking and breaking up words over 6 letters (ex: 1, 2, 3).
  • Look out or “Watch Out” for the sounds (vowels, fierce phonemes, blender blends, etc.) Literally, look for them in words as you read at night!
  • Hold the sounds that can be held especially the vowels…try vowels (sls): short, long, schwa, especially say, TRY IT short, TRY IT long, TRY IT SCHWA!
  •  If words are six letters or more: Cover last, read, cover first read, read all together.
  • Say the sound, word, or sentence again- IF NOT PRECISE & DISTINCT. Note: most reading struggles are a sound and language processing deficiency.
  • List- form writing- list words missed, and important information when Pre-read- hear yourself read for pronunciation and annunciation (fluency, vocabulary), Real Read- for meaning and understanding (comprehension).
  • Make students aware of the dyslexic characteristic for example, what kind (omission which leads to deletion, addition, substitution, repetition or transposition or reversal), which position (beginning, middle or end) and frequency!!
  • (sight words) Count the letters, spell using touch finger-finger, spell and count letters again and always check your writing (ask do they match). (phonetic words) Count the letters and sounds, use the finger-table touch method to spell and check your writing (ask do they match).
  • Understand the meaning of words: positive/negative/neutral, break into syllables, recognize root, prefix/suffix, other forms (spellings) or meanings (other meanings too).

 

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

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

 

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!!  

 

Phonetic Words

 

a o u e i
ban dog hug hem fit
ram lot duck ten sip
cap blog struck sent spit
fat shot   then grin
had stroke     wide
plan       life
chat       wide
gate       smile
scrap       quip
stale       shrine

 

 

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!

  1. Phonetic CVC Words- TOUCH-FINGER-TO-TABLE Method-Write individual sounds on the line, then write the whole word while on the line while touching your finger to the table. Then, count the letters to make sure all are there and none of the sounds were omitted. Then, match the letters to the original word to make sure none were replaced, repeated, added or substituted. (Similar to Orton-Gillingham Methods)
  2. Spell Sight Words- TOUCH-FINGER-TO-FINGER Method- Write individual letter names, write out the whole word while touching a finger, and then spell by writing. Then, count the letters make sure all there and none of the letters were omitted. Then, match the letters to original word to make sure none were replaced, repeated, added or substituted. (Similar to Orton-Gillingham Method)

 

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)

3-4 letter Sound Word Knowledge

(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)

Wit (dele. EP)

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
  • Beginning 
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:

hut

ten

sip

plan

crum

step

gate

wide

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).

Note:   5/4  -1, 8/5 -1

ex

1)

2)

3)

4)

5)

6)

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_________________

 

Sight Words

 

3 Letter 4 Letter 2 Letter 1 Letter 5 Letter 6 Letter
the with of I there number
and they to A which people
you have is a their called
was from he   other things
are word on   about follow
one what as   these change
all were by   would animal
use when do   write mother
out your or   could answer
two said my   first should
into

 

 

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

to

as

we

in

if

go

by

is

he

no

up

my

or

a

I

look

with

then

hen

pen

don’t

were

come

said

what

very

will

into

back

from

they

down

four

five

into

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:

https://quizlet.com/_5pn88f

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, pad

pot, 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

https://www. wordgamehelper.com/

 

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

sneak y e

Ex. night, right, know, write, etc

3-2 letter

4-5 letter

6-7 letter

ex.

the-of

your-would

should-America (note: proper nouns)

Note: presented in a sentence is helpful.

