Recommendations for Morgan’s Instruction
1. Instruction for improving reading fluency
2. Instruction for improving word recognition, word decoding,
and encoding skills
3. Instruction for improving reading vocabulary and reading
comprehension
4. Trade books available on tape so that Morgan can use the
VIBE player to assist with reading these books.
5. Promote Morgan’s participation in regular classroom
discussions of these books when her schedule permits. To
accomplish this, use the VIBE player and recordings of the
trade books being used in the regular fifth grade language
arts program.
1
Long Term…
•Use of the Stetson program should be discontinued (online
reading program offered by Stetson University).
•Exposure to content knowledge should be emphasized over
demonstration of writing, planning, and organization skills
through long-term projects.
•Continued instruction in the efficient application of decoding
skills throughout her elementary, junior, and senior high school
years.
•Given the nature of Morgan’s learning and producing
difficulties, it would be reasonable to consider reducing the
number of science and social studies projects that Morgan is
expected to complete.
2
Why do students like Morgan Struggle?
Perception vs. Reality
3
If…
•Morgan has been tested on Vocabulary
and Comprehension.
and
•Morgan scores low on Vocabulary and
Comprehension Tests.
then
•problem was assumed to be in
Vocabulary and Comprehension.
4
Therefore,
• Morgan needs more instruction in
Vocabulary and Comprehension
Strategies.
and
• Morgan’s teachers have been trained in
Vocabulary and Comprehension
Strategies and are able to teach them
well.
5
The Reality
Morgan is a Struggling Reader who is
deficient in the underpinnings
of Vocabulary and Comprehension.
6
Underpinnings:
a solid foundation laid below ground level to support or strengthen a
building.
Each of these skills need to be in place for students to
reach their full potential in Vocabulary and Comprehension.
Automaticity
Phonics
Phonological Awareness
Fluency
7
More Fluent Readers
• Focus their attention on making connections between the
ideas in the text and their background knowledge.
• Therefore, they are able to focus on comprehension.
8
Less Fluent Readers
• Must focus their attention primarily on decoding
individual words.
• Therefore, little attention is left for comprehending
the text.
9
The Goal for Morgan: Become an Independent
Comprehending Reader
Teachers are comfortable teaching Vocabulary and
Comprehension skills.
Teachers are less comfortable teaching
• Phonological Awareness
• Phonics skills
• Automaticity
• Fluency
10
Sonday System aka Orton Gillingham Approach for
Teaching Reading
• Develops (Phonological Awareness,
Phonics, Automaticity, Fluency).
• Provides time in the lesson plan for Vocabulary and
Comprehension practice.
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Development of Phonological Awareness and
Phonics
• In general, children’s awareness of the
phonological structure of language develops from
larger units of sounds (e.g., words in a sentence,
syllables in a word) to smaller units (e.g., onsetrimes, phonemes).
• Skills such as rhyming and alliteration develop
earlier and skills such as sound blending,
segmenting, and manipulation of phonemes
develop later.
Teaching Phonological Awareness and Phonics
• Includes such activities as the following:
– Listening for words that begin with the
same sound
– Clapping the number of syllables in
words and phonemes in words
– Blending and segmenting words by
syllables and sounds
– Segmenting and manipulating sounds
and syllables
Teaching Letter-Sound Correspondences
• Expert estimates of the number of speech
sounds or phonemes in English vary from 40
to 52. For purposes of teaching students,
most estimates are about 44.
• In learning to read and write, students learn
more than 100 spellings (graphemes) for
these phonemes.
• The largest division of phonemes is
consonants (C) or vowels (V).
Teaching Letter-Sound Correspondences
(Continued)
• The English language also makes use of
consonant digraphs and consonant blends:
– Consonant digraphs are two consonants
that represent one sound (e.g., ph for
/f/).
– Consonant blends combine the sounds
of two or more consonants so that they
are clustered together.
Linguistic Approach: Onset-Rime and Word Families
The "onset" is the initial phonological unit of any word (e.g. c in cat) and the
term "rime" refers to the string of letters that follow,
usually a vowel and final consonants (e.g. at in cat). Not all words have onsets.
• The linguistic approach uses controlled text
and word families (onset-rimes, phonograms,
or spelling patterns) such as -at, -ight, and ent to teach word recognition.
• This approach is particularly useful for
students with reading problems.
Orton Gillingham: 6 Steps
1
Teach
Underpinnings
Teach
New Material
Apply & Practice
what’s
been learned
2
3
4
5
6
Read Sounds
Spell Sounds
Read Words
Spell Words
Introduce New
Material
Read Aloud
17
Read Sounds
Level 8
Phonics
Automaticity
(quickly &
accurately)
18
Template: Spell Sounds
Phonemic
Awareness
Phonics
19
Template: Read Words
Phonics
Automaticity
Vocabulary
Blend known
sounds into
words automatically
Response is
quick & accurate
Direct & Indirect
Practice at word level
Instruction (check
Eases transition to
for definitions, context, sentence level.
multiple meanings, etc.)
