engage me! summer 2014 multisensory literacy strategies

Engage My Senses!Multisensory Instructional Strategies

for Struggling StudentsSummer 2014

Session Overview

• Components of Multisensory Reading Instruction

• Strategies for Phonics and Phonemic Awareness

• Strategies for Vocabulary• Strategies for Comprehension

A

V

K/T

What Kind of Learner?

• Visual Learners 60%• Auditory Learners 30%• Kinesthetic Learners 10%

DIAGNOSTIC

Five Essential Components of Reading

7

8

Phonics

Comprehension- constructing meaning from text

DecodingWord Identification

VocabularyComprehension

P A

Phonics

Fluency

DecodingFluency

P A

Children Most at Risk of Reading Failure

• Raised in poverty• Have phonological processing

and memory difficulties• Have speech and hearing

impairments• Are English Language Learners

What percentage of your population fall into one of these categories?

MULTISENSORY INSTRUCTION

“Language is not an isolated sphere of activity but our fundamental human instrument for dealing with the world.”

E.D. Hirsch, Jr

Receptive vs. Expressive Language

Text SeenDOG

Decoding“duh-aw-guh”

Word Identification

VocabularyReasoning

Concept formationMeaning

How the Brain ReadsDavid Sousa, “How the Brain Learns”

Phonological Deficits

Differences in Processing Speeds

Working Memory Deficits

Exercises that get the brain ready to read

5 Step Review• ____% of learners are kinesthetic.• ______language includes reading and

listening.______language includes writing and speaking.

• Multisensory instruction includes these three pathways:

• We must work to ______the weaker pathways.

Phoneme= Smallest Unit of Sound

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Phonological Awareness ContinuumType Description Examples

RHYME Matching the endings of words cat, hat, bat, sat

ALLITERATION Producing groups of words that begin with the same initial sound

ten tiny tadpoles

SENTENCE SEGMENTATION Segmenting sentences into spoken words

The dog ran away.1 2 3 4

SYLLABLES Segmenting words into smaller parts moving to syllabication

/mag/ /net//pa/ /per/

/el/ /e/ /phant/

ONSETS AND RIMES Blending and segmenting the initial consonant or cluster (onset) and the vowel and consonant sounds spoken

after it

/m/ /ice//sh/ /ake/

PHONEMES Blending phonemes into words, segmenting words into

individual phonemes and manipulating phonemes in

spoken wordsVC, CV, CVC, CCVC, CVCC

/k/ /a/ /t//sh/ /i/ /p/

/s/ /t/ /o/ /p/

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Alliteration Activation

Egg Cited About Phonemes

Sound Bracelets

Tap Lights

Think Sounds

Phonics

Phonics ContinuumLetter Names and Sounds

Beginning, Ending and Middle Sounds

Short Vowels (VC, CVC)

Consonant Digraphs (ch, th, sh, wh, ng, nk, ph, ck)

Consonant Blends (e.g., sk, pr, pl, bl, sl, gr, dr, sw)

Long Vowel, Silent ‘e’ (CVCe)

‘r’ Controlled Vowels (ar, er, ir, or, ur)

Advanced Consonants (-tch, -dge, -x, qu, soft c, soft g, kn, gn, wr)

Vowel Teams [Diphthongs & Digraphs] (oo, oa, ea, ai, ay, ou, oi, oy, au, aw, oe, ew, igh)

Multi-Syllable (2 Syllable, 3 Syllable, 4 Syllable)

Prefixes and Suffixes

Why Teach Spelling?“ How Spelling Supports Reading”

Louisa Moats

The Power of Decoding

350 4,32021,000

Finger Spelling

Now Practice!

Red Words

Now Practice!

Let’s Make and Take

Vocabulary

Reading

Vocabulary

Speaking

Listening

Writing

Less Than

8%

Of word learning carries over to long term memory when

students look up words and write definitions.

Active Engagement

2,000-3,000

Word Recognition The cognitive level of a student is a factor in the

number of exposures required for word recognition.

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120-129………………..…….... 20110-119……………..……….....3090-109………………………......3589- 80……………………………4079- 70……………………….…..4569- 60……………………..…….55

Dr. Bonnie Armbruster University of IllinoisUrbana-Champaign

20 = 2,000,000

1 = 8,000

The Numbers Speak for Themselves

Strategy

• Students pair up with a partner. They will create a sentence from the starter the teacher gives them with at least seven words. One student makes up the sentence and the other counts the words. Then they switch.

• Let’s Give It a Try!

delighted

de light ed

Bare Bones

Let’s Make and Take

Comprehension: Making Meaning from text

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Directed Listening Thinking

Can you visualize it?

Monitoring Strategies

• Set a Purpose• Headings into

questions• Bookmarks, cue cards

or strategy notebook

Qu

esti

on

W

heel

Get the Gist and Sum it up

Props for Paragraphs

“The Claw”

Let’s Make and Take

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ADAPT, ADOPT, APPLY

Lisa Kinglisa@cksec.org