teacher training - m. a. rooney foundation · 1:1 to 1:4 (torgeson et al, 2001). • preventive...

January 2016

Teacher Training

January 2016

Contributors:

Jamey Peavler Kristi Harris Therese Rooney M.A. Rooney Foundation

January 2016

Table of Contents Reading Foundations ............................................................................. 1

Important Terms .......................................................................................................... 1

Reading Science ............................................................................................................ 4

Word Origin .................................................................................................................... 6

The Phonological Umbrella ..................................................................... 8

Phonological Processing ............................................................................................. 9

Phonemic Awareness .......................................................................... 11

Why Phonemic Awareness Matters ..................................................................... 11

Phonemic Awareness Sequence ........................................................................... 12

Other Phonemic Awareness Activities ................................................................ 14

Progression of Mapping Speech to Print ........................................................... 15

Phonemes/Graphemes ........................................................................ 16

English Consonant Phoneme Chart ..................................................................... 16

Spanish Consonant Phoneme Chart .................................................................... 17

English Vowel Phoneme Chart .............................................................................. 18

Spanish Vowel Phoneme Chart............................................................................ 19

Meet the H Brothers from the H Brother’s Railroad ...................................... 20

Orientation Matters.................................................................................................... 21

Visual Drill Mnemonic Devices .............................................................................. 22

Auditory Drill Mnemonic Devices ......................................................................... 23

Spelling Generalizations ...................................................................... 24

Short Vowel Pointers ................................................................................................. 24

Vowel and Consonant Rules ................................................................................... 25

Short Vowel Exceptions ........................................................................................... 26

-ng, -nk .......................................................................................................................... 26

Meet the Stick Vowels and related rules ........................................................... 27

Spelling /k/ ................................................................................................................... 27

Soft c and Soft g ......................................................................................................... 27

January 2016

Memory Words vs High Frequency Words .............................................. 28

100 Words Commonly Used in Children's Writing ......................................... 29

Orton-Gillingham Community Red Words ........................................................ 30

Contractions ................................................................................................................. 31

Syllables............................................................................................ 33

Syllable Patterns ......................................................................................................... 34

Syllable Division .......................................................................................................... 38

Syllable Division Scripts .......................................................................................... 39

Syllable Division Patterns ........................................................................................ 42

Suffix Chop Challenges ............................................................................................ 46

Schwa (ə) and Accented Syllables ...................................................................... 48

Suffixes ............................................................................................. 51

Suffix –es ....................................................................................................................... 51

Suffix –ed ...................................................................................................................... 52

Voiced and Unvoiced ................................................................................................. 53

Suffix Addition Rules ................................................................................................. 54

Fluency ............................................................................................. 56

Goal of Fluency ............................................................................................................ 57

How is Fluency Built? ................................................................................................ 57

Methods and Means for Building Fluency.......................................................... 59

Fluency Related Points ............................................................................................. 61

Stages of Fluency ....................................................................................................... 62

DIBELS – Word Analysis .......................................................................................... 64

Cognitive Model ........................................................................................................... 65

Adjusted DIBELS Targets ........................................................................................ 66

DIBELS Benchmarks ................................................................................................. 67

Hasbrouck and Tindal Oral Reading Fluency ................................................... 68

Whole-Word Reading ................................................................................................ 69

January 2016

Lesson Procedures .............................................................................. 72

New Phoneme/Grapheme ....................................................................................... 73

b Checker ...................................................................................................................... 74

Basic Deck Visual Drill .............................................................................................. 75

Picture Deck Visual Drill ........................................................................................... 76

Picture Deck Tactile Drill ......................................................................................... 76

Blending Drill ................................................................................................................ 77

Words to Read ............................................................................................................. 78

Phoneme Segmentation........................................................................................... 79

Auditory Drill ................................................................................................................ 80

Kindergarten Auditory Options ............................................................................. 81

Spelling One-Syllable Words .................................................................................. 82

Spelling Base Words with Suffixes ...................................................................... 83

Spelling Multi-Syllabic Words ................................................................................ 84

Spelling Rule ................................................................................................................ 85

Sentence Dictation ..................................................................................................... 86

High Frequency Words ............................................................................................. 87

Memory Words ............................................................................................................ 88

Syllable Pattern ........................................................................................................... 89

Syllable Division Rule ............................................................................................... 90

Affixes ............................................................................................................................. 91

Fluency Strategy — 1 on 1 Method ..................................................................... 93

Fluency Strategy — Group/Whole-Class Method ........................................... 94

Error Correction ................................................................................. 95

b-Checker ...................................................................................................................... 95

Sound by Sound Blending and Finger-Spelling .............................................. 96

Keyword Prompts ....................................................................................................... 97

Rule-Based Prompts .................................................................................................. 98

January 2016

Tools/Reference ................................................................................. 99

Stick Vowels ................................................................................................................. 99

Cats, kittens, ducks ................................................................................................... 99

Lesson Plan Options ................................................................................................ 102

Lesson Plan ................................................................................................................. 103

Lesson Log .................................................................................................................. 104

Phonics Mastery Tracking Sheet ........................................................................ 105

Accessing OG Lessons and Resources ............................................................. 107

Preparing for an OG Lesson ................................................................................. 109

Kindergarten Assessment ..................................................................................... 111

Quick Phonics Screener ......................................................................................... 112

Works Consulted .............................................................................. 117

January 2016 Page 1

Reading Foundations

Important Terms Decoding vs Encoding

• Decoding is the process of reading words. • Encoding is the process of spelling words.

Explicit and Systematic

• Explicit instruction uses: o plain language, that is directly expressed, and clearly stated. o a sequence of teaching in: I do, we do, you do steps.

• Systematic instruction involves: o a method or plan that moves from easy to more difficult, and o is organized and sequential.

Phoneme vs Grapheme vs Morpheme

• A phoneme is the smallest unit of speech sound. • A grapheme is the letter or letters that spell a phoneme. • A morpheme is the smallest unit of meaning.

Digraph vs Trigraph

• A digraph is two letters, trigraph is three, working together to produce one sound.

• Common consonant digraphs include the h-brothers (ch, sh, th, wh, ph), the short vowel pointers (-ck, -tch, -dge), and –ng.

• Vowel digraphs (vowel teams) include: oa, ee, igh. • Technically not all vowel teams are vowel digraphs, some, like oi, are

glides. From a practical point, it makes no difference — we call them all vowel teams.

Blend vs Cluster • Blends are two consonants that frequently occur together (st, sp, tr). • Clusters are three letters that frequently occur together, sometimes

three consonants (str, spr) or sometimes a consonant digraph and a consonant (chr, shr, thr).

• All retain their sound, but are welded tightly together.

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Syllable • A syllable is a word or part of a word with one vowel sound. • All words are made up of at least one syllable, but not all syllables are

words. Morphology

• Morphology is the study of the units of meaning and how they are combined.

• A morpheme is the smallest unit of meaning, such as: -s, -ed, -ject, ball.

• A morpheme can be a prefix, suffix, root, or base word. • prefix:

o letter(s) added to the beginning of a word o modifies the meaning of the word

• suffix: o letter(s) or syllable(s) at the end of a word o may enhance the meaning o determine the part of speech or modify other grammatical

properties • affix:

o can be a prefix, suffix o must be attached to a root or base word

• base words vs root words — carry the major element of meaning o base word:

can stand on its own as a word or with affix do — do, redo, undo usually Anglo-Saxon in origin

o root word: o cannot stand on its own; often forms a related family of

words o ject — reject, inject, project, deject o usually Latin in origin

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On-set and Rime vs Rhyme • on-set — the consonant(s) before the vowel b at spl ash • rime — the vowel and final consonants b at spl ash • rhyme — the words rhyme when the rimes make the same sound

bat cat flat light kite

January 2016 Page 4

Reading Science Reading is not Easy or Natural for Many Children

• Language evolved over 100,000 years ago, speaking is natural. • Alphabetic writing developed less than 5,000 years ago.

Literacy Concerns

• National concern over literacy has risen as the requirements for basic employment increase and as research shows its economic importance.

• For those at the lowest literacy levels: o 43% live in poverty. o 70% will not have full-time jobs.

• Prison cells are built based on 3rd grade reading levels: o Truth or legend? o Regardless, this is a much quoted ‘fact’.

The Numbers

• Over 20% of all US adults are functionally illiterate. • NAEP (National Assessment of Educational Progress) consistently

reports that over 35% of 4th graders are below basic levels in reading skills and these numbers don’t improve as the student moves through the system.

• Rate of reading failure is much higher (over 70% in some areas) in high-poverty, minority populations.

How We Learn to Read

• Through phonics the student analyzes a word. • The student then approximates the pronunciation of the unknown

word. • This approximate pronunciation combined with available contextual

clues enables the reader to determine the correct pronunciation or correct word and adjust (thus the importance of oral language development).

• With repeated encounters, the student automatically recognizes the word without decoding.

o The average student needs four to fourteen repetitions for accurate decoding.

o More than 40 repetitions are required to attain true automaticity.

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Some Critical Points • Children at risk fall behind very early in the process — they can likely

be identified in Kindergarten. • Poor readers do not catch up unless intensive intervention occurs.

o The cost of effective intervention after 4th grade is very high. o Teacher/student ratios in successful groups studied vary from

1:1 to 1:4 (Torgeson et al, 2001). • Preventive programs include excellent classroom instruction, small-

group teaching, and intensive intervention. 3 Primary Causes of Poor Reading

• Poor readers have difficulty with decoding and accurate word recognition.

• Their reading fluency is insufficient due to: o slow reading rate; lack of knowledge of phonics rules, insufficient

morphology skills; and poor sight word vocabulary. • Comprehension deficiencies manifest principally driven by limited

understanding of the topic (background knowledge) and/or insufficient vocabulary.

The Good News • Reading is one of the best researched areas of education. • With appropriate instruction, virtually all students can learn to read. • Under the proper teaching conditions, even students at the lower

reading percentiles can reach a threshold of reading accuracy and fluency by the end of 2nd or 3rd grade and maintain it thereafter.

• Many children will still require effective instruction over several years. Summary of the Research

• Majority of reading problems arise from failure to decode and the lack of subsequent automaticity development.

• The necessary conditions are: o phonemic awareness skills, o systematic, explicit phonics, o direct focus on word level accuracy, and o systematic sequencing with o sufficiently intensive practice.

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Word Origin

Other

Greek

Latin & French

Anglo-Saxon

January 2016 Page 7

85% of English Words are Decodable Anglo-Saxon Origin

• 20-25% of English words • are some of our most commonly used words • short words with vowel teams, silent letters, and some of our more

challenging configurations Latin Origin

• 55% of English • more regular spelling patterns • includes words of French Origin — most of which have Latin roots

o qu or que = /k/ antique o ch = /sh/ machine o ou = /o ͞o/ soup

Greek Origin

• 11% of English words • often found in math and science vocabulary • include:

o ch = /k/ school o y = /ĭ/ gym o ph = /f/ phone

January 2016 Page 8

The Phonological Umbrella

Verbal Short-Term Memory

Rapid Serial Naming

Phonological Processing

Articulation Speed

Phonological Awareness

Phonemic Awareness

January 2016 Page 9

Phonological Processing

Verbal Short-Term Memory • Verbal short term memory is critical for:

o producing a sound for each letter in a word and remembering them long enough to blend the sounds together into words.

o decoding words and remembering them long enough to put into a sentence and extract meaning.

o recalling the order of words in a sentence. o recalling the order or events in a story (heard not read). o remembering multi-step directions.

Rapid Serial Naming • The ability to quickly see and name:

o letters presented in rows. o objects in pictures. o sight words.

Teacher note: Children who are poor at naming letters and pictures presented to them in a row, tend to be poor at word reading.

