1. Retraining Powerpoint for Telian Mnemonic Reading – Lively Letters and Reading Strategies

2. Can you read these words ???
sembopauddin
nowpolepsee
hoonerdorshun
jebbulating
chiggernautic
winnobaded
quorpinnetted
thimopowllin

3. Phonemic Awareness
The innate knowledge that discrete speech sounds (phonemes) constitute words
Manipulating sounds can create new words
Done through auditory mode - NO visuals

4. 8 Stages of Phonemic Awareness
Hierarchy from easiest to hardest
1) Phoneme Production/Replication
2) Phoneme Isolation
3) Phoneme Segmentation/Counting
4) Phoneme Blending
5) Rhyming
6) Phoneme Deletion
7) Phoneme Substitution
8) Phoneme Reversal – most cognitively and linguistically
challenging phonemic awareness task
SOUNDS AND LETTERS FOR READERS AND SPELLERS – Lessons already developed for these skills.

5. Ancay ouyay eadray isthay ??
Ethay ighesthay ormfay foay onemicphay warenessay siay igpay atinlay !!

6. The highest form of phonemic awareness
Can you read this?
The highest form of phonemic awareness
is Pig Latin !!

7. TELIAN MNEMONIC READING PROGRAM – Lively Letters
A Prescriptive Reading Program that can be Customized for each Student

8. Why Use Telian Mnemonic Reading ?
Telian utilizes imagery and mnemonics (creative memory tricks) to teach letter sound associations and syllable dividing rules.
Sound/symbol associations are taught through “partner sounds” – voiced/voiceless pairs.
Studies have shown that gains are greater when mnemonic techniques are used while teaching difficult concepts (such as phonics and syllabication), especially for those students with learning weaknesses.
(Mastropieri and Scruggs, 1991.)

9. Average Grade Level Gains
The chart below illustrates the results from the 1st pilot study done in Boston - TLC Reading done minutes daily for 30 sessions (6 weeks) - 1, 2, or 3 students in a group including cognitively delayed, visually impaired, bilingual, and dyslexic students)
Average Grade Level Gains

11. RESEARCH SHOWS:
To be a good reader, you must successfully and simultaneously use 3 skills:
Sound out words (phonics)
Recognize words immediately (sight words)
Read for meaning (comprehension)
A deficiency in any one of these areas could severely impair an individual’s overall reading ability.

12. STATISTICS – Why you need to teach Telian !
1 in every 5 children
is Dyslexic
(YALE Children’s Study)
According to NIH research, 80 percent of children with a Learning Disability have dyslexia. Dyslexia is the most common learning disability, however only 1 in 10 children with dyslexia will qualify for SPED.
The ability to sound out words and spell words depends on the ability to hear and discriminate sounds – to identify, count, and order sounds
An estimated 30% of our population as weak auditory processing skills which lead to:

13. “ROAST” Reading/Spelling Errors
Reversals – brit / birt
Omissions – brit / bit
Additions – brit / brint
Substitutions – brit / drit
Transpositions – brit / trib (was/saw on/no)

14. WHAT ROAST ERROR(s) do you see?
WORD / WORD READ
was saw
down brown
crib crid
baby daddy
on no
bet bat
bent bet
bet best
bat tab
bat at
stab bast
babies baby
bird bride

15. Why Use Nonsense Words (ALIENS) When Teaching Phonics ????
Rules out “guessing” at words
Rules out child already knowing the word by sight
Lets you know exactly which ROAST errors are being made by the child

16. MUSTS for Telian
Teach the child to be a good “detective” - tell the child to always be on the lookout for sounds and word parts that will trick him – he must keep his eyes open wide and look for clues.
Teach child to track sounds by using his finger every time a word is decoded or encoded – teacher should model this process – helps with visual tracking
Teach the child to blend sounds by “holding” the vowel sounds
Use ROAST in every lesson
Teach decoding and encoding in every lesson by using the following phrases:

17. “If this says ______________, what would this say?” (decoding)
“If this says ______________, make it say __________________.” (encoding)

18. BEGINNING TELIAN
Cut out stories and adhere to back of classroom- sized cards
Cut magnetic tape strips and put on back of cards – classroom size and small cards
Begin by tracking consonant sounds – use finger to track, ROAST errors, decoding / encoding

19. Beginning Your Lesson
Teach consonants first (in pairs) – about 6 before introducing a vowel for the first time !
Day 1: /b / and /p/
Day 1: /d / and /t/
Day 2: /m/ and /n/
Day 2: Add /a/

20. BEGIN DECODING / ENCODING with consonants introduced:
REVERSALS of b and d
Show the 2 letters b and d – have students tell the story of each and explain how they are different – have the students discriminate by being good detectives (use finger to track to know where you hit the letter first – lip or tummy)
b d d b d b d d
d b b d b d b b
BEGIN DECODING / ENCODING with consonants introduced:
If this says b d t, what would this say – “b d p”.
If this says b d p, make it say “t b p”.