 

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)

2)

3)

4)

5)

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 (Phonology): 

Three Plus (+) Letter Blends (Triblends)- https://quizlet.com/join/D2d32KyHW
ex. str-stripe ce, cy, ly (vowel +) Yst- sneaky y Vowel plus Lazy l/n
sch- school

squ-square

scr-scream

spr-spruce

-ace/race, place

-duce/ spruce

ice, icy, lacy, spacy, spicy, pricy

cycle

holy, joly

cyst, myst -genial, global, admiral

Adrenal, elemental

-pretzel, angels

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

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:

 

Past participle: 

 

 

Morphology Word Ladder: Spelling Word Patterns
accuracy
democracy
candidacy
bureaucracy
fallacy
legacy
literacy
privacy

 

  • Comprehension- Learning- comprehension (understanding) why look different than typical learning? The goal is independence, understanding through apply-evaluation (GOs)/mnemonic methods  (if needed), and recreating! See major points below:
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

 

  • tutor look ahead for “word review”- predict problems to increase success
  • track with finger when reading
  • read all titles
  • check your vowel, and hold the vowel
  • doesn’t look right and/or sound right then, reread or rewrite
  • word chunking aka phrase reading (3-4 words)
  • vocabulary- do you recognize any part of the word, cover last then first- later, split in middle
  • sentence grouping- goal to STOP every (5-6), (7-8) sentences
  • do L-V Skills- Listening-Visual Skills
L- who, where, when, what, how, why V- image, imaging moving in head- like a “movie”

(VISW) visualize, image, say-aloud, write)

  • Phrase-sentence form thinking
  • always check your writing

 

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….

  • Include key events or moments in the sequence
  • Organize events or data to how one event or action leads to another

 

Classify: Be sure to…

  • Create useful categories into which all info can be organized
  • Establish criteria to use when evaluating and organizing information

 

Compare: Be sure to….

Identify and assess key similarities and differences based on:

  • Importance
  • Behavior
  • Quality
  • Function 

 

Analyze: Be sure to…

  • Consider what the text/results mean based on critical reading or observation
  • Interpret from multiple perspectives

 

Predicting: Be sure to ask…

  • What is going to happen next?
  • I bet I know what he’s going to do when?
  • Who, what, when, where, why, and how?

 

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 …

  • What it does
  • What it is
  • What it’s made from
  • What it means

 

Beginning  Middle End
Who:
Where:
When:
What:
How:
Why:

 

  • Writing/Handwriting- Everything Can be Taught with Poetry

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

to

as

we

in

if

go

by

is

he

no

up

my

or

a

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

 

Figurative Language Study 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 (sarcastic)
Alliteration/Assonance Using the same beginning sound- she sells, sea, shells Repetition of words Uses the same vowel sounds-

Feet, reap, neat, steep

 

sn

Advanced CReative Writing: 

Teach Poetry- develops their strength of “list-form thinking”. Poem Type
Inspiration- Free Verse
1a) Figurative Language- Free Verse

  • Descriptive Language- five senses imagery 
  • Alliteration
  • Assonance
  • Onomatopoeia 
  • Interjection
  • Simile/Metaphor
  • Symbol/Personification
  • Oxymoron
  • Hyperbole/Idiom
  • Understatement/Cliche
  • Allusion 
  • Symbolism
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) 

3 Lines

Terect (Onomatopoeia) 

4 Lines

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- 

  • Parts of speech-noun, verb, adjective,adverb, etc
  • Subject-Verb Agreement
  • Noun (Review)
  • Article
  • -Noun-Article
  • -Noun-Adjectives 
  • -Pronoun
  • Adjective (Review)
  • -Articles as adjectives
  • -Nouns as adjectives
  • -Proper adjectives
  • -Predicate adjectives
  • Verb (Review)
  •  -Action verbs
  •  -Linking verbs
  •  -Helping verbs
  •  -Verb phrases
  • Extension:
  •  -Verbals: Participles, gerunds, and infinitive
  • Adverbs (Review)
  •  -Verb-Adverb 
  • Modifying adverbs
  • -Adverbs with adjectives
  • -Adverbs with adverbs
  • Extension:
  • -Conjunctions
  • -Interjections
  • -Preposition
2b) Vocabulary:

Syllables 

Usage/Best Word 

Synonym/Antonym

Positive/Negative

Pre/Root/Suffix

2c) 

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 Lines

HAIKU (5-7-5 syllables)

Katauta (5-7-7)