Articulation Speed • Slow articulation rate can corrupt the ability to remember phonemes. • It is important for students to be able to:

o produce sounds quickly. o produce sounds in the correct order.

aminal vs animal

Phonological Awareness • Word awareness is the ability to:

o recognize or count individual words in a sentence. o distinguish between words and syllables.

• Syllable awareness is the ability to count the number of syllables in a word.

• Phonemic awareness is an oral language skill for: o knowing how to isolate, combine, and manipulate phonemes.

January 2016 Page 10

Phonemic Awareness • Phonemic awareness is the ability to blend, segment and manipulate

individual sounds (phonemes). • Phonemic awareness is a strong predictor of reading achievement in

later grades. • It is critical to build a strong phonemic awareness foundation for all

children during the Kindergarten year. • Quick and easy screening is available for all students to identify

phonemic awareness difficulties.


Phonemic Awareness

Why Phonemic Awareness Matters Speaking is a natural process; reading is not. The bridge connecting these two forms of communication hinges on a reader’s ability to grasp the alphabetic principle. A solid phonemic awareness (PA) foundation is a prerequisite for developing the alphabetic principle. An emerging reader must develop a sensitivity to the individual units of sounds in words and the internal structure of words: sounds can be blended to form words and words can be divided into individual sounds. Phonemic Awareness Instruction • Phonemic awareness is a strong predictor of reading achievement in later

grades. • Children who lack PA can be identified and many will improve with direct

instruction. • PA instruction is most effective when done in small increments each day.

o Kindergarten: A key component in the daily curriculum. o Beyond Kindergarten:

PA activities included in the OG lesson plans • blending drill • auditory drill • phoneme segmentation • finger spelling

If more significant PA concerns surface, • assess and • provide targeted instruction in the earlier skills of

phoneme identification, phoneme isolation, phoneme blending and segmenting.

Teacher notes:

o When students struggle with reading and spelling, work backwards through the stages of phonemic awareness.

o Back up only as much as needed.


Phonemic Awareness Sequence Research Supported

The following skills are sequenced in order of difficulty, becoming more challenging as the list progresses. Phoneme Identification

• Recognize the common sound in a series of words. o What sound is the same in: can, car, and cap?

• Identify a word that has different sound than other words in a series.

o Which word begins with a different sound as the rest: hat, hop, help, man, house?

• Recognize specific sounds.

o Clap when you hear a word with the sound /s/: sun, boy, class.

Phoneme Isolation

• Recognize the initial sound in a word. o What is the first sound in cup? /k/

• Recognize the final sound in a word.

o What is the last sound in lip? /p/

• Recognize the medial sound in a word? o What is the middle sound in gum? /ŭ/


Phoneme Blending • Blend two words to form compound words.

o Guess my word cup … cake. cupcake

• Blend syllables to form words. o Guess my word /băs/ … /kət/. basket

• Blend the onset and rime to form one-syllable words.

o Guess my word /s/…/ŏck/. sock

• Blend individual phonemes to form one-syllable words. o Guess my word /j/…/ŏ/…/g/? jog o Guess my word /b/…/l/…/a/.../s/…/t/? blast

Phoneme Segmentation • Divide a compound word into two words.

o What are the two parts in the word cowboy? cow…boy

• Segment two-syllable words into syllables. o What are the two parts in cabin? /kăb/…/ĭn/

• Segment the rime in a series of words.

o What part is the same in: fun, bun, sun, run? /ŭn/

• Segment one-syllable words into individual sounds. o What are the sounds in boat? /b/./ō/./t/ o What are the sounds in skip? /s/./k/./ĭ/./p/

Teacher notes:

• The more phonemes to blend or segment, the more difficult the task. • Segmenting blends is the most complex skill in phoneme

segmentation.


Other Phonemic Awareness Activities Phoneme Deletion:

• State the part of a word that remains when a word is deleted from a compound word.

o Say cowboy, say it again without cow. /boy/

• State the part of a word that remains when a syllable is deleted from a word.

o Say candy, say it again without can. /dē/

• State the part of a word that remains when a phoneme is deleted from a word.

o Say rake, say it again without the /r/. /āk/ o Say bike, say it again without the /k/. /bī/ o Say blend, say it again without the /l/. /bend/

Teacher note: Never delete the vowel sounds.

Phoneme Addition:

• Create a new word by adding a phoneme to an existing word. o Say it, say it again and add /s/ to the beginning. /sĭt/ o Say lip, say it again and add /s/ to the end. /lĭps/

Phoneme Substitution:

• Substitute one phoneme for another to make a new word. o Say mat, say it again but change /m/ to /r/. /răt/ o Say rat, say it again but change /t/ to /g/. /răg/ o Say sat, say it again but change /ă/ to /ĭ/. /sĭt/


Progression of Mapping Speech to Print (Contributed by Carol Tolman)

sentences words

syllables onset-rime phonemes

1:1

digraphs trigraphs

vowel teams blends

word families inflections

syllable types roots/affixes word origin

LETRS® Module 3, 2nd Edition

Phonology

Orthography


Phonemes/Graphemes

English Consonant Phoneme Chart

Lips Together

Teeth on Lip

Tongue Between

Teeth

Tongue on Ridge Behind Teeth

Tongue Pulled

Back on Roof of Mouth

Back of Throat

Glottis

Stops Unvoiced

Voiced

/p/ /b/

/t/ /d/

/k/ /g/

Nasals /m/ /n/ /ng/

Fricatives Unvoiced

Voiced

/f/ /v/

/th/ /th/

/s/ /z/

/sh/ /zh/

Affricates Unvoiced

Voiced

/ch/ /j/

Glides Unvoiced

Voiced

/y/

/wh/ /w/

/h/

Liquids /l/ /r/

Teacher notes:

• Voicing (e.g. /p/ and /b/) o Within the same square above you see voiced and unvoiced. o These sounds are produced in an identical manner when

considering the mouth, tongue, lips, air push. o They differ only in regards to the use of the voice box (i.e.,

larynx). o Voiced sounds activate the voice box, unvoiced sounds do not.

• Sounds that are different only by their voicing (e.g., p vs b, ch vs j) are easily confused.


Spanish Consonant Phoneme Chart

Lips Together

Teeth on Lip

Tongue Between

Teeth

Tongue on Ridge Behind Teeth

Tongue Pulled

Back on Roof of Mouth

Back of Throat

Glottis

Stops Unvoiced

Voiced

/p/ /b/

/t/ /d/

/k/ /g/

Nasals /m/ /n/ /ñ/ /ng/

Fricatives Unvoiced

Voiced

/f/ /v/

/th/

d=/th/

/s/ /z/

/sh/ /zh/

x=hard

/h/

Affricates Unvoiced

Voiced

/ch/ /j/

Glides Unvoiced

Voiced

/y/

/wh/ /w/

/h/

Liquids /l/ /r/

Teacher notes:

• The sounds /v/, /w/, /wh/, /sh/, /th/, /z/ , /d/ and /j/ do not exist in Spanish.

• The letter d says /th/ as in them. • The letters j and x say /h/. • Both y and ll say /y/.


English Vowel Phoneme Chart

ē ə yo͞o

ĭ o͞o

ā o ͝o

ĕ ō

ă aw

ī ŭ

ŏ

Teacher Notes

• The diagram above places vowel phonemes in their order of articulation.

• Phonemes in close proximity on the chart are easily confused.

er

oi ar

ou or


Spanish Vowel Phoneme Chart

ē ə yo͞o

ĭ o͞o

ā o ͝o

ĕ ō

ă aw

ī ŭ

ŏ

Teacher Note

• The shaded vowel sounds are not used in the Spanish language.

er

oi ar

ou or


Meet the H Brothers from the H Brother’s Railroad

There were once five brothers named Chuckie, Phil, Sheldon, Theo, and Whistler. They owned the H Brother’s Railroad Company. Chuckie was the conductor of the railroad. He was always happy. He loved to Chuckle and say choo choo as they passed through each little town. Phil loved to talk. Chuckie always told Phil not to talk so loudly when he was on the phone. Sheldon was another brother. He always wanted the other brothers to be quiet so he would say Sh!!!!!!! Sheldon was sharp. If he thought carefully he could remember the right way to get to each town. Theo was a mischievous lad. He was always sticking out his tongue at the passengers on the train. Most people did not think this was funny. Whistler’s job was to warn people when the H Brother’s train was getting close to a railroad crossing. He would whistle as loud as he could. The sound would blow through the air so the people in the next town could hear it.

Chuckie

Phil Sheldon

Theo Whistle


Orientation Matters

A chair is a chair is a chair, no matter which way it is positioned. A ball and a stick can be a letter b, d, p and perhaps a g or a q (depending on the font).

• The average reader is quickly able to process the visual image of

similar letters o requires few repetitions o example: recognizes that the letter b has a stick first with a

circle to the right that sits on the line

• A struggling reader may find it difficult to accurately process the orientation of these symbols

o letters b, d, and p all have the same features o students may find it difficult to figure out which letter they are

trying to read

• Repeated work in letter formation and tools such as use of a b checker allow for more independence and success in reading.

Note: Some students will continue to struggle with confusion of these letters. Teach and reinforce application of b-checker, but move on. Avoid the temptation to remain here until they’ve mastered this concept.


Visual Drill Mnemonic Devices

Card Sound Mnemonic a ă,ā,ə apple, baby, alive c k (a,o,u)

s (e,i,y) Cat in the city.

g g (a,o,u) j (e,i,y)

Goat in the gym

o ŏ,ō/ŭ,ô Not home / mother or dog s s, z Pass the cheese u ŭ,ū, oo͞ /o͝o Pup refuse to rule / the bush y y,ī,ē / ĭ Yes, my candy,…is at the gym ar är, ûr(ẽr) Car for a dollar ch ch,k,sh Charlie spent Christmas in Chicago ea ē,ĕ Eat bread ear ear,ûr(ẽr) Ear to the earth -ed ǝd,d,t We planted, watered, and picked the flowers. ei ē,ā Ceiling reindeer er ûr,ĕr Her sheriff eu ū,o͞o Feud with Zeus ew ū,o͞o Few grew ey ē,ā Key they gh f,g Laughing ghosts ie ī,ē Piece pie oo o͞o,oo͝ School book or ôr,ûr(ẽr) Corn doctor ou ou,o͞o / ō,ŭ Ouch hot soup / shoulder touch not (per Yoda) ow ō,ou Snow plow sion zhən, shǝn A special occasion in the mansion th unvoiced,voiced Bath, bathe ue ū,o͞o Tissue blue


Auditory Drill Mnemonic Devices

Sound Mnemonic /ĕ/ Red head /ĭ/ Chin-ups / in the gym /ŭ/ Up and away / with a son and a cousin /d/ Band played /f/ Face, off / photo, laugh /g/ Go ghost, be vague /j/ Jump gently during dodge ball /k/ Cats, kittens, ducks / run the school uniquely /m/ Monkeys / climb columns /n/ No / knife sign /r/ Rob wrestles the rhino /s/ Sea, city, grass / science /t/ Ted talked /z/ Zebra nosey buzz /ch/ Chin itches /sh/ Wish / machine /shǝn/ Protection / tension /ā/ Vacation came on a rainy day / eight reindeer did obey /ē/ He needs meat and candy / for these I believe he will receive money /ī/ I like the night sky / to eat pie in style /ō/ Go home on a boat that is slow / shoulder to toe /ū/ Unite cute / statues few feud /oo͝/ Good push /oi, oy/ Rejoice for the toy /ou/ Shout in the shower /au/(ô) Paul saw / the dog’s daughter he thought /oo͞/ Mushroom stew for my student / includes soup, blue fruit for my neurologist /ûr/(ẽr) Her bird hurt / the doctor particularly early


Spelling Generalizations

Short Vowel Pointers

FLoSS + z –ff, -ll, -ss (–zz is uncommon) • 1 syllable word with • 1 (short) vowel • followed by f, l, s, or z • usually double

off ball class fuzz

-ck • 1 syllable word with • 1 (short) vowel • followed by /k/ • use –ck

duck clock trick sack -tch • 1 syllable word with • 1 (short) vowel • followed by /ch/ • use –tch

catch witch fetch crutch -dge • 1 syllable word with • 1 (short) vowel • followed by /j/ • use –dge

bridge edge dodge fudge Point out: when these graphemes (-ff, -ll, -ss, -zz, -ck, -tch, -dge) are in the word, the preceding vowel makes it’s short sound. Hence the term short-vowel pointers.


