LAKE TRAVIS MIDDLE SCHOOL
READING – DYSLEXIA 2
2014-2015 SYLLABUS
MS. MONICA WOMMACK
Voice mail: (512) 533-6234
E-mail: wommackm@ltisdschools.org
Conference/planning: Period 7
Course Description
Reading Dyslexia 2 provides a structured, multisensory approach to teaching decoding skills
(sound/symbol relationship, syllable division, structural analysis), spelling skills, handwriting skills, and
verbal expression skills to students. This course will present the different kinds of syllables, the division
of longer words, the reliable spelling patterns, the rules for adding affixes, word origins, and frequently
misspelled words. This class meets the following descriptors: individualized, multisensory, intensive
phonetic, synthetic phonics, linguistic, meaning based, systematic, process-oriented, sequential, and
cumulative. Also, this class will include TEKS/STAAR and reading comprehension skills and practices
along with vocabulary enrichment.
Major Learner Outcomes
The student(s) will:
1. Use a variety of word recognition strategies.
2. Acquire an extensive vocabulary through reading and systematic word study.
3. Read for a variety of purposes with multiple sources, both narrative and expository.
4. Comprehend texts using effective strategies.
5. Draw complex inferences, analyze, and evaluate information within and across texts of varying
lengths.
6. Read critically to evaluate texts in order to determine the credibility of the sources.
7. Read with fluency and understanding in increasingly demanding and varied texts.
8. Formulate and support responses to a wide variety of texts.
9. Read and respond to informational texts.
10. Read to increase knowledge of one’s culture, the culture of others, and the common elements of
culture.
Scope and Sequence of Units
1st 9 weeks
Sound-symbol correspondence (1.A): Review vowels, consonants, syllables, accents, voiced, unvoiced, 1
to 1 sounds, closed syllable, short vowels, floss rule, open syllables, long vowels, suffixes, prefixes, final
stable syllables, vowel pair, vowel consonant e syllable, vowel r syllable, and syllable division (VC’/CV);
Syllable division (VC/CV’) ; Final y; Vowel rr; Trigraphs; Analyze spelling words. Syllabication (2.D;
8.2 E). Test taking strategies (4.J). Metacognitive reading-questioning (4.K).
Comprehension: Summary (4.D; Figure 19E); Inferences (4 E, Figure 19D).
2nd 9 weeks
Sound symbol correspondence (1.A): Digraphs; Suffixes; Syllable Division (V/CV) ; Schwa; Syllable
Division (V’/CCV) ; Vowel r (er) ; History of the Language; Prefixes. Syllabication (2.D; 8.2 E). Test
taking strategies (4.J). Metacognitive reading-questioning (4.K). Comprehension: Style, tone, & mood
(8.8 A, Figure 19F); Fact vs. opinion (8.10 B); Inferences (4 E, Figure 19D); Graphics (8.12 B);
Connections & supporting responses (8.10 D); Summary of a section - main idea & detail (4 D, 4 I, 8.10
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A); Analyze characters (8.3 C); Analyze characters (8.3 C); Analyze purpose of text - similar theme (4 B,
4 G, 8.3 A, Figure 19 F); Denotative & connotative meaning (2 B, 1 B, 8.2 B); Intertextual links similarities & differences (4 G, Figure 19F); Author's purpose -comparison of 2 texts (8.9 A, 8.11
A); Text structure to locate recall information (8.10 C).
3rd 9 weeks
Sound symbol correspondence (1.A): Prefixes; Syllable Division (V’/CV) ; Prefixes; Latin Prefixes; Final
stable syllable; Kind old words. Syllabication (2.D; 8.2 E). Test taking strategies (4.J). Metacognitive
reading-questioning (4.K). Comprehension: Author's organization - cause & effect (8.10 C); Point of view
(8.6 C).
4th 9 weeks
Sound-symbol correspondence (1.A): Naughty e; Syllable Division (VC/CCV); Latin Roots; Greek
Combining Forms; Syllable Division (V/V); Multisyllabic words. Syllabication (2.D; 8.2 E). Test taking
strategies (4.J). Metacognitive reading-questioning (4.K).
Textbooks and Other Major Resources
The following texts and resources are provided to the student:
Basic Language Skills, Book One, Neuhaus Education Center.
Basic Language Skills, Book Two, Neuhaus Education Center.
Scientific Spelling, Neuhaus Education Center.
Portals, Houghton Mifflin Harcourt.
Six-Way Paragraphs, Jamestown Publishers.
Other literature selected by the teacher for Reading Objective Practice: short stories, poems, etc…
Grading Policy
Daily Grades 40%: minimum of 9 per 9 weeks.
- Reading practices
- Handwriting
- Sentence dictation
- 6 Way Paragraph stories
- Vocabulary Word Web
- Reading Comprehension Objective Practice (RCOP)
Major Grades 60%: minimum of 3 per 9 weeks.
- Review and or Mixed Lists
- Reading Comprehension Objective Exam (RCOE)
Homework Policy
No homework is assigned in Reading Dyslexia 2.
Discipline Plan
- Verbal warning to student.
- Parent Contact.
- Referral to grade-level Assistant Principal.
Please note that the severity of the infraction may change the severity of the consequence.
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