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Can you read these words ???

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Presentation on theme: "Can you read these words ???"— Presentation transcript:

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 !!

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


24 PUSH – UP Game

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

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