Vowel and Consonant Rules Basic

• No English word ends in j.

o Use –dge after a short vowel badge ledge dodge fudge

o Use –ge after a long vowel or a consonant cage huge binge

• No English word ends in v.

o v is always followed by a silent e. o The final e may or may not cause the preceding vowel to make the

long vowel sound. have save give hive

• x is never doubled.

• s says /z/: o in a few short words: is, as, his, was, hers, has. o when it falls between 2 vowels.

rose cause easy o when denoting plural after a voiced consonant.

rags beds robs

• y is the best choice for spelling /ē/ at the end of a multi-syllabic word. happy berry puppy

Intermediate

• Spelling /s/ at the end of a noun. o A single s at the end of a noun is reserved to communicate meaning

(i.e., plural). o After a short vowel (FLoSS), /s/ is spelled –ss

dress grass miss o In all other situations, /s/ is spelled –ce or –se

fence dance house nurse


• ie and ei rule o i before e except after c unless it says /ā/ as in neighbor and

weigh.

Short Vowel Exceptions There are several exceptions to the closed syllable rules. The vowel in these letter combinations says its name (not its sound).

–īnd kind –ōld old –īld wild –ōst ghost –ōlt colt –ōll troll

-ng, -nk The patterns ink, ank, ing, ang do not make a clean short vowel sound (but if you look them up in the dictionary you will see they are marked as short vowels). The patterns onk, unk, ong, ung make a cleaner short vowel sound.

/ēnk/ sink /ānk/ bank /ēng/ sing /āng/ bang

/ŏnk/ honk /ŭnk/ dunk /ŏng/ gong /ŭng/ hung

To avoid student confusion do not use short vowel exceptions or -ng/-nk in blending drills and syllable sorting activities.


Meet the Stick Vowels and related rules • The term stick vowel supports visual memory and quick recall. • Which of the vowels in the picture can be made with sticks?

o a, E, I, o, u, Y

• When formed this way: o the stick vowels are: E, I, Y o the round vowels are: a, o, u

Spelling /k/ • Use the letter c when immediately followed by consonant or by a, o, u

(round vowel, note c is also round). cat cob cup club • Use the letter k when immediately followed by E, I, Y (stick vowel, note k

can also be formed with sticks). kelp kick sky

• Use –ck when at the end of a one syllable word right after 1 (short)

vowel. back speck sock duck

Soft c and Soft g

• The letter c says /s/ when followed by a stick vowel (always). cent cinch Nancy

• The letter g says /j/ when followed by a stick vowel (often).

gem magic gym


Memory Words vs High Frequency Words There is much debate over memory words, high frequency words, and which list is the best. Eventually our students need to be automatic in all of these words. Our best advice is to just pick a list and stick with it. That said, our lessons needed to use these words. So, our usage is as follows: Memory Words

• Words that are phonetically irregular. • The list changes as students’ phonics skills improve. What is irregular

to a Kindergarten student (practically everything) is vastly different from words irregular to a 3rd Grader.

• Of course, some words are always irregular regardless of your phonics skills (e.g., was, of, one) -- also known as Red Words.

• Finally, there are some words taught as memory words because the phonics skill controlling the correct spelling is infrequently encountered (e.g., whistle).

High Frequency Words

• The most frequent words used in written English. • Again, there are a number of these lists including the ever popular Fry

list and the Dolch list. • Due to the amount of teacher materials supporting this list, we work

from the Fry list. • Includes memory words.

Louisa Moats List

• We love this list for our little ones! • 100 words commonly used in children’s writing plus please and thank

you.


100 Words Commonly Used in Children's Writing

Source: Louisa Moats - Speech to Print

I for are came down please and but just time did thank you the have because back mother a up what will our to had if can don’t was there day people school in with his from little it one this saw into of be not now who my so very or after he all go know no is said do your am you were about home well that then some house two we like her an put when went him around man they them as see didn’t on she could think us would out get by things me at got over too Teacher notes:

• Words are in order by descending frequency and categorized as pattern based or oddity (italicized).

• The oddities (red words) are exceptions to the sound-symbol correspondence.


Orton-Gillingham Community Red Words


Contractions Contractions

• Make something smaller by: is not o omitting letters/sounds, is n t o inserting an apostrophe in its place, is n’t o and pushing the letters together. isn’t

Teacher note:

• Make sure you practice the concept from both perspectives. o is not = isn’t o isn’t = is not

Memory Words

• There are a few contractions that don’t follow the standard pronunciation rules.

• Teach these contractions as memory words. o do not = don’t o will not = won’t o cannot = can’t

Important Points

• “cannot” is 1 word not 2

and

• “a lot” is 2 words not 1


Table of Contractions be will would has/have had I I’m (am) I’ll I’d I’ve I’d you you’re (are) you’ll you’d you’ve you’d he he’s (is) he’ll he’d he’s he’d she she’s (is) she’ll she’d she’s she’d it it’s (is) it’ll it’d it’s it’d we we’re (are) we’ll we’d we’ve we’d they they’re (are) they’ll they’d they’ve they’d that that’s (is) that’ll that’d that’s that’d who who’s (is) who’ll who’d who’s who’d what what’s (is)

what’re (are) what’ll what’d what’s what’d

where where’s (is) where’ll where’d where’s where’d when when’s (is) when’ll when’d when’s when’d

The “Nots” are not aren’t is not isn’t cannot can’t must not mustn’t did not didn’t was not wasn’t do not don’t were not weren’t does not doesn’t will not won’t had not hadn’t could not couldn’t has not hasn’t might not mightn’t have not haven’t should not shouldn’t would not wouldn’t

Coulda, Woulda, Shoulda would have would’ve could have could’ve should have should’ve might have might’ve must have must’ve


Syllables Background:

o A syllable is the beat or the rhythm of our language. o It can be a word or a part of the word. o It is best taught through modeling and shared activities.

o Tap, clap, jump out how many syllables are in … o Student names are a good choice for beginning practice. o Book, school, picnic, student, basketball, zebra, zoo…

Definition:

o Teach the definition with hand motions:

A syllable is a word or a part of a word with 1 vowel sound.

A syllable is…..

A word

/ /

Or a part of a word

/ /

With 1 vowel sound (point to ear)

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http://www.dreamstime.com/stock-images-peace-sign-known-around-world-image32034664

http://www.dreamstime.com/stock-image-ear-closeup-image6497661


Syllable Patterns

Why? • English is all about the vowel sounds. • The syllable pattern tells how to pronounce the vowel.

closed

• 1 vowel • ends in 1 or more consonants • consonant closes the door and the vowel says its sound (short sound)

open

• 1 vowel • ends in the 1 vowel • the door is open and the vowel (introduces itself) says its “big fat

name” (long sound) magic e

• 1 vowel followed by 1 consonant and a silent e • the e jumps back over 1 consonant (usually) • vowel says its name (long sound)

Teacher note:

o Usually the magic e will jump back over only 1 consonant (e.g., bake vs nurse).

o A single e at the end of a syllable is almost always silent but may serve a purpose other than magic e — commonly called marker e (e.g., making the c soft — fence, spelling the /s/ sound — nurse, following the letter v — give).

bossy r

• vowel followed by the letter r • r is a very bossy consonant, impacts the vowel sound

• er, ir, ur — her, bird, hurt • ar — car, dollar • or — corm, doctor

• magic e trumps bossy r


vowel team • 2 or more letters working together to make 1 vowel sound Teacher note:

o 2 or more letters working together not necessarily 2 vowels. boat snow weigh

consonant + le

• -ble, -cle, -dle, -fle, -gle, -kle, -ple, -tle, -zle • the t in -s.tle is silent

and then

Crazy i “Pattern”

• Letter i often appears as an open syllable within a word (i.e., a middle syllable). Technically, this crazy i is usually a latin connective – connecting the root to a suffix.

• Christened the “crazy i” syllable by Ron Yoshimoto. • “Crazy i” because it doesn’t know its name.

/ĭ/ before a consonant

“ĭ ĭ ĭ ĭ ĭ ck” a consonant is coming.” A.mer.i.ca an.i.mal pres.i.dent hos.pi.tal crim.i.nal res.i.dent

/ē/ before a vowel

“ē ē ē ē” here comes a vowel.” ra.di.o cur.i.ous fur.i.ous im.me.di.ate pre.vi.ous ser.i.ous

Unless an l or n immediately proceeds the i, then the i is a part of the final syllable and says /y/. (Advanced language concept. We teach these as memory words.)

stal.lion bril.liant un.ion on.ion mil.lion Cal.i.for.nia


C.L.O.V.E.R. • CLOVER is a mnemonic that helps the student recall and organize

the 6 syllable patterns in their mind. o C — closed o L — consonant +le o O — open o V — vowel team o E — vowel consonant E or magic E o R — r-controlled or bossy r

• 85% of the words in our language are made up of these 6 patterns.


CLOSED: 1 vowel followed by 1 or more consonants Example: cat, big, off

CONSONANT + LE: 1 consonant followed by le Example: cle, dle, ple

OPEN: 1 vowel ending the syllable Example: me, I, go

VOWEL TEAM: 2 or more letters working together to make 1 vowel sound Example: oat, law, meat

SILENT E: 1 vowel followed by 1 consonant and the letter e Example: note, ate, bike

R-CONTROLLED: 1 vowel followed by the letter r Example: car, her, fork


Syllable Division Syllable division helps identify the syllable patterns thus unlocking the pronunciation of the vowels. Teacher note:

• Kite is an organizing principle for syllable division strategies. • Once a syllable division pattern is introduced, teachers can reference

the Kite as a visual reminder.


Syllable Division Scripts

Setting the Stage

1 So far we have learned some tools for breaking apart longer words.

2 We’ve chopped off suffixes.

3 We’ve divided between compound words.

4 Sometimes that isn’t enough.

5 Sometimes we need to think about the syllables in the word.

6 Today we’re going to talk about a new pattern – vccv. When you see this pattern chop between the cs.

7 Hold on to that thought and we’ll come back and talk about it in a bit.

8 1st let’s review syllables.

9 What’s a syllable? Prompt…

10 Let’s count the number of syllables we have in some words.

11 How many syllables in “napkin?” Prompt…

12 How many syllables in “fantastic?” Prompt…

13 So we know how many syllables are in a word when we hear it.

14 Wouldn’t it be nice if we had a strategy for knowing the number of syllables (or chunks) when we see a word? Well we do.


vccv Key Teacher Display

1 1 vowel sound Back to our definition: Every syllable has 1 vowel sound. Repeat.

2 write word Let’s look at this word. (Write the word insect.) i n s e c t

3 vowels – underline & label v

What are the vowels? Let’s underline the vowels (as the students read them off) and label them v.

i n s e c t v v

4* any together any working together

5 how many vowels How many vowel sounds do we have?

6 how many syllables How many syllables?

7 mark consonants Mark the consonants in between c. i n s e c t v c c v

8 vccv divide between c

When we see this pattern – vccv – we divide (the syllables) between the consonants. (Use a dot not a slash, less visual clutter.)

i n . s e c t v c . c v

9 type syllable What type of syllable? (Cover the 2nd syllable.) i n .

10 vowel says So the vowel says …

11 syllable says So the syllable says? (Scoop underneath.) i n .

