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 ??? sembopauddinnowpolepseehoonerdorshunjebbulatingchiggernauticwinnobadedquorpinnettedthimopowllin
3 Phonemic AwarenessThe innate knowledge that discrete speech sounds (phonemes) constitute wordsManipulating sounds can create new wordsDone through auditory mode - NO visuals
4 8 Stages of Phonemic Awareness Hierarchy from easiest to hardest1) Phoneme Production/Replication2) Phoneme Isolation3) Phoneme Segmentation/Counting4) Phoneme Blending5) Rhyming6) Phoneme Deletion7) Phoneme Substitution8) Phoneme Reversal – most cognitively and linguisticallychallenging phonemic awareness taskSOUNDS AND LETTERS FOR READERS AND SPELLERS – Lessons already developed for these skills.
6 The highest form of phonemic awareness Can you read this?The highest form of phonemic awarenessis 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 childrenis 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 soundsAn estimated 30% of our population as weak auditory processing skills which lead to:
13 “ROAST” Reading/Spelling Errors Reversals – brit / birtOmissions – brit / bitAdditions – brit / brintSubstitutions – brit / dritTranspositions – brit / trib (was/saw on/no)
14 WHAT ROAST ERROR(s) do you see? WORD / WORD READwas sawdown browncrib cridbaby daddyon nobet batbent betbet bestbat tabbat atstab bastbabies babybird bride
15 Why Use Nonsense Words (ALIENS) When Teaching Phonics ???? Rules out “guessing” at wordsRules out child already knowing the word by sightLets you know exactly which ROAST errors are being made by the child
16 MUSTS for TelianTeach 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 trackingTeach the child to blend sounds by “holding” the vowel soundsUse ROAST in every lessonTeach 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 TELIANCut out stories and adhere to back of classroom- sized cardsCut magnetic tape strips and put on back of cards – classroom size and small cardsBegin by tracking consonant sounds – use finger to track, ROAST errors, decoding / encoding
19 Beginning Your LessonTeach 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 dShow 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 dd b b d b d b bBEGIN 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” GameKICKER EStart with “e” at the end of a word – CVCe wordsMove to “e” next to a vowel – ie, oe, ue, ee, and aeCVVC, CCVVC,CCVVCC, CCCVVCCC2 Vowels Go Walkingai, ei, ea, oa
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 unin ab and fab
28 Do A LOT of Work with CVC and CVCe words Fluency checks with word lists / Games /Cards – Mnemonic and Non-Mnemonicbike bik rad rade mifmife fil file tim time buvbuve tin tine liv live rip ripe
29 Aliens vs. Humans ALIENS HUMANS wave nute wav nut chipe hen chip hene cak mopcake 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 STORIESThe 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 weedtie pie smie spiesglue true blue spuedee, ie, ue, oe
33 ai ea oa ay 2 VOWELS GO WALKING may boar loan meat rain taip aim team ear groan lay strayay
34 DOUBLE CONSONANTS – Beginning to break up multi-syllabic words (The Twins) BREAK THEM UP !!!!Then decide if the vowel ishappy or scared.batter rabbit lesson buddycommittee clobber carrot
35 Double Consonants vs. One Consonant I teach thisdifferently –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 batermopped mopedpinned pinedbabbled babledriddle ridle
36 Y is the ACTOR of all the letters !!! “Y” as a VowelY 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 bryfly shy smytry by hy
38 Y at the end of a LONG word (2 syllable or more) happy tacky mistymossy rocky treatyshoddy lacey mittyjunky study monkey
42 OPEN SYLLABLES - CV, CCV tri re be pre de pro OPEN: As long as a vowel is by himselfat the end of a syllable, he is HAPPYand yells out his name !pre de protri 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 fablegiggle 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/formIf the vowel is followed by more than 1 consonant, divide the word between the consonants.conduct – con/duct mentor – men/tor combust – com/bustdistumplet – 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 bifocaltornado appendexpredentation
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 professioncontender enchantment commentatefermenting absolutely excitement
47 Words with “ed” endings spilledwoun/dedbandedran/ked“ted”is“ded”puntedlan/dedrumbledgrou/tedgraded
48 REMEMBER …….Use Mnemonic Cards to introduce new sounds and to firm up sounds/phonic rulesDo in different ways – magnetic board, individual cards, pocket chart, individual organizersMove to regular letter cards when student has mastered the sounds/rulesPractice ALIEN/HUMAN words in isolated words, sentences, & paragraphs.Do fluency checks weekly.
49 NOW - --- Can you read these words ??? sembopauddinnowpolepseehoonerdorshunjebbulatingchiggernauticwinnobadedquorpinnettedthimopowllin