4 Lines

Memoriam Stanza-(abba)

5 Lines

TANKA (5-7-5-7-7 syllables)

Naani (5-5-5-5-5)

Limerick (7-7-5-5-7, humorous)

TETRACTYS (varied)

6 Lines

Tyburn (4-4-4-4-9-9)

7 Lines

Diamante 

Rondelet (AbAabbA)

8 Lines

Pantoum (abab bcb)

Tongue Twister (review alliteration)

RISPETTO (abab ccdd)

Triolet (varied)

OTTAVA RIMA (varied)

9 Lines

Nonet (large amount of syllables)

10-12 Lines

Ghazal

Terza Rima (10-11 syllables)

Etheree (varied)

Minute Poetry (60 syllables)

15 Lines

Rondeau

(aabba aabR aabba)

16 Lines

Quatern (8 syllables per line)

19 Lines

VILLANELLE

TERZANELLE

3) Sentence Poetry Writing
3a) Diagram- 

  • Simple
  • Complex
  • Compound
  • Compound Complex
3b) 

  • Themes- Thematic Monologue, Epic, Idyll, Romanticism 
  •   (your and others poems)
  • Analyzing Skills (analysis of yours and others poems)
  • Read-aloud and discussion: 3 vocabulary words, 3 phonetic, 3 nonsense, 3 sight words
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://www.understood.org/en/community-events/blogs/making-a-difference/2019/04/05/a-young-girls-reverse-poem-about-dyslexia-goes-viral

 

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 Words

 

3 Letter 4 Letter 2 Letter 1 Letter 5 Letter 6 Letter
the with of I there number
and they to A which people
you have is a their called
was from he other things
are word on about follow
one what as these change
all were by would animal
use when do write mother
out your or could answer
two said my first should

 

 

 

 

Phonetic Words

 

a o u e i
ban dog hug hem fit
ram lot duck ten sip
cap blog struck sent spit
fat shot then grin
had stroke wide
plan life
chat wide
gate smile
scrap quip
stale shrine

 

 

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 …

  • What it does
  • What it is
  • What it’s made from
  • What it means

 

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

 

Montessori Inspired Scope & Sequence

 

First SEmester

Level 1- Emergent/Early Stage (aka EE Group) approx. K-1 (word)

Level 2- Transitional Fluent (aka TF Group) approx. 2-3.0 (phrase)

Level 3- Fluent/Comprehension Stage (aka FC Group) app. 3.0-3.9 (sentence)

Level 4- Literacy Academy app 3.9-5.0                    *90% MASTERY EACH AREA

topic

Literacy

teacher

STudent

GRADE

Level 1

Level 1

Level 1

Level 1

Specific Skill (3/3)

Language (1/3)

Writing- Close (15min.)

Listening (2/3)

_Hands-on-Activities 

_Short Vowels

_Consonants

_Long Vowels (blend- cvc)

_Sneak e and schwa

_Blends

_R-controlled Vowels (also OI, OY)

_Diagraphs/diphthongs (blend- ccvc)

_Vowel (review)/Special Vowels (blend- ccvvcc)

_1-4 letter sight words

_Dialogue and Vocabulary

_Nouns

_Verbs

_Adjectives/Adverbs

_CURSIVE, Spelling, and Appreciation Journal 

_Words

_Phrases (Review)

_Complete Sentences (Review)

 

_Listening comprehension- Read A-loud and PA Activities

_Finger –vs- eye reading

_Questioning and 5 W’s: Who

_Reading/Writing Skills:

-Reread: what doesn’t make sense or look right

-Visual Imaging

-Trim the Fat: highlighting, post-its

Level 2

Level 2

Level 2

Level 2

Specific Skill (3/3)

Language (1/3)

Writing- Close (15min.)