12 type syllable What type of syllable? (Cover the 1st syllable.) . s e c t

13 vowel says So the vowel says …

14 syllable says So the syllable says? (Scoop underneath.)

. s e c t

15 word says So the word says? (Scoop under both syllables.)

i n . s e c t

4* Multiple letters can work together to make one vowel sound (e.g. a_e as

in cake, oi as in oil, ey as in key). When this occurs, connect the lines between the vowels that are working together.

c a k e becomes c a k e o i l becomes o i l


poly-syllabic Key Teacher Display

1 write word Let’s look at this word. e s t ab l i s h

2 vowels – underline & label v

Underline the vowels and label them v.

e s t ab l i s h v v v

3 any together Are any of the vowels working together?

4 how many vowel sounds How many vowel sounds do we have?

5 how many syllables How many syllables do we have?

6 label consonants between first 2 vowels

Let’s start with labeling the consonants between the first two vowels.

e s t ab l i s h v c c v v

7 pattern What’s the pattern?

8 what do we do What do we do when we see this pattern?

e s . t ab l i s h v c . c v v

9 next vowel So the next vowel is … e s . t ab l i s h

v c . c v v

10 consonants between So let’s label the consonants between the next two vowels

e s . t ab l i s h v c . c v c c v

11 pattern What’s the pattern?

12 what do we do What do we do when we see this pattern?

e s . t ab . l i s h v c . c v c . c v

13 pronounce syllables Great. Let’s pronounce the syllables one at a time. (See note below)

e s . t ab . l i s h

14 word So the word says … e s . t ab . l i s h

Teacher note: Support the students syllable by syllable if needed – Isolate the syllable. What type of syllable is it? So the vowel says? So the syllable says?


Syllable Division Patterns Prefix/Suffix chop

• Cover or chop off the prefix/suffix. • Decode the base word. • Add the prefix/suffix and pronounce the entire word.

un]tie re]late mis]spell[ed ac[tion quick[ly in]sist[ed dis]tant fish[ing de]pend[ing

• See suffix chop challenges below

Compound words • Formed by combining two smaller words. • Divide between the two words.

can.not Bat.man sun.set bob.cat

vccv

• Divide between the consonants. • vc.cv

rab.bit bas.ket hap.py com.bine win.ter ter.mite

• In words with twin consonants, only one of them talks. rab.bit ten.nis les.son muf.fin kit.ten skil.let

Teacher note: In choosing your words, control for syllable types taught.


vcccv and vccccv • If the student can see the blends or the clusters, divide between the

blends or clusters. hun.dred sub.tract sub.scribe pump.kin

• If the student cannot see the blends or clusters (this is not an exercise in teaching blends or clusters):

o Divide after the 1st consonant. o If this does not unlock a word you know, try dividing after the

2nd consonant. o Why? Initial blends are more common.

pum.pkin versus pump.kin

vcv

• Has more than one division option. • Where you divide determines the vowel sound in the 1st syllable.

• v.cv is the more common pattern. • However, unless it is a common prefix, students tend to prefer trying

vc.v first. I suspect this is because vc.cv division has become automatic (hopefully).

v.cv

• Divide before the consonant. • The 1st syllable is open, so vowel says its name.

ti.ger tu.lip ra.ven to.tal vc.v

• Divide after the consonant. • The 1st syllable is closed, so vowel says its sound.

cam.el cab.in lem.on sev.en

It is irrelevant as to which they do first (v.cv or vc.v). The important point is the need to try both methods until a familiar word is found.


Consonant + le • Identify the consonant + le syllable. • Starting with the final e in the pattern, count back 3 and divide.

ta.ble Bi.ble pud.dle rip.ple pur.ple hur.dle noo.dle nee.dle

• s.tle and c.kle

o Uses the same division pattern of counting back 3 to divide. o The letter t in s.tle is silent.

whis.tle cas.tle

vv • Divide between the two vowels. • If they are not common vowel teams, divide between the vowels.

gi.ant du.al ne.on ra.di.o cha.os sta.di.um • When all else fails, divide between the vowels.

cre.ate di.et po.em


Crazy i “Pattern” (Officially, it is a Latin connective used to connect the affix to the root.)

• Letter i often appears as an open syllable within a word (i.e., a middle syllable).

• Usually divide the syllable after the i, than apply standard syllable division techniques to the balance of the word.

/ĭ/ before a consonant

“ĭ ĭ ĭ ĭ ĭ ck” a consonant is coming.” A.mer.i.ca an.i.mal pres.i.dent hos.pi.tal crim.i.nal res.i.dent

/ē/ before a vowel

“ē ē ē ē” here comes a vowel.” ra.di.o cur.i.ous fur.i.ous im.me.di.ate pre.vi.ous ser.i.ous

Unless an l or n immediately proceeds the i, then the i says /y/. (Advanced language concept. Through 2nd grade, these are taught as memory words.)

stal.lion bril.liant un.ion on.ion mil.lion Cal.i.for.nia


Suffix Chop Challenges

Background Information

• Students may not recognize the base word as modified by the suffix. • They wonder about:

happi[ness citi[es tri[es runn[ing hopp[ing tapp[ing

• They may also think: hop[ing says hop rather than hope tap[ing says tap rather than tape

• Focus students on the letter(s) immediately before the suffix . y-rule • If letter i falls immediately before the suffix it was likely originally a y

that was changed to an i. hap.pi[ness ba.bi[es fun.ni[est

• The y retains its previous sound. happy — happiness baby — babies funny — funniest

1+1+1 doubling rule • If there are 2 consonants before a vowel suffix, the vowel says its

sound. hopp[ing tapp[ing scrapp[er fish[ing

e-drop rule • If there is 1 consonant before a vowel suffix, the vowel likely says its

name. hop[ing tap[ing scrap[er


Student Instruction Reading base words changed by suffix addition:

• Chop off the suffix. • Read the base word considering:

o If it ends with the letter “i,’ the “i” was likely a y before the addition of the suffix (e.g., supplied, buried, babies).

o If there are 2 consonants before the suffix, the vowel in the base word is likely short (e.g., cracked, lumps, messing).

o If there is 1 consonant before the suffix, the vowel in the base word is likely long (e.g., baked, joking, drives).

o If it is a two syllable word, it is possible that the vowel is short. Be prepared to flex the vowel (e.g., admitting, benefiting, dictating, permitted, limited, contrived).

• Add the suffix. • Read the entire word.


Schwa (ə) and Accented Syllables

Background Information

Schwa Teaching objective:

• All vowels can make the schwa sound. • Students will usually pronounce the syllable as spelled and then

automatically correct/synthesize to the schwa sound. • Our objective here is to build familiarity with the word schwa and its

related sound. The goal is for students to know how to correct when prompted for the schwa sound.

Reading procedure:

• Divide the word into syllables using the script. • Pronounce the syllables as spelled. lĕs•sŏn • Pronounce with a schwa sound. lĕs•sən • Ask: which one sounds correct? lĕs•sən • The letter o in the word lesson is the schwa sound of a gentle /ŭ/. • Once introduced suggest: If the word doesn’t sound right, try

substituting the schwa /ə/ sound for one of the vowels. Spelling procedure:

Identifying the vowel in unaccented syllables is one of the bigger challenges we face when spelling. You can’t trust the sound when the voice goes down.

• Except for memory words, all our spelling in OG is phonetic. If there

are multiple spellings of the sound, we support the student in making the correct choice — /k/ as in cat.

• In words containing the schwa sound, there is no way for the student to know the correct choice other than through visual memory.

• Therefore, when you give a spelling word which has a schwa syllable, pronounce the word first with the schwa, then with clear letter sounds. Script: /lĕs/sən/ is spelled /lĕs/sŏn/.

• Continue with procedure for spelling 2 syllable words, exaggerating the vowel in the schwa syllable /sŏn/.


When the student spells the schwa sound with the letter u, suggest: Well done that vowel does say /ə/. In this syllable it is spelled — pronounce vowel clearly — saying /ŏ/ if it is the letter o.

Open syllable ending with the letter a: • at the beginning or end of the word, usually makes the schwa sound:

around about above alive amaze manila comma Alaska

Accented Syllables In most words of two or more syllables, one syllable is emphasized, stressed, or accented more than the others. The voice goes up a little and the vowel sounds are crisp and clean in the accented syllable.

Say: ba•NA•na Can you hear the syllable you stress? Accents can be very hard for some children (and adults) to hear. A technique for hearing the accent:

• Pronounce the word in the manner you would use when calling your dog. The syllable you stress or hold longer is the accented syllable.

• Call your dog: na•tion sis•ter co•mo•tion com•pu•ter ex•pan•sion kind•ness pa•rade com•ma en•er•get•ic mag•a•zine

Teacher note: Placement of accents can change the pronunciation, part of speech, or meaning.

noun verb con’•tract con•tract’ reb’•el re•bel’ pres’•ent pre•sent’


Student Instruction — Schwa

Step 1: • In words of more than one syllable, often the vowel sound in one of the

syllables is not said clearly. • When we chunk and read words, often we just automatically synthesize

or adjust this sound. o /lĕs/ŏn/ synthesized and pronounced /lĕs/ən/ o /găl/ŏp/ synthesized and pronounced /găl/əp/

• This unclear vowel sound is gentle /ŭ/ or /ĭ/ sound. • Schwa sound written as ə. Step 2: • Sometimes the word is not so easily synthesized. • When that happens, we need to stop and try the syllables with the schwa

sound seeing if this unlocks the word. • Which is correct:

atlas /ăt/lăs/ /ət/lăs/ /ăt/ləs/ anthem /ăn/thĕm/ /ən/thĕm/ /ăn/thəm/ canvas /căn/văs/ /cən/văs/ /căn/vəs/

• If the word doesn’t sound right, try substituting the /ŭ/ or /ĭ/ sound.

Step 3: • In the some dialects (including Indiana), we make the schwa sound two

ways: • gentle /ŭ/ and /ĭ/. • Do you say /bas/kŭt/ or /bas/kĭt/?


Suffixes Definition:

• A suffix is a letter, letters, or syllable added to the end of a word. • It may alter the meaning, or change the part of speech. • There are two types — vowel suffixes and consonant suffixes.

o Vowel suffixes begin with a vowel. -ed, -ing, -er, -est, -able

o Consonant suffixes begin with a consonant. -ly, -ful, -ness, -tion, -sion

• 58% of words contain these prefixes: un-, re-, in-, dis- • 60% of words contain these endings: -ing, -ed, -s, -es • The next most common endings are: -ly, -er/-or, -sion/-tion, -ible/-

able, -al, -y, -ness.

Suffix –es • Nouns and verbs ending in sh, ch, s, x, z form plurals by adding –es. • When -es is added there is a recognizable sound difference from the –s.

o With the addition of the vowel you are adding another syllable. o Try saying glass with the addition of -s (glasss) rather than –es.

It can’t be done. The 2 hissing sounds merge into 1.

• For nouns and verbs ending in y after a consonant: o change the y to i. o add –es.

A jingle to help with memory…

• Put your left hand out, palm up and say… o When a word ends in a….ch

• Put your right hand out, palm up and say… o ….sh

• Turn your left hand over, palm down and say… o ….s

• Turn your right hand over, palm down and say… o ….x

• Cross your chest with both arms and say… o ….z o ….add –es, and you’ll please me!


Suffix –ed • –ed is added to verbs to indicate the action happened in the past. • –ed is pronounced 3 different ways, depending on the base word.

/əd/ or /ĭd/ /d/ /t/ • Regardless of the sound you hear, if the word is a verb and you are

expressing that the action happened in the past, always use –ed for spelling. Think meaning!

• If needed, discuss frequently that verbs are action words. Use examples of words that are verbs and are not verbs.