21. VOWELS Next, have the students blend sounds, ab ma at an na ad
When you first introduce a vowel - /a/ - tell the students the story – “Vowels love to talk, talk, talk !! They love to hear themselves, so when they talk, they hold their sounds a long time.
/a a a a a a a/
Next, have the students blend sounds,
holding the vowel sounds –
ab ma at an na ad

22. Short and Long Vowels Short Vowels KICKER E VC and CVC words
Different from consonants - love to talk for a long time
“SLIDE” Game for blending
“PUSH-UP” Game
KICKER E
Start with “e” at the end of a word – CVCe words
Move to “e” next to a vowel – ie, oe, ue, ee, and ae
CVVC, CCVVC,
CCVVCC, CCCVVCCC
2 Vowels Go Walking
ai, ei, ea, oa

23. SLIDE to BLEND

24. PUSH – UP Game

25. CLOSED SYLLABLES – VC / CVC/VCC
When a vowel is at the beginning of a word or has a consonant on both sides, he is scared and crouches down low – he becomes very short and says his short sound.
ob mis con ex un
in ab and fab

26. Folder Activity for Individual use in Encoding

27. CVCe
made tape cake bike fame tale

28. Do A LOT of Work with CVC and CVCe words
Fluency checks with word lists / Games /
Cards – Mnemonic and Non-Mnemonic
bike bik rad rade mif
mife fil file tim time buv
buve tin tine liv live rip ripe

29. Aliens vs. Humans ALIENS HUMANS wave nute wav nut chipe hen chip hene
cak mop
cake mope

30. READ ALIEN He hust his velt. Delp is in the pask. Wint you be a tasp?
Can you lesp or bint?
We will visk the yond.

31. ALIEN STORIES
The tipe ate a nip of blip at the rone. He sake the map in a tap of buns. It was a hute of a sap from a sale ! Yike the sad, fat, rave of a man with a mane !

32. Kicker “e” beside a vowel
meet seed teen weed
tie pie smie spies
glue true blue spued
ee, ie, ue, oe

33. ai ea oa ay 2 VOWELS GO WALKING may boar loan meat rain taip
aim team ear groan lay stray ay

34. DOUBLE CONSONANTS – Beginning to break up multi-syllabic words (The Twins)
BREAK THEM UP !!!!
Then decide if the vowel is
happy or scared.
batter rabbit lesson buddy
committee clobber carrot

35. Double Consonants vs. One Consonant
I teach this
differently –
I have the child look for Kicker “e” – if there is only 1 consonant in front of “e”, then he can kick the vowel, but if there are 2 – he is scared and just hides !!!
batter bater
mopped moped
pinned pined
babbled babled
riddle ridle

36. Y is the ACTOR of all the letters !!!
“Y” as a Vowel
Y is the ACTOR of all the letters !!!
When Y is anywhere other than at the beginning of a word – he ACTS like a vowel.
Y at the end of a short word (1 syllable)
Y at the end of a long word (2 or more syllables)
Y in the middle of a short word

37. Y at the end of a short word (1 syllable)
cry my bry
fly shy smy
try by hy

38. Y at the end of a LONG word (2 syllable or more)
happy tacky misty
mossy rocky treaty
shoddy lacey mitty
junky study monkey

39. Y in the Middle
gym cyst crypt
hymn myth lynch

40. SOFT C and SOFT G
If “e”, “i,”, or “y” come after “c”, the sound is usually soft -- /s/
center cyclone cid
If “e”, “i,”, or “y” come after “g”, the sound is usually soft -- /j/
gym gyro germ gibberish

41. Push-Up Game
c a b e i o u y
g y m e a o i u

42. OPEN SYLLABLES - CV, CCV tri re be pre de pro
OPEN: As long as a vowel is by himself
at the end of a syllable, he is HAPPY
and yells out his name !
pre de pro
tri re be

43. rifle tumble fable giggle stifle bundle CONSONANT “le”
When a word ends in “le” – count backward “1, 2, 3” and divide.
rifle tumble fable
giggle stifle bundle

44. Rule for Dividing Multi-Syllabic Words
You can count the vowel sounds you hear in a word to decide how many syllables there are or you can put your hand under your chin and “feel” the syllables as your chin hits your hand.
If a vowel is followed by one consonant – divide the word right after the vowel.
traded - tra/ded prepare - pre/pare uniform - u/ni/form
If the vowel is followed by more than 1 consonant, divide the word between the consonants.
conduct – con/duct mentor – men/tor combust – com/bust
distumplet – dis/tum/plet

45. EASIEST WAY to divide Multisyllabic Words
Go to the 2nd vowel, jump back one, & divide – then do for the next vowel to the right if there is another vowel in the word. (Where is the mirror???)
dentist bifocal
tornado appendex
predentation

46. FOR Longer Words ….. Go to the last vowel, jump back 1 and split –
do for all vowels in front of the last one.
proceeding hypodermic profession
contender enchantment commentate
fermenting absolutely excitement

47. Words with “ed” endings
spilled
woun/ded
banded
ran/ked
“ted” is
“ded”
punted
lan/ded
rumbled
grou/ted
graded

48. REMEMBER …….
Use Mnemonic Cards to introduce new sounds and to firm up sounds/phonic rules
Do in different ways – magnetic board, individual cards, pocket chart, individual organizers
Move to regular letter cards when student has mastered the sounds/rules
Practice ALIEN/HUMAN words in isolated words, sentences, & paragraphs.
Do fluency checks weekly.

49. NOW - --- Can you read these words ???
sembopauddin
nowpolepsee
hoonerdorshun
jebbulating
chiggernautic
winnobaded
quorpinnetted
thimopowllin