engage me! summer 2014 multisensory literacy strategies
DESCRIPTION
This training presented on July 14, 2014 at CKEC. Strategies for teaching the five essential components of reading identified by the National Reading Panel. Focus on Multisensory InstructionTRANSCRIPT
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
23
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/
23
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
51
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
62
ADAPT, ADOPT, APPLY
Lisa [email protected]