-ed says /əd/ or /ĭd/ after base words ending in the letter d or t and adds a syllable.

landed melted printed hunted acted tested

-ed says /t/ after base words ending in an unvoiced sound — unvoiced to unvoiced.

rushed thanked pinched asked jumped rocked

-ed says /d/ after a base word ending in a voiced sound — voiced to voiced.

played smelled scanned throbbed plugged stayed

Teacher notes: • Reading implication: Often, once students learn the proper use of /əd/ or

/ĭd/, they will automatically choose the correct pronunciation of /d/ or /t/. • Spelling implication: Use the word verb. Students need to know this

word and what a verb is! Explicitly teach that –ed is the only spelling choice to indicate “happened in the past.” Meaning!


Voiced and Unvoiced A voiced sound is one in which the vocal cords vibrate. An unvoiced sound is one in which they do not vibrate. If you place your the fingers over the voice box (i.e. the location of the Adam's apple in the upper throat), you can feel the vibration when a voiced sound is produced. For example, pronounce the letters “s” and “z.” You should feel a vibration when you pronounce zzzz, but not when you pronounce ssss.

Voiced = -ed as /d/ Unvoiced = -ed as /t/ /b/ /g/ /j/ /z/

/th/ as in them /l/

/m/ /n/ /r/ /v/

/zh/ all vowel sounds

/p/ /k/

/ch/ /s/

/th/ as in thin /sh/ /ng/ /nk/


Suffix Addition Rules Just add

• boy + s = boys • farm + er = farmer • fish + ing = fishing

Stop and think

• 1+1+1 doubling rule • e drop rule • y rule

1+1+1 doubling rule When adding a vowel suffix to:

• 1 syllable word with • 1 vowel • 1 consonant after the vowel • double the final consonant.

drop + ed = dropped run + ing = running sad + est = saddest

Teacher note: The letters w and x are never doubled.

e-drop rule When adding a vowel suffix to:

• a word ending in a silent e (not just magic e) • drop the silent e.

bake + ing = baking bike + er = biker nurse + ing = nursing

Teacher notes:

• There are exceptions to e-drop rule. o Retain the e to preserve the soft c or g sound.

noticeable courageous o Retain the e to preserve the identity of the base word.

shoeing


y rule • Just add the suffix:

o when the word ends in vowel+y or o the suffix begins with an i (You don’t want two eyes l king at

you.). boys played turkeys trying flying funnyish

• Else, change the y to i and add the suffix. cities cries plentiful fries babies daintiest

• Exceptions: skiing taxiing busyness

• See suffix –es.


Fluency Fluency is the ability to read a text accurately and quickly. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking. Fluent readers do not have to concentrate on decoding the words and can focus their attention on meaning. They can make connections among the ideas in the text and their background knowledge. In other words, fluent readers recognize words and comprehend at the same time. Reading rate comprises both fluent identification of individual words and speed and fluidity with which the student moves through connected text. As children practice, they come to recognize larger and larger numbers of words by “sight” without having to sound them out. Well practiced words are recognized automatically, which implies that recognition occurs very quickly and with little cognitive effort. The automaticity with which a reader can recognize words is almost as important as word reading accuracy. It is not enough to get the word right if a great deal of cognitive effort is required to do so, because the effort and attention involved in decoding or guessing from context, distract the reader’s attention from building meaning. (Torgeson et al., 2006) Factors most strongly influencing oral reading rate in struggling readers (Torgeson et al., 2006):

• Speed of decoding processes used to identify unknown words. • Proportion of words in a passage that can be recognized “by sight.” • Variations in speed with which “sight words” are processed. • Use of context to speed word identification. • Speed with which word meanings are identified. • Speed with which overall meaning is constructed. • Differences in relative value a child places on speed vs accuracy.

Single most important factor limiting the reading fluency of children with reading difficulties is the limited size of their sight word vocabulary. It is the necessity of slowing down to decode the word that most effects fluency.


Goal of Fluency Reading must make sense • This principle must be taught explicitly. • Reading “faster” must not be allowed to override this principle. • Fluency (and resulting wcpm) develops through reading smoothly and

automatically.

How is Fluency Built? Fluency develops from reading practice

• Repeated oral reading with feedback and guidance leads to meaningful improvement.

o True for good readers as well as those who are experiencing difficulties.

o Has a clear impact on reading ability of non-impaired readers through at least 4th grade.

• Fluency is not achieved at one point in time, but increases with practice over a long period time

• Young children who gain just enough skill early on feel drawn to reading that consolidates the interconnections of their reading mind. They read a lot of easy redundant things because they can. They love it because they can do it.

• Students reading passages orally, multiple times while receiving guidance or feedback from peers, parents, or teachers is effective in improving a variety of reading skills. Source: Report of the National Reading Panel: teaching children to read, April 13, 2000

The mind cannot attend to everything at once

• Begins with effortful reading o all available attention expended in letter, letter-pattern, and

word recognition o little available for comprehension or self-monitoring o by using known sound-symbol correspondences and phonological

sensitivity, the student approximates the pronunciation of the unknown word


o this approximate pronunciation combined with available contextual clues enables the reader to determine the correct pronunciation

• With instruction and practice, reading develops into reliable accuracy o 4 to 14 repetitions for average young readers o more than 40 for those with reading disabilities

• Further practice leads to automatic word skills, basic fluency begins to develop freeing the brain for error correction and comprehension


Methods and Means for Building Fluency The important components include: • dedicated time for practice — 7-10 minutes daily, • appropriate pacing — needs to be quick and energetic, • text selection:

o use both controlled (fair) and trade text, o text level should be not too easy and not too hard, but at the

independent level, • and targeted review of high frequency words to automaticity is essential. Word work:

• There is no strategy that compensates for difficulty in reading words accurately and fluently – if you can’t read word lists and sentences fluently, you also cannot read connected text fluently

• Work with letters, word parts, words, phrases and sentences – take instruction beyond accuracy at every step

• Reading words in isolation (word lists) is supported by the research as an important element in developing fluency

Connected text sequence:

• Weekly cycle • Introduction of a short passage • Read aloud – model good reading (I do) • Discussion of the content • Choral reading (We do)

o Student reads or attempts to read a text, while at the same time, hearing a more fluent reading of the same text by classmates and the teacher

• Paired reading (We do, You do) o A more able reader and a less able reader sit side by o In unison, the pair reads the text aloud for 10 to 20 minutes o The more able reader adjusts to match the reading pace of the

less able reader • Word study (We do, You do) • Home practice (You do) • Performance (You do) • Final rereading before the introduction of the next passage


Other supports: • Recorded materials may be particularly good for the EL student • Do both wide and deep

o wide – when finished, move on to the next passage o deep – reread until it can be read with some degree of fluency

and prosody same passage different passage using the same skills – i.e., short a text same passage but with different focus – pace, prosody,

punctuation, etc. • Poetry and Reader’s Theater often providing an engaging activity for

struggling readers


Fluency Related Points Round Robin Reading

• This long-standing method in which the teacher calls on students one-by-one to read orally isn’t supported by the research (or by student behavior and attention). Please don’t spend valuable class time in this activity.

Silent Reading

• The myth that students read more accurately silently than orally, is just that, a myth.

• And, how do you know? It is true that we can read more rapidly silently, but not more accurately.

• Additionally, during silent reading time, struggling readers may not choose well – the student may choose a text well below or well above their reading level.

Difficulty level:

• During fluency practice, controversy exists over the level of passages difficulty -- should it be challenging, moderately challenging, or easy.

• The ‘right’ answer may depend on the age, other characteristics of the learner, and the specific level of reading skills.

Expressiveness or prosody:

• Paraphrasing, retelling, summarizing, comparing, predicting, etc., are more potent indicators of comprehension than prosody.

• Controversy remains over the role of prosody. • While expressiveness obviously helps listeners when being read to,

when the student is the one reading, it is not clear whether it actually facilitates understanding or whether it merely reflects understanding. In other words, is the fact that the student understands the text what allows the reading to occur with prosody or does the reading with prosody lead to understanding?


Stages of Fluency Print Concepts • Student tracks left to right, top to bottom naturally, without pausing to

determine directionality. • Student develops an understanding of one-to-one correspondence of

written and spoken words, although not yet able to decode the words he/she is tracking.

The dog ran after the cat. The dog ran fast, but the cat ran faster.

Letter Naming Fluency –LNF • Student names letters in random order, building fluency of orthographic

skills

d m p O a R x n H w Q z e L I

Sound Fluency – NWF/CLS • Student recognizes and produces the sounds of letters with automaticity.

hub wid lan rep ix

Word-Level Fluency • Student whole-word read lists of words Decodable, pattern-based words

catch match switch fetch latch pitch Phonetically irregular words

said they are was two says


Phrases • Students read 3-4 word phrases with expression and automaticity. • Phrases are a combination of high-frequency and decodable patterns

taught.

they were here by their house down the hall off the log

Sentences

• Students read decodable sentences

My dad sat in the van. The rabbit hopped off the log and dashed away.

Connected Text • Students read decodable passages with expression and automaticity. • Phrases are a combination of high-frequency and decodable patterns

taught. • Once students have reached grade-level fluency targets, trade text may

be substituted for decodable text.

As I walked up the driveway to my house, I could tell Grandma was finally here. The smell of her cooking drifted from the windows and greeted me as I entered the yard. I was so excited to see her, I nearly dropped my backpack as I ran to the porch.


DIBELS – Word Analysis 1st Grade EOY 2nd Grade EOY P 1 P2 P3 P 1 P2 P3

red

red 18 16 16 27 29 19

basic

closed 11 10 6 18 10 18 s/z/ 1 0 1 1 1 4 open 3 1 0 7 1 6 sv pointer 1 0 2 4 0 2 magic e 1 7 3 7 5 7 sv exception 4 1 0 0 0 5

inte

rmed

iate

bossy r 0 4 0 2 8 1 vowel team basic 1 0 5 1 3 0 compound 2 1 1 0 1 1 vccv 1 1 4 4 4 3

othe

r

vowel team 2 8 1 6 9 5 multi-syllabic 5 2 4 8 8 5 other 1 0 1 0 0 0 contraction 0 0 0 0 0 0

PN

Proper Noun 3 0 2 4 0 7

54 51 46 89 79 83 Type Red 50 33% 75 30% Basic 52 34% 96 38% Intermediate 20 13% 28 11% Other 24 16% 41 16% Proper Noun 5 3% 11 4% Total 151 100% 251 100%

Frequency 1st 400 110 73% (50% 1st 100) 178 71% (50% 1st 100) Basic+intermediate 16 11% 35 14% Proper Noun 5 3% 11 4% Other 20 13% 27 11% Total 151 100% 251 100%


Cognitive Model

Developing Automatic Words

NICHD Finding on Repetitions Needed to Turn an Unknown Word into an Automatic Word

Type of Learner Number of Repetitions

Most Able 1 or 2

Average 4-14

Least Able 20 or more

Adopted from Kathryn Howe (2004)


Adjusted DIBELS Targets


DIBELS Benchmarks


Hasbrouck and Tindal Oral Reading Fluency


Whole-Word Reading Importance

• Sound by sound blending is ineffective when a word is more than five

phonemes long. /k/ə/l/ă/p/s/ /p/ā/t/r/ə/n/

• Pushing students to read syllables is an important step towards reading

base words with suffixes and multisyllabic words. /kəl/ăps/ /pā/ trən/

• The DIBELS Nonsense Word Fluency (NWF) measure is not about building

students repertoire of make-believe words. It’s about getting students in the habit of relying on their sound-symbol knowledge to decode words. After all, most words are made up of syllables that would be total nonsense if they stood alone.

bas ket fab ric nap kin

• The goals for NWF change to measure progress through the stages of

blending. NWF K:MOY K:EOY 1:BOY 1:MOY 1:EOY

CLS

Blue 30 46 46 72 80 Green 17 28 27 43 58 Yellow 8 15 18 33 47

WW

R Blue 7 10 10 22 25

Green 0 0 1 8 13 Yellow 0 0 0 3 6

• DIBELS composite scores are computed based on weighted values for

these measures. See handouts.