Listening (2/3)

_Hands-on-Activities

_Syllables (review)

_Compound words

_Triblends

_Prefix/Suffix

_Roots

_Idiom phrases

_2-4 Sight phrases

_OTHER: sounds and rules (blend- ccvvcc, cccvvccc)

_Dialogue and Vocabulary

_Nouns (Review)

_Verbs (Review)

_Adjectives/Adverbs (Review)

_Prepositions

_Articles

_Pronouns

_CURSIVE, Spelling, and Appreciation Journal

_Sight phrases

-Complete sentences (Review)

-Compound/complex sent. (Review)

Extension:

-Audience (Review)

-Summarize Research Findings

-Organization- Graphic Organizers (Simple)

-Descriptive Writing: Person, Place, Object Essay

-Sensory detail, figurative lang., mood, word choice

_Read-Aloud

-Graphic Organizers-Simple

_Questioning and 5 W’s: What and Where

_Study/Test Taking

Skills:

-Text Features

-Chunking: 3 is key,

-Acrostics

-Review

Level 3

Level 3

Level 3

Level 3

Specific Skill (3/3)

Language (1/3)

Writing- Close (15min.)

Listening (2/3)

_Hands-on-Activities 

_Words in Context

_Homo/Hetro Words

_Synonyms

_Antonyms

_Dialogue and Vocabulary

_Nouns(Review)

_Adjective/Adverb Review (Review)

_Advanced grammar rules:

_Plurals

_Words in Context (Sentence Building)

_Interjections

_Figurative Language

_CURSIVE, Spelling, and Appreciation Journal _Diagramming sentences (including IO/DO)

_Punctuation of sentences

_Introducing sentences-Types

_Compound sentences

_Intro. to complex sentences

_Introducing paragraph (Review)

_Complete paragraph (Review)

_Compound/complex paragraph (Review)

Extension:

– Summarize Research Findings – –  Organization- Graphic Organizers (Med.)

-Descriptive Writing: Person, Place, Object Essay

-Sensory detail, figurative lang., mood, word choice

Extension: Drafts, Editing, Proofreading

Producing, Publishing

-Conferences (Individual)

_Read-Aloud

_Read Descriptive

-Graphic Organizers- mid.

-Analyzing words/story elements

-Questioning and 5 W’s: When and Why

-Reading/Writing Skills: referencing, inferencing, predicting, summarizing, compare/contrast, conflict/resolution, etc.

Level 4

Level 4

Level 4

Level 4

Specific Skill (3/3)

Language (1/3)

Writing- Close (15min.)

Listening (2/3)

[Email me- I’ll guide you: Tcooktutoring@

gmail.com]

_Noun (Review)

_Articles (Review)

_Prepositions (Review)

_Verb Tenses

_Noun-Article

_Noun-Adjectives

_Verb-Adverb

Extension:

-Conjunctions

-Interjections

_Phrases/Clauses

_Complete paragraph (Review)

-3 Part paragraph

-Indenting paragraph

Extension:

Transition Words

Extension:

-Summarize Research Findings —Organization- Graphic Organizers (Complex)

-Descriptive Writing: Person, Place, Object Essay

-Sensory detail, figurative lang., mood, word choice

-Thesis Statements

 

Extension:

-6 Part Writing Traits

 

-Read descriptive

-Graphic organizers- mid.

-Text features

-Analyzing words/story elements

-Questioning and 5 W’s: When and Why

-Writing Strategies: COPS,

Second SEmester

topic

Literacy

teacher

GRADE

STudent

 

Specific Skill (3/3)

Language (1/3)

Writing- Close (15min.)

Listening (2/3)

Level 1

Level 1

Level 1

Level 1

[Email me- I’ll guide you: Tcooktutoring@

gmail.com]

-Nouns (Review)

-Adjectives (Review)

-Verbs (Review)

-Pronouns

-Adverbs

WM:

-Complete Sentences (Review)

-Compound/Complex Sent. (Review)

-Sentence Fluency

WP:

-Audience (Review)

-Summarize Research Findings

-Organization- Graphic Organizers (Simple)

-Graphic Organizers-Simple

-Text Features

-Questioning and 5 W’s: What and Where

-Study and Test Taking Skills: acronyms, chunking, acrostics

Level 2 Level 2 Level 2 Level 2
-Nouns (Review)

-Pronouns (Review)

-Adjectives (Review)

-Article

-Noun-Article

-Noun-Adjectives

WM:

-3 Part Paragraph

-Indenting Paragraph

WP:

-Organization- Graphic Organizers (Med.)

