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Cracking theABC Code

Dr Lillian Fawcett

Module 4: Unit 3 Multisensory Reading Level 1

CRACKING THE ABC CODEON-LINE COURSE

Preparation before the first lesson


(c) 2017 Dr Lillian Fawcett www.crackingtheabccode.com



Print• Letter to parents

• Pronunciation Table

• Overview of Rules

• Ideas for Learning Words

• Level 1 Contract

• First pack of spelling words

• Learn to Read vocabulary cards


Letter to Parent



Pronunciation Table


Overview of Rules


Ideas for LearningWords



First Lesson:Explain Homework





Lined Paper



INTRODUCE MATERIAL (Teacher sits next to child)

1. Discuss the brain - use both side of brain to maximise learning,

therefore use both hands

- neurons (100 billion) - walking through grass analogy - repetition=learning

First Lesson:Introduce the brain




Neuron Neuron



2. Introduce the Alphabet Code concept.

First Lesson:Introduce the letters

3. Introduce first letter

aShmidman, A., & Ehri, L. (2010). Embedded picture mnemonics to learn letters Scientific Studies of Reading, 14 (2), 159



acrackingtheabccode.com/multisensory-reading-program/multisensory-reading-program-level-one/grapheme-picture-2/


p n c t

EXPLAIN THE HOMEWORK (Mother sits next to child)

1. General information for parents• Draw parent’s attention to material in the

folder and at the beginning of the book.

• Stress the parent’s role as a teacher.

• Show parent homework outline – stress importance of 5 days a week.

• Explain homework contract booklet.




p n c ta


1. Sing 5 Songs




2. Lazy 8


p n c taa p n c ta a a a p p p p n n n n c c c c t t t t


3. Write Letters



Grotto grip

Cross over grip

Pinchgrip


.


4. Letter Circling



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5. Vocabulary Development


3. Parent says the definition of the word or puts it into a sentence to demonstrate its meaning.

1. Student sounds out and blends each word.

2. Parent provides support and assistance as required.




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atcap

6. Identifying Sounds




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7. Oral Reading

• Each passage includes vocabulary from the word list.

• Designed to increase fluency.

• Students to place 2/3 fingers under words.


Rehearsal and RepetitionResearch

Sukhram, D. (2008). The effects of oral repeated reading with and without corrective feedback on the fluency and comprehension of narrative and expository text for struggling readers. Ph.D., University of Illinois: Urbana-Champaign.

Vadasy, P., & Sanders, E. (2008). Benefits of repeated reading intervention for low-achieving fourth and fifth grade students, Remedial and Special Education, 29 (4) 235-250


Struggling readers who participated in repeated reading intervention programs outperformed control group in:

• Fluency

• Vocabulary recognition

• Word & passage comprehension

Rehearsal and RepetitionResearch



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Introduce short vowels


a e i o u

12

3


8. Spelling


a t at

4

5

6




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9. Vocabulary flash cards


Pam

had

water

Known

Learning

Unknown



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CRACKING THE ABC CODEON-LINE COURSE


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