Note: Correct administration of NWF is critical for ensuring accurate scores. Make sure you are familiar with scoring protocols so that students receive credit for whole-word reading.


Strategies to Support Whole-Word Reading 1. Drag the sounds together – don’t segment.

Tip: This is easier with sounds that are glides (s,m,f) than stops (t,p,b).

/s/u/n / is easier to drag than /t/o/p/

2. Go back to blending two phonemes. /i/t/ /u/p/ /o/n/

3. Add phonemic awareness drills to work on priming the ear for blending.

Play Guess My Word: “Listen, I am going to say some sounds. When I put my hand out, I want you to say the word.”

/b/o/x/ /m/e/ss/

4. Students should not wait until they have mastered all their letters before they work on blending. Have them blend the known sounds.


Blending Stages

Decoding Phonological Awareness

1. Onset and Rime /c/ap/ /b/ug/ /r/ide/

1. Words to Compound Words /cow/boy/ /mail/box/

2. Two Phoneme Syllables

/m/e/ /g/o/ /h/i/ /u/p/ /i/f/ /a/t/

2. Syllables to Words /van/ish/ /cab/in/ /car/pet/

3. Three Phoneme Syllables: /s/i/t/ /y/e/s/ /m/a/p/

3. Onset and Rime

/pl/ay/ /s/ack/ /l/ight/

4. Four Phoneme Syllables: /b/r/a/g/ /c/r/i/b/

4. Phonemes

/t/a/g/ /w/i/sh/ /l/o/g/


Lesson Procedures Fidelity to Lesson Procedures

• Consistent delivery of daily lesson plan procedures is a critical component to the success of a lesson. Fidelity to lesson plan procedures ensures that:

o students are not bogged down by unclear directions or managing multistep directions.

o students can focus their mental energy on attending to the new lesson content.

• Use old procedures to learn new content. • Use old content to learn new procedures.

Maximizing Student Engagement

• Student engagement is maximized when the pacing of instruction is challenging enough to maintain interest, but slow enough to avoid creating frustration or confusion.

• Each procedure has a purpose for teaching, coaching, or reinforcing instruction. Lesson procedures should not be skipped or eliminated.

• Students must engage and participate in each lesson procedure. Teacher notes:

• Scale back on the content (e.g. reduce the number of words read) in a given lesson component in order to fit the time allotted.

• Maintain lesson pacing so that all components are taught each day.


New Phoneme/Grapheme Intro New

1. Show students the new grapheme. 2. Name the letter(s) and produce the sound. 3. Students repeat the sound. 4. Provide the keyword for the sound (found on the back of the card). 5. Students repeat keyword. 6. Students skywrite or trace the grapheme 3 times.

o Teaching ea = /ē/ as in eat o Students skywrite ea and say “/ē/ as in eat” — 3 times

Place Value

• Some phonemes have multiple spellings. • At times, the placement of the phoneme within the word determines

the correct grapheme choice (oi vs oy). • When this occurs, teach correct usage (oi at the beginning or middle of

a word or syllable, -oy at the end). • Insert this instruction between steps 5 and 6.


b Checker Classroom Method — Use Card Deck 8 for support

• Ask the children to hold up their left hand with their fingers touching and their thumb extended straight out to the side.

• This is a built in b checker. • Teacher models:

1. Display the letter b. 2. Line up your hand so that the index finger rests on the stick of

the letter b. 3. Point out that if the ball of the b sits on the thumb, it is a b.

1. Display the letter d. 2. Line up your hand so that the index finger rests on the stick of

the letter d. 3. Point out that if the ball does not sit on the thumb, it is not a b.

Teacher notes:

• We use the language b and not a b. • We do not say it is a d. • This allows for it to be another letter — d, p, q, •

“b” “not a b”

b d


Basic Deck Visual Drill

1. Display card and tap to prompt for choral response. • Card is tapped once for each known sound. • When the students have learned multiple known sounds, the card is

tapped one time for each sound learned. 2. Students produce the sound(s) for the card. Miscues or Blocks

• If students miscue or block, use the following steps. • Proceed through the steps only as far as necessary to unlock the

sound.

1. Point to the grapheme. Simply calling attention to it may be enough. 2. Prompt students to trace the grapheme – if tracing taught. 3. Keyword

a. Ask students for keyword. b. Teacher provides keyword. c. Prompt for sound — so the sound is…

4. Lead the students in tracing or sky-writing the grapheme three times. 5. Place the card back in the deck to allow students to attempt again

during the same lesson.

Teacher notes:

• The visual drill is a review of previously taught sounds. • It is an exercise for students to build automaticity. • The teacher should be silent to maximize the opportunity to hear

student responses.


Picture Deck Visual Drill

Display the picture card and prompt students to pronounce: • the letter name • the keyword • the letter sound

Picture Deck Tactile Drill

Display the picture card and prompt students to skywrite the letter while they pronounce: • the letter name • the keyword • the letter sound

Miscues or Blocks

• If students miscue or block, use the following steps. • Proceed through the steps only as far as necessary to unlock the

sound.

1. Point to the grapheme. Simply calling attention to it may be enough. 2. Prompt students to trace the grapheme. 3. Keyword

d. Ask students for keyword. e. Teacher provides keyword. f. Prompt for sound — so the sound is…

4. Lead the students in tracing or sky-writing the grapheme three times. 5. Place the card back in the deck to allow students to attempt again

during the same lesson.

Teacher notes:

• The visual drill is a review of previously taught sounds. • It is an exercise for students to build automaticity. • The teacher should be silent to maximize the opportunity to hear

student responses.


Blending Drill 1. Sort cards into three piles during the visual drill, see card back for

placement. 2. Display card piles for students.

• Consider using the chalkboard ledge, pocket chart, or document camera.

3. Touch each card with blending fingers prompting students to produce the sound.

4. Slide finger under the nonsense word prompting students to blend the sounds and pronounce the word.

5. As students progress, encourage whole-word reading vs sound-by-sound blending by eliminating Step 3.

Miscues or Blocks • If students miscue or block, use the following steps. • Proceed through the steps only as far as necessary to unlock the

sound.

1. Isolate the grapheme miscued or blocked, pointing to the grapheme or covering other graphemes. Simply calling attention to it may be enough.

2. Prompt students to trace the grapheme. 3. Keyword

a. Ask students for keyword. b. Teacher provides keyword. c. Prompt for sound — so the sound is…

4. Provide the phoneme. 5. Keep the card missed in position for a few more words.


Words to Read 1. Display word list. 2. Students decode. 3. As warranted, provide additional support. Strategies include:

a. underlining specific patterns b. isolating vowels c. marking vowel sounds d. indicating syllable division

Repeated Readings and Extensions

1. Engage students in repeated readings of the word list to build automaticity through prompting.

a. Boys read column 2. b. If you like ice cream, read column 3 with me.

2. Prompt students to identify specific words in the list for vocabulary extensions. Use the vocabulary of instruction — synonym, antonym, homophone, homonym, verb, noun, adjective, etc.

a. Which word in row 1 is an antonym for angry? b. Which word in row 2 is a noun? c. Find the word in column 2 that is a verb and a noun.


Phoneme Segmentation

1. Direct students to look at Teacher to ensure they are hearing the correct sound.

2. Pronounce the word. 3. Students repeat the word. 4. Students segment the word into phonemes while tapping (left to right

on their non-writing hand) a phoneme on each finger.

Finger Spelling

The instruction seems pretty simple: • “Students segment the word into phonemes while tapping (left to

right on their non-writing hand) a phoneme on each finger;” • however, it sometimes feels like there are hazards around every

corner.

1. Blends — we recommend you segment the blend, putting one phoneme on each finger.

2. Welded sounds — like -ing, -ank, and -old — we teach as a chunk of one unit of sound, and we recommend putting all phonemes/graphemes on one finger.

3. Prefixes and suffixes — we also teach as a chunk or 1 unit. Again, we recommend putting all phonemes/graphemes on one finger.


Auditory Drill 1. Direct students to look at Teacher to ensure they are hearing the correct

sound. • Many sounds /m/ and /n/, /d/ and /t/ are very similar. • Visual cues aid in identifying the correct choice.

2. Produce the phoneme. 3. Students repeat the phoneme. 4. Students write the grapheme while quietly saying the sound again. 5. Display the correct grapheme. 6. Students check their work and correct if needed.

Miscues or Blocks

• Generally, miscue procedures are irrelevant as correct choice has been displayed.

• However, when working the room, before the correct choice is displayed, if many errors are noted:

1. Class the sound is … 2. Students repeat. 3. Provide the keyword.


Kindergarten Auditory Options Direct students to look at Teacher to ensure they are hearing the correct letter name, keyword, sound.

• Many sounds /m/ and /n/, /d/ and /t/ are very similar. • Visual cues aid in identifying the correct choice.

Letter

1. Say the letter name. 2. Students repeat letter name. 3. Students write the letter while quietly saying the letter name again. 4. Display the correct grapheme for students to check their work.

Keyword

1. Say the keyword. 2. Students repeat keyword. 3. Students write the letter represented by the keyword while producing

sound. 4. Display the correct grapheme for students to check their work.

Sound

1. Say the sound. 2. Students repeat sound. 3. Students write the letter while quietly saying the sound again. 4. Display the correct grapheme for students to check their work.

Position Steps Example

1. State the targeted position (beginning, middle, or end) of the phoneme students are attempting to identify.

beginning

2. Pronounce the word. sun 3. Students repeat the word and isolate

phoneme in the noted position. sun /s/

4. Students write the letter while quietly saying the sound again.

s /s/


Spelling One-Syllable Words 1. Direct students to look at Teacher to ensure they are hearing the correct

word. 2. Pronounce the word. 3. Students repeat the word. 4. Students segment the word into phonemes while tapping (left to right on

their non-writing hand) a phoneme on each finger. • When finger spelling a word with more than five phonemes,

students should start over on the same hand. • Blends — we recommend you segment the blend, putting one

phoneme on each finger. • Welded sounds — like -ing, -ank, and -old — we teach as a chunk

of one unit of sound, and we recommend putting all phonemes/graphemes on one finger.

5. Students write the grapheme while quietly saying the phoneme tapped on each finger.

6. Display the correct word. 7. Students check their work and correct if needed.

Miscues or Blocks

• Generally, miscue procedures are irrelevant as correct choice has been displayed.

• However, if the Teacher observes a problem before the correct word has been displayed, isolate the error and provide the keyword or prompt for spelling generalization.


Spelling Base Words with Suffixes

1. Direct students to look at Teacher to ensure they are hearing the correct word.

2. Pronounce the word. 3. Students repeat the word. 4. Teacher prompts for the base word. 5. Students segment the word into phonemes while tapping (left to right

on their non-writing hand) a phoneme on each finger. 6. When finger spelling a word with more than five phonemes, students

should start over on the same hand. 7. Students write the grapheme while quietly saying the phoneme tapped

on each finger. 8. Teacher repeats the word and prompts for the suffix. 9. Students add the suffix. 10. Display the correct word. 11. Students check their work and correct if needed.

Miscues or Blocks • Generally, miscue procedures are irrelevant as correct choice has been

displayed. • However, if the Teacher observes a class wide problem before the

correct word has been displayed, isolate the error and provide the keyword or prompt for spelling generalization.


Spelling Multi-Syllabic Words 1. Direct students to look at Teacher to ensure they are hearing the correct

word. 2. Pronounce the word. Example: fantastic 3. Students repeat word — fantastic. 4. Ask for number of syllables. 5. Students count syllables — 3. 6. Teacher confirms and asks students to draw a horizontal line for each

syllable. 7. Students draw lines to represent the number of syllables in the word.