-Narrative: Personal, biographical, fictional Essay

-Setting, character, plot, conflict/resolution

-Read Narratives

-Graphic Organizers- mid.

-Text Features

-Analyzing Words/story elements

-Questioning and 5 W’s: When and Why

-Study and Test Taking Skills: referencing, inferencing, predicting, summarizing, compare/contrast, conflict/resolution, etc.

Level 3 Level 3 Level 3 Level 3
-Pronouns (Review)

-Articles (Review)

-Noun-Article

-Noun-Adjectives

-Adverbs

-Verb-Adverb

Extension:

-Conjunctions

-Interjections

-Prepositions

WM:

-3 Part Paragraph

-Indenting Paragraph

Extension:

Transition Words

WP:

-Organization- Graphic Organizers (Complex)

-Narrative: Personal, biographical, fictional Essay

-Setting, character, plot, conflict/resolution

-Thesis Statements

Extension:

-6 Part Writing Traits

-Read Narrative

-Graphic Organizers- complex

-Text Features

-Analyzing audience and purpose

-Questioning and 5 W’s: how

-Study and Test Taking Skills: retelling, recounting, interpreting, drawing conclusions of main idea, etc.

Level 4 Level 4 Level 4 Level 4
-Verbs (Review)

-Adverbs (Review)

-Verb-Adverbs

-Modifying adverbs

-Adverbs with adjectives

-Adverbs with adverbs

WP:

-Organization- Graphic Organizers (Complex)

-Narrative: Personal, biographical, fictional Essay

-Setting, character, plot, conflict/resolution

-Thesis Statements

Extension:

-6 Part Writing Traits

-Read Narrative

(See Writing)

THIRD SEMESTER
TOPIC Literacy
TEACHER
STUDENT GRADE

Level 1

Specific Skill (3/3)

Level 1

Language (1/3)

Level 1

Writing- Close (15min.)

Level 1

Listening (2/3)

[Email me- I’ll guide you: Tcooktutoring@

gmail.com]

-Nouns (Review)

-Pronouns (Review)

-Adjectives (Review)

-Article

-Noun-Article

-Noun-Adjectives

WM:

-3 Part Paragraph

-Indenting Paragraph

-Paragraph Fluency

WP:

– Summarize Research Findings – –  Organization- Graphic Organizers (Med.)

-Expository: Informational, Procedural, Compare/Contrast, Research Essay (including research reports and presentations)

-Thesis Statements, transitions, 4 E’s, Conclusion

Extension:

-6 Part Writing Traits

-Read Expository

-Graphic Organizers- mid.

-Text Features

-Analyzing Words/story elements

-Questioning and 5 W’s: When and Why

-Study and Test Taking Skills: referencing, inferencing, predicting, summarizing, compare/contrast, conflict/resolution, etc.

Level 2 Level 2 Level 2 Level 2
[Words] -Pronouns (Review)

-Articles (Review)

-Noun-Article

-Noun-Adjectives

-Adverbs

-Verb-Adverb

Extension:

-Conjunctions

-Interjections

-Prepositions

WP:

-Summarize Research Findings —Organization- Graphic Organizers (Complex)

-Expository: Informational, Procedural, Compare/Contrast, Research Essay (including research reports and presentations)

-Thesis Statements, transitions, 4 E’s, Conclusion

-Read Expository

-Graphic Organizers- complex

-Text Features

-Analyzing audience and purpose

-Questioning and 5 W’s: how

-Study and Test Taking Skills: retelling, recounting, interpreting, drawing conclusions of main idea, etc.

