Oh, Good Golly: Capturing Language in Students with Dyslexia from a Montessori Perspective

Oh, Good Golly: Capturing Language in Students 

with Dyslexia from a Montessori Perspective (Cook, T., 2020)

 

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

Course Available Here On Teachable:  HERE

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) ”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)- “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

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, put back in sentence 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 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

1. 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..
2.  Goal: Recognize letter name and sound with automaticity and confidence with 90% mastery.
3. 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- 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 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, shyshort 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
Never bottom to top Longest/straight line first Have to pick up pencil	Never top to bottom No spitting- always have a front and back tail for transitions for when writing words 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

 

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!! 

 

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: 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). 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_________________

 

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	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, 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 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: 

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:   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

 

	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 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 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) 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 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

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/    

https://ed.ted.com/lessons/what-is-dyslexia-kelli-sandman-hurley?fbclid=IwAR2grf1e4vk_KsEgpgbxPvI5JFOt-TZUyAV_dkxfeThllwLgkckoRzPEH00   

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: http://myelberteveryonelearnsbetterembracingrevolutionaryteaching.com/wp-content/uploads/2020/05/3a9d0-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/