__________ __________ _________ 8. Repeat word, asking students to repeat and spell each syllable.

fan tas tic 9. Teacher asks students to put syllables together and read the word. fantastic 10. Display the correct word. 11. Students check their work and correct if needed.

Teacher notes: • Multisyllabic words can be complicated for students because of the

schwa sound in unaccented syllables. • Mispronounce the word, when necessary, to exaggerate the correct

vowel spelling for the schwa syllable. • When students are unsure which vowel spelling is producing the

schwa, they should use the letter u as a default spelling (and be proud of the accomplishment).

• See Schwa and Accented Syllables.


Spelling Rule 1. When applicable, teacher links new rule to familiar rule or pattern. 2. Name the rule.

Example: 1+1+1 Doubling Rule or E-Drop Rule 3. Explain how the rule works and model applying the rule. 4. Students spell the words while verbalizing the steps in the process. 5. Students read lists of words containing the new spelling rule. 6. Students summarize with a partner or with the teacher the new syllable

concept. 7. When applicable, select a student to summarize the rule for the class.


Sentence Dictation 1. Direct students to look at Teacher to ensure they are hearing the correct

words. 2. Say the sentence with expression. 3. Students repeat the sentence with expression. 4. Teacher and students say the sentence together, tapping out each word.

• Tapping words out in a sentence helps correct common auditory errors, such as hearing and writing haf to versus have to.

5. Teacher and students say the sentence again with expression. 6. Students write the sentence on their SRS. Teacher is silent. 7. Students are prompted to check the sentence using COPS. 8. Display the correct sentence. 9. Students check their work and correct if needed.

C.O.P.S 1. Display C.O.P.S. card. 2. Prompt students to check their sentence for correct:

• Capitalization • Order (of words in the sentence) • Punctuation • Spelling


High Frequency Words

1. Introduce 1-3 new words per session. 2. Teacher displays word. 3. Teacher extends hand prompting students to repeat. 4. Teacher directs students to look at the word and to trace while saying

the name of each letter. Teacher directs students to pretend to underline while saying the word.

5. Teacher has students repeat procedure in step four 3 times. 6. Teacher repeats the new word. 7. Teacher extends hand prompting students to repeat. 8. Teacher introduces next word. 9. Teacher states that new words will be added to the review deck. 10. During each session, quickly review the student’s review deck. 11. Retire words once automaticity has been achieved. Periodically review

retired words.

Multi-syllabic Words

1. Teacher displays word, chunking the words into syllables. • con.so.nant

2. Teacher reads syllable chunks, swooping under each syllable. • con.so.nant

3. Teacher reads entire word.

• con.so.nant

4. Teacher points to the chunks prompting students to read each syllable, then the word.

5. If additional support is needed, isolate the problematic syllable. Trace the letters and pronounce the syllable.


Memory Words New

1. Display new memory word on an index card and pronounce. 2. Students repeat the word. 3. Spell the word without finger spelling it (memory words are never

finger spelled because they are phonetically unfair). 4. Students repeat the spelling of the word as the teacher points to each

letter in the word. 5. Address the meaning of the word, when applicable. 6. Teacher and students skywrite the word together 3 times, naming each

letter and pronouncing the whole word. 7. Students far point copy the word 1 letter at a time on their SRS

(simultaneously naming and writing the letter). 8. Students write the word 3 more times on their SRS while whisper

spelling. 9. Students skywrite the word with eyes open 1 time.

10. Students skywrite the word with eyes closed 1 time. 11. Students cover the word that they wrote 4 times on SRS and write the

word again on the SRS. 12. Students uncover the word written 4 times and check their brain.

Review Memory Words Kindergarten and 1st Grade

1. Spelling: Review 2 words — word selection provided in lesson plans. a. Say the word. b. Students repeat and write.

2. Reading: Use flash deck. a. Teacher displays card. b. Student reads for automaticity. c. If missed, reteach the word and leave it in the flash deck.

2nd Grade 1. Review 2 words. 2. Retire after 3 correct spellings. 3. Periodically review the retired words.


Syllable Pattern 1. Name the new syllable pattern. 2. Explain the rules of the new syllable pattern, paying special attention to

the way the new pattern influences the vowel sound. 3. Model how to mark the vowels and consonants to reinforce the new

pattern. 4. Practice reading syllables that follow the new pattern, monitoring for

accuracy. 5. Teacher and students sort syllable cards into piles according to their

syllable pattern. 6. Students take turns reading the cards that have the new syllable pattern

written on them. • Teacher should carefully control the syllable cards provided to only

include the new syllable pattern and syllable patterns previously taught, or provide a pile for non-examples

• Do not include r-controlled syllables when teaching closed syllables. • r-controlled syllables should be included only after you have directly

taught the concept. 7. Students summarize with student partner the new syllable concept. 8. When applicable, select a student to summarize for the class.


Syllable Division Rule See scripts in syllable section.


Affixes Intro New

1. Display the new card. 2. Pronounce the card and provide the meaning when relevant. 3. Students repeat the sound and the meaning (if provided). 4. Students skywrite or trace the morpheme 3 times while producing the

sound and meaning (if applicable) each time.

Teacher notes: • Use oral language exercises to reinforce understanding. • Teach through example.

rewrite = write again review = to view/look at again

Language evolves and the meaning links can get muddy. For example, the meaning of the word important when literally evaluated leaves one wondering — not, carry, one who? So, word selection to illustrate your teaching point is always “important.”

Visual Drill

1. Display the morpheme card and tap to prompt students for choral response.

2. Students pronounce the morpheme and provide the meaning (if applicable).

Miscues or Blocks

• If students mispronounce the affix: o Teacher provides word example(s) and see if they can extract

pronunciation. o Trace 3x — while whisper spelling affix, pronouncing, give

meaning. • If the students block on the meaning, give series of words and practice

applying meaning. • Place card back in the deck to allow students to attempt again during

the same lesson.


Words to Read 1. Teacher displays word list. 2. Students decode. 3. When appropriate, teacher prompts students to demonstrate

understanding of the meaning of the word (misunderstood = wrong understanding).

Teacher notes:

1. As warranted, provide additional support. 2. Strategies include: underlining specific patterns, indicating syllable

division, isolating vowels, marking vowel sounds, etc.

Repeated Readings and Extensions 1. Teacher prompts students to identify specific words in the list for

vocabulary building: a. Which word in row 1 means without care? (careless) b. Which word in row 2 is a person who does something?

(geologist) 2. Teacher engages students in repeated readings of word list to build

automaticity.

Teacher notes: • Use the vocabulary of instruction — synonym, antonym,

homophone, homonym, verb, noun, adjective, etc. • It is important for students to become automatic in this language.

Automaticity only develops from repeated exposure/use.


Fluency Strategy — 1 on 1 Method

1. Provide student passage — 1 to 2 minutes. a. If student has already reached some level of automaticity, begin

with student reading solo for 1 minute. b. Tutor reads with expression or uses tutor-led stop and go reading

for one minute. c. Choral read for 1 minute.

2. Discussion to emphasize the importance of making meaning from text — 1 minute.

a. Student shares, in one or two sentences, understanding of the story.

b. Tutor poses a higher order thinking question for student to address.

3. Partner Reading — 3 minutes. a. Student reads passage for 1 minute. b. Tutor underlines any non-automatic text and marks the final word

read. c. Tutor returns the marked passage to the student and reviews any

non-automatic words. d. Tutor challenges student to read further (not faster) than the prior

attempt. e. Student rereads passage for 1 minute, now reading from the

marked passage with cues of troubling areas. Student marks the new stopping point.

f. If time permits, read passages a third time marking stopping point.

4. Student and tutor choral read the passage. If student reading is not smooth, perhaps choppy, practice alternating sentences or paragraphs. Challenge the student: “Can you read like this?” — 1 minute.

5. Student/tutor marks progress sheet.

6. Student takes home the passage for further practice.


Fluency Strategy — Group/Whole-Class Method Struggling Readers

1. Preview any challenging words — posting word or pointing to the word in

text. “Class this word is …” If it is a particularly challenging word, it can also be good to break the word into syllables and pronounce each syllable.

2. Before reading begins, Teacher poses a question for later discussion. 3. Choral read:

a. First, Teacher reads, modeling rate and prosody. b. Then, students read silently — building confidence and decoding. c. Finally, choral read asking the students to keep their voice with

Teacher. 4. Discussion to emphasize the importance of making meaning from text.

a. Students turn and share with partner a quick understanding of the story.

b. Teacher re-asks question from step 2. Partners share. c. Teacher asks a student or two to share with the class.

5. Partner Reading: a. Student A reads with assigned Student B, each taking a turn

reading for 1 minute. b. Partner returns the passage to the reader after marking the final

word read. c. Teacher challenges students to read further (not faster) than

the prior attempt. Each student rereads passage for 1 minute, Reader marks the new stopping point.

d. If time permits, read passages a third time marking stopping point.

6. Class choral reads the passage — 1 minute. 7. Echo Reading — as time allows.

a. Teacher reads a short segment — sentence or paragraph. b. Students echo or mimic teacher. c. As the Teacher you can do multiple sentences or multiple ways

to express the same sentence. d. Objective is prosody (i.e., smoothness, phrasing, punctuation,

feeling). 8. Students take home the passage for further practice.


Error Correction The goal of error-correction is to support students in applying previously taught skills to become increasingly independent and to prevent students from Teacher simply points to the error. Quick and simple error-correction procedures are essential • Support students in correcting the error on their own through:

o isolating the error o cuing with simple prompts o providing the correct sound/spelling/rule only as a last resort o supporting students in applying the correct information and

attempting the task again • Avoid the temptation to reteach a skill or concept

o limit teacher-talk o support only until the correction is made and move on o note patterns in errors, when applicable, to address in instruction

later

b-Checker • b and d confusion is a very common error. • Prompt students to use their b-checker (left hand) to determine if it is a b

or not a b (see b-checker page in manual). • Don’t prompt only when incorrect. If you do they learn to just switch to

the other choice. Occasionally ask b or d when the correct choice has been made.

• Additional handwriting support is provided by teaching letter formation of b and d differently


Sound by Sound Blending and Finger-Spelling • When letters in words are are inserted, deleted, or transposed:

o Reading correction: o point to the word for correction – often this is enough o prompt students to sound by sound blend the word o optional: prompting students to trace each letter while

blending may provide necessary multisensory support o Spelling correction:

o repeat the word o prompt students to isolate and tap out each sound in the

word on their spelling hand


Keyword Prompts

Reading Errors

• Prompting students with the appropriate keyword: o Isolate the error by covering the rest of the word or pointing to the

error (see highlighting). o Prompt with the appropriate keyword to help students unlock the

correct sound.

Correct Word

Student Says

Teacher-Provided Keyword Prompt

t own t one Very good – ow does say /ō/, what other sound does it make? If still not unlocked: here ow says /ou/ as in cow

f udge f udg i e dge says /j/ as in bridge p l u c k p l o c k u says /ŭ/ as in up

Spelling Errors

• Keyword prompts also support correcting misspellings of a specific sound 1. Isolate the error by covering the rest of the word or pointing to the

error (see highlighting). Always first ask if they know another way to spell the sound.