Comprehension
Template: Spell Words
Phonemic
Awareness
Phonics
Fluency
Read and write
sentences with prosody
(intonation, chunking,
phrasing, quick
& accurate)
Vocabulary
Direct & Indirect
Instruction (check
for definitions, context,
multiple meanings, etc.)
Comprehension Practice at sentence level eases transition to book level.
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Template:
Steps 1-4 in Lesson
Plan repeated
Phonemic
Awareness
Phonics
Automaticity
(leads to fluency)
Vocabulary
Comprehension
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Read Aloud
Time in lesson for Comprehension and Vocabulary Practice
Phonemic
Awareness
Blend sounds to
pronounce words
Phonics
Apply rules to
read words
automatically
Fluency
Read with
prosody to
show meaning
Vocabulary
Direct & Indirect Instruction (check for definitions, context, multiple meanings, etc.)
Comprehension
All underpinning skills in place allows freedom for comprehension at text level.
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Components of a Daily Lesson
1. REVIEW of sounds, key words and motor patterns previously
taught. (These sounds are presented on Alphabet Cards). This
includes phonograms, affixes, and red words (non-phonetic
words). The student views the letter(s) (visual), says the name of
the letter, names the key picture, says it's sound (each auditory),
and then sky writes the letter (writes in the air, arm extended
(kinesthetic).
2. NEW SKILL: Key sound(s), key word and motor pattern to be
taught in the curriculum sequence is presented. This part of the
sound lesson includes five components: 1. Phonograms,( letter
group with particular )2. Grammar rules, 3.Syllabication, 4.
Spelling rules, and 5. Red words (non-phonetic words).
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• 3. SPELLING DICTATION: Here the students apply previously
taught skills as well as the new skill in writing. It is important
to select words that can be spelled with skills previously
taught and red words learned, to a mastery level, in the
spelling and sentence dictation. Writing includes individual
phonetic words, as well as sentences dictated by the
instructor and student originated sentences.
• 4. READING: The students practice the skill of decoding words
on lists of isolated words, corresponding to the skill taught.
• 5. REINFORCEMENT: Teacher made activities and/or phonetic
workbooks provide practice of the skills.
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Group Work
Each group will be assigned an area of instruction from the list of Morgan’s
recommendations.
Refer to #s 1,2,3 on slide #1.
Identify two strategies to address this area.
Describe the steps to teaching this strategy to Morgan, as well as how you would
use it in a lesson taught to an entire class.
Vaughn and Bos is an excellent resource for strategies. Keep in mind Morgan’s
age and the social /emotional qualities of that age, as well as the learned
attitudes and behaviors of a child with learning difficulties.
Demos on October 28.
Each pair will teach this strategy to the entire class. Please provide me with a
hard copy that can be posted on the wiki.
Close Reading Strategy “Again and Again”
https://www.youtube.com/watch?v=ddNfpmNL4bE
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Multisensory Method for Spelling and Vocabulary
1. Meaning & pronunciation -look at word, say it, use in sentence.
2. Imagery -trace the word, see the word, write the word.
3. Recall -Look at the word, close their eyes and see it, spell the word
orally.
4. Writing the word -Write the word from memory and check the
spelling against the original.
5. Mastery -Cover the word and write it 3 times.
6. Keep a glossary.
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BUILDING VOCABULARY
Prior to each lesson:
 Explain vocabulary using content
specific examples.
 Illustrate vocabulary using visual aids,
context, discussion, interaction,
feedback.
“Does this word look like any word you
already know?”
e.g., “synthesis” looks like “synthetic”
(Fashion conscious teenagers may
know that one.)
•
Students are given a list of new
vocabulary at the beginning of a
new topic.
They make flash cards, one word to a card,
with the definition or a key word on the back
of the card.
Point out familiar roots and affixes (prefixes
and suffixes), and their meanings.
“Which part of the word is familiar to you?
Where have you seen it before and what
does it mean?
Make spot checks of students’ cards, even
giving extra credit. As students accumulate
cards, they can punch a hole in each card
and place them on a large key ring.
Vocabulary Practice
 TERM TOPICS Make a chart of major terms for a topic. Define them,
adding an explanatory phrase, 3 examples, and 3 non examples.
 BOXING and SORTING As new words are introduced use boxes with
key terms as category headings to see relationships and understand
meanings. Always pronounce words. For review, shuffle cards and
organize under their headings.