Level 3 Level 3 Level 3 Level 3
-Verbs (Review)

-Adverbs (Review)

-Verb-Adverbs

-Modifying adverbs

-Adverbs with adjectives

-Adverbs with adverbs

WP:-Summarize Research Findings —Organization- Graphic Organizers (Complex) (Review)

-Expository: Informational, Procedural, Compare/Contrast, Research Essay (including: research reports and presentations)

-Thesis Statements, transitions, 4 E’s, Conclusion

-Read Expository

(See Writing)

Level 4 Level 4 Level 4 Level 4
-Verbs (Review)

-Action verbs

-Linking verbs

-Helping verbs

-Verb phrases

Extension:

-Verbals: Participles, gerunds, and infinitives

WP:

-Summarize Research Findings —Organization- Graphic Organizers (Complex)

-Expository: Informational, Procedural, Compare/Contrast, Research Essay (including: research reports and presentations)

-Thesis Statements, transitions, 4 E’s, Conclusion

-Read Expository

(See Writing)

YEAR TWO
TIOPIC Literacy
TEACHER
STUDENT GRADE

Level 1

Level 1

Level 1

Level 1

Specific Skill (3/3)

Language (1/3)

Writing- Close (15min.)

Listening (2/3)

-Pronouns (Review)

-Articles (Review)

-Noun-Article

-Noun-Adjectives

Extension:

-Conjunctions

-Interjections

-Prepositions

Persuasive: Opinion/Solution, Problem/Solution Essay

-Topic Sentence, 4 E’s, Intro., Clear Statements, Audience/Purpose, Word Choice, and Conclusion

-Read Persuasive

-Graphic Organizers- complex

-Text Features

-Analyzing audience and purpose

-Questioning and 5 W’s: how

-Study and Test Taking Skills: retelling, recounting, interpreting, drawing conclusions of main idea, etc.

Level 2 Level 2 Level 2 Level 2
-Articles as adjectives

-Nouns as adjectives

-Proper adjectives

-Predicate adjectives

Persuasive: Opinion/Solution, Problem/Solution Essay

-Topic Sentence and 4 E’s (Review), Intro., Clear Statements, Audience/Purpose, Word Choice, and Conclusion

-Read Persuasive

(See Writing)

Level 3 Level 3 Level 3 Level 3
-Action verbs

-Linking verbs

-Helping verbs

-Verb phrases

Extension:

-Verbals: Participles, gerunds, and infinitives

Persuasive: Opinion/Solution, Problem/Solution Essay

-Topic Sentence and 4 E’s (Review), Intro., Clear Statements, Audience/Purpose, Word Choice, and Conclusion

Extension:

Creative Writing: Short Stories, Letters, Plays, Poems

-Point-of-View, Theme, Setting, Characters, Plot, Conflict/Resolution

-Read Persuasive and Creative

(See Writing)

Level 4 Level 4 Level 4 Level 4
-Modifying adverbs

-Adverbs with adjectives

-Adverbs with adverbs

-Action verbs

Extension:

-Linking verbs

-Helping verbs

-Verb phrases

-Verbals: Participles, gerunds, and infinitives

Persuasive: Opinion/Solution, Problem/Solution Essay

-Topic Sentence and 4 E’s (Review), Intro., Clear Statements, Audience/Purpose, Word Choice, and Conclusion

-Creative Writing: Short Stories, Letters, Plays, Poems

-Point-of-View, Theme, Setting, Characters, Plot, Conflict/Resolution (Review)

-Read Persuasive and Creative

(See Writing)

Dyslexia & Multisensory Resources, Articles, & Video Links & Ideas

 

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

 

Brain research: http://www.bu.edu/research/articles/dyslexic-brain/

                                         

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

 

Dyslexia in the Classroom: What Every Teacher Needs to Know handbook from IDA: https://dyslexiaida.org/wp-content/uploads/2015/01/DITC-Handbook.pdf

 

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

 

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

 

Multisensory Learning article: http://www.dyslexia-reading-well.com/multisensory-learning.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

 

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

 

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/

 

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/

 

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