2. Prompt with the appropriate keyword to help students unlock the correct sound

Correct Word

Student Writes

Teacher-Provided Keyword Prompt

s o ap s ope Very good – o_e does spell /ō/, but in this word /ō/ is spelled as in boat

t h i r d t hu r d Very good – ur does spell /er/, but in this word /er/ is spelled as in bird

ma i n mane Very good – a_e does spell /ā/, but in this word /ā/ is spelled as in rain


Rule-Based Prompts

• Rule-based prompts to address syllable patterns, spelling generalizations, and position rules (for specific patterns) assist students in applying the appropriate sound when reading or pattern when spelling.

o Isolate the error by covering the rest of the word or pointing to the error (see highlighting)

o Prompt to assist students in identifying the correct syllable type or spelling generalization, providing the answer only if necessary

Reading Errors

Correct Word

Student Says

Teacher-Provided Rule Prompt

c ape c ap What does the e at the end do? (makes the a say /ā/)

l i c k l i k e What kind of syllable is this? (closed) So the vowel says? (its sound /ĭ/)

s na ck s nake What kind of vowel comes before –ck? (short vowel)

Spelling Errors

Correct Word

Student Writes

Teacher-Provided Rule Prompt

b i k e b i k What do we need to add to make the i say its name? (magic e)

b r i dge b r i j At the end of a 1-syllable word after 1 short vowel, /j/ is spelled _____.

c o i n c o yn Very good – oy does spell /oi/. Which spelling do we need for /oi/ in the middle of a word?

m i l l m i l FLoSS


Tools/Reference

Stick Vowels

aEIouY

Cats, kittens, ducks


Lesson Plan Options • 45 minutes lesson plan including both decoding and encoding.

Template follows. • 30 minute lesson plan alternating days between decoding and encoding

emphasis.

Component Time Day 1 Day 2

Dec

odin

g

Drills: Visual Blending

5 min 5 5

Old Review 3 min 3

New Review 3 min 3

Intro New 5 min 5

Oral Reading 7 min 7 7

High Frequency Words 5 min 5 4

Enco

ding

Auditory 1 min 1

Review 4

Intro New Phoneme/grapheme Words

4 min 4

Red Words 5 min 5

Total 45 min 30 30

• If encoding is addressed in a different part of the day, consider decoding

instruction only.


Lesson Plan Student(s): Date: Lesson: #

Decoding (30 min)

Drills (5 min):

Visual: Blending:

Old Review (3 min): choose one

Syllable types: Suffix chop: Multi-syllabic words:

New Review (5 min): Introduction New (5 Min):

Oral Reading (7 min):

Read:

High Frequency Words (5 min):

Introduce:

Encoding (10 min)

Auditory: Review (optional): Intro New:

• Phoneme/grapheme • Words

Red Words: Diagnostic/Prescriptive Notes:


Lesson Log Student/Group:_________________________________ Teacher:________________________

Date Lesson

# Review New Reading Passage

High Freq Y/N

Y/N

Y/N

Y/N

Y/N

Y/N

Y/N

Y/N

Y/N

Y/N

Y/N

Y/N

Y/N

Y/N

Y/N

Y/N

Y/N

Y/N

Y/N


Phonics Mastery Tracking Sheet Student(s):_____________________________________________Date:___________________ DIBELS:________________________________________________________________________

Basic

Ski

lls

sound by sound blending – 3, 4, 5+ phonemes/graphemes

whole word reading – 3, 4, 5+ phonemes/graphemes

a /ă/ /ā/ /a_e/ /are/ /ə/ b c /k/ /s/

d e /ĕ/ /ē/ /e_e/ /ere/ f

g /g/ /j/ h i /ĭ/ /ī/ /i_e/ /ire/

j k l

m n o /ŏ/ /ō/ /o_o/ /ore/

p q r

s /s/ /z/ t u /ŭ/ /ū/ /o͞o/ /u_e/ /ure/

v w x

y /y/ /ī/ /ē/ z sh

ch wh th /th/ /th/

ph

s blends, s clusters l blends r blends, shr, thr

beginning blends ending blends

al, a

ll,sv

poi

nter

s sv

exc

eptio

ns

-ss (read, spell) -ll (read, spell) -ff (read, spell)

-ck (read, spell) -tch (read, spell) -dge (read, spell)

al all

ang ing ong

ung ank ink

onk unk

ind old ild

ost /ōst/ /ŏst/ olt oll


boss

y r

ar /är/ /ûr/ or /ôr/ /ûr/ er /ûr/

ir /ûr/ ur /ûr/

basic

vow

el te

ams ai /ā/ ay /ā/ aw /ô/

ea /ē/ /ĕ/ ee / ē/ ie /ē/ /ī/

igh /ī/ oa /ō/ oe /ō/

oi /oi/ oo /o͞o/ /o͝o/ ou /ou/

ow /ō/ /ou/ oy /oi/

inte

rmed

iate

vow

el

team

s

syl

type

s open closed magic e

c+le bossy r vowel team

suffi

x ad

ditio

suffix chop doubling e drop

y to i and add -es y rule

pref

ix su

ffix

ed /əd/ /d/ /t/ s /s/ /z/ plural es /ĭz/ plural

er est ing

ly ‘s tion

sylla

ble

divi

sion compound vccv vcccv

v.cv vc.v schwa

c+le v.v


Accessing OG Lessons and Resources 1. Access materials at the MARooneyFoundation.org website

2. Select the OG Lesson Plans tab

Select the Professional Learning

Card Decks may also be downloaded

& printed


3. Select the appropriate grade-level folder(s)

4. Within each Grade-Level folder you will find: • Grade-level specific scope and sequence • Daily lesson plans • Instructional resources to support lessons

Note: Look for these additional resources in the tool Kit

• Assessment tools • Fry Words and Phrases PowerPoints and practice activities • Pattern-based word lists – Roll and Read • Literacy Station activities

Note: You do not have to download DropBox to access


Preparing for an OG Lesson Accessing Lesson Plans

• Locate the lesson plans needed on the MA Rooney Foundation website at MARooneyFoundation.org

• Go to the Professional Learning tab. • Select the OG Lessons folder. • Choose the appropriate grade-level folder. • Select and print the desired lesson.

Setting Up Your Classroom • Determine where students will sit for the visual and blending drill. Key

points to consider: o Students should be in close proximity to the teacher to allow the

teacher to see and hear students respond. (Carpeted area on the floor works well.)

o Students must be able to see the cards at all times. o Teacher needs a surface to organize discarded cards during the

visual drill that is large enough for three separate piles of cards. • Make sure there is enough desk/table space for all students to

complete the student response sheet components of the lesson. o Desk space should be in close proximity to a whiteboard,

document camera, or projector. o Students should be seated so that they can see the screen or

board (where student response sheets and text will be projected during the lesson).

Suggest you do prep for the entire week. See following strategy.


Materials Components Preparation

Prepare Card

Decks

Visual Drill

• Make sure the review cards are in your deck for the visual drill.

• Note whether picture deck and/or basic deck is needed.

New Phonogram

• Pull the new cards for the visual drill and set them in the NEW pocket.

Blending Drill

• Discard the cards that are not needed (tool cards, a-e, etc.) for your blending drill.

• Sort cards into appropriate piles as you place them from your visual drill (see card backs).

Word Lists

Review Reading

Option 1: 2nd grade & 1st grade, semester 2 • Write these words ahead of time on your

dry-erase board or chart paper. • You may opt to write suffixes in a different

color, underline new graphemes, etc. to provide more visual support.

Option 2: Kindergarten & 1st grade, semester 1 • Write the words one sound at a time,

(during the lesson) prompting students to read each sound and then blend the word.

New Reading

Passages Fluency • Copy fluency passages for the week. • Reserve a copy of each passage to display

on your document camera.

Student Response

Sheet

Auditory Drill (Form Specific)

• Create an answer key for each lesson using a SRS.

• Write key words for the bolded sounds on the SRS next to the grapheme.

• Write new and review spelling words on SRS.

• Write sentence on SRS. • Write new Memory word(s) on note card(s).

Review Spelling

New Spelling Dictation

HF Card Decks

Memory Words

• Create a flash deck from review memory word cards.

Additional Resources

Spelling Rule or

Syllabication

• Prepare additional teaching resources (as noted).

o practice sheets o syllable sort cards


Kindergarten Assessment Name:_____________________________________________ Date: __________________________

For the kindergarten assessment, use either the picture deck for cards a-z or the basic card deck cards a-z. To make recording easier, put the cards in the same order as listed below on the teacher recording document.

Letter Name Key Word Sound a /ă/ c f k e /ĕ/ g l p i /ĭ / b h m qu s o /ŏ/ d x n r t u /ŭ/ y j v w z qu sh ch th wh ck

Check the Deck Used for Assessment

Picture Deck ______ Basic Deck ______


Quick Phonics Screener Name:__________________________________________Date:__________________________ Assessor:_____________________ Teacher:______________ DORF & Date:________________

• Strike through errors. If possible, record what the student said. • Stop, indicating where, after 5 consecutive errors. Continue to next section.

Accuracy Fluent

Section 1: cvc and blends

ham jig cod mug bet

/15 Yes/No dash path thud chop when

stitch cluck swell brass ledge

Section 2: magic e

rake bone pile tube eve

/15 Yes/No spade flute prize stove snake

slope frame scrape stroke shrine

Section 3: bossy r

stern perk jerk fern perch

/20 Yes/No smirk shirt skirt firm dirt

church blur burst curb hurt

stark harsh storm march porch

Section 4: common vowel teams

grain gray clay paint sway

/15 Yes/No bleed speech dream sweep feast

throat float join groan joy

Section 5: suffixes

landed tested asked jumped pinched

/20 Yes/No brushes dishes smallest wishing taxes

hopping sloppy hotter filling lapped

filed muted taping useful piling

Section 6: vccv syllable division

admit intact runny absent until

/15 Yes/No compete combine ignore costume escape

permit confirm burden garden forgave

Overall: /100


Student:_________________________________________Date:_________________________ Circle one: I marked correct incorrect sounds.

a /ă/ /ā/ b c /k/ /s/

d e /ĕ/ /ē/ f

g /g/ /j/ h i /ĭ/ /ī/

j k l

m n o /ŏ/ /ō/

p q r

s /s/ /z/ t u /ŭ/ /ū/ /o͞o/

v w x

y /y/ /ī/ /ē/ z sh

ch wh th

Correct: /41

-ss -ll -ff

-ck -tch -dge

al all ang

ing ong ung

ank ink onk

unk

Correct: /16

ar /är/ or /ôr/ er /ûr/

ir /ûr/ ur /ûr/ ai /ā/

ay /ā/ ee /ē/ ea /ē/

oa /ō/ oi /oi/ oy /oi/

Correct: /12

Overall correct: / 69


Section 1: cvc and blends

ham jig cod mug bet

dash path thud chop when

stitch cluck swell brass ledge

Section 2: magic e

rake bone pile tube eve

spade flute prize stove snake

slope frame scrape stroke shrine


Section 3: bossy r

stern perk jerk fern perch

smirk shirt skirt firm dirt

church blur burst curb hurt

stark harsh storm march porch

Section 4: common vowel teams

grain gray clay paint sway

bleed speech dream sweep feast

throat float join groan joy


Section 5: suffixes

landed tested asked jumped pinched

brushes dishes smallest wishing taxes

hopping sloppy hotter filling lapped

filed muted taping useful piling

Section 6: vccv syllable division

admit intact runny absent until

compete combine ignore costume escape

permit confirm burden garden forgave


Works Consulted Birsch, Judith R. Multisensory Teaching of Basic Language Skills. Maryland: Paul H Brookes Publishing Co., 2011. Moats, Louisa C. LETRS. Boston, MA: Sopris West 2008. Rasinski, Timothy V., The Fluent Reader. New York: Scholastic Professional Books, 2010. Rome, Paula D. and Osman, Jean S. The Language Tool Kit. 1976: Educators Publishing Service, 2004. Scarbororough, H.S., Handbook of Early Literacy Research. New York: Guildford, 2001. Shaywitz, Sally. Overcoming Dyslexia. New York: Vintage Books, 2005. Torgeson, J.K. & Hudson, R. Reading fluency: Critical Issues for Struggling Readers,. Newark, DE: International Reading Association, 2006. Concepts and materials sourced from Dyslexia Institute of Indiana. Indianapolis, IN. Ron Yoshimoto, Fellow, AOGPE. Honolulu, Hawaii.

teacher training - m. a. rooney foundation · 1:1 to 1:4 (torgeson et al, 2001). • preventive...

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