Teacher
Training
January 2016
Contributors:
Jamey Peavler
Kristi Harris
Therese Rooney
M.A. Rooney Foundation
January 2016
Table of Contents
Reading Foundations ............................................................................. 1
Important Terms .......................................................................................................... 1
Reading Science ............................................................................................................ 4
Word Origin .................................................................................................................... 6
The Phonological Umbrella ..................................................................... 8
Phonological Processing ............................................................................................. 9
Phonemic Awareness .......................................................................... 11
Why Phonemic Awareness Matters ..................................................................... 11
Phonemic Awareness Sequence ........................................................................... 12
Other Phonemic Awareness Activities ................................................................ 14
Progression of Mapping Speech to Print ........................................................... 15
Phonemes/Graphemes ........................................................................ 16
English Consonant Phoneme Chart ..................................................................... 16
Spanish Consonant Phoneme Chart.................................................................... 17
English Vowel Phoneme Chart .............................................................................. 18
Spanish Vowel Phoneme Chart............................................................................ 19
Meet the H Brothers from the H Brother’s Railroad ...................................... 20
Orientation Matters.................................................................................................... 21
Visual Drill Mnemonic Devices .............................................................................. 22
Auditory Drill Mnemonic Devices ......................................................................... 23
Spelling Generalizations ...................................................................... 24
Short Vowel Pointers................................................................................................. 24
Vowel and Consonant Rules ................................................................................... 25
Short Vowel Exceptions ........................................................................................... 26
-ng, -nk .......................................................................................................................... 26
Meet the Stick Vowels and related rules ........................................................... 27
Spelling /k/ ................................................................................................................... 27
Soft c and Soft g......................................................................................................... 27
January 2016
Memory Words vs High Frequency Words .............................................. 28
100 Words Commonly Used in Children's Writing......................................... 29
Orton-Gillingham Community Red Words ........................................................ 30
Contractions ................................................................................................................. 31
Syllables............................................................................................ 33
Syllable Patterns ......................................................................................................... 34
Syllable Division .......................................................................................................... 38
Syllable Division Scripts .......................................................................................... 39
Syllable Division Patterns........................................................................................ 42
Suffix Chop Challenges ............................................................................................ 46
Schwa (ə) and Accented Syllables ...................................................................... 48
Suffixes ............................................................................................. 51
Suffix –es....................................................................................................................... 51
Suffix –ed ...................................................................................................................... 52
Voiced and Unvoiced ................................................................................................. 53
Suffix Addition Rules ................................................................................................. 54
Fluency ............................................................................................. 56
Goal of Fluency............................................................................................................ 57
How is Fluency Built? ................................................................................................ 57
Methods and Means for Building Fluency.......................................................... 59
Fluency Related Points ............................................................................................. 61
Stages of Fluency ....................................................................................................... 62
DIBELS – Word Analysis .......................................................................................... 64
Cognitive Model........................................................................................................... 65
Adjusted DIBELS Targets ........................................................................................ 66
DIBELS Benchmarks ................................................................................................. 67
Hasbrouck and Tindal Oral Reading Fluency ................................................... 68
Whole-Word Reading ................................................................................................ 69
January 2016
Lesson Procedures .............................................................................. 72
New Phoneme/Grapheme ....................................................................................... 73
b Checker ...................................................................................................................... 74
Basic Deck Visual Drill .............................................................................................. 75
Picture Deck Visual Drill........................................................................................... 76
Picture Deck Tactile Drill ......................................................................................... 76
Blending Drill ................................................................................................................ 77
Words to Read ............................................................................................................. 78
Phoneme Segmentation........................................................................................... 79
Auditory Drill ................................................................................................................ 80
Kindergarten Auditory Options ............................................................................. 81
Spelling One-Syllable Words.................................................................................. 82
Spelling Base Words with Suffixes ...................................................................... 83
Spelling Multi-Syllabic Words ................................................................................ 84
Spelling Rule ................................................................................................................ 85
Sentence Dictation ..................................................................................................... 86
High Frequency Words ............................................................................................. 87
Memory Words ............................................................................................................ 88
Syllable Pattern ........................................................................................................... 89
Syllable Division Rule ............................................................................................... 90
Affixes ............................................................................................................................. 91
Fluency Strategy — 1 on 1 Method ..................................................................... 93
Fluency Strategy — Group/Whole-Class Method ........................................... 94
Error Correction ................................................................................. 95
b-Checker ...................................................................................................................... 95
Sound by Sound Blending and Finger-Spelling .............................................. 96
Keyword Prompts ....................................................................................................... 97
Rule-Based Prompts .................................................................................................. 98
January 2016
Tools/Reference ................................................................................. 99
Stick Vowels ................................................................................................................. 99
Cats, kittens, ducks ................................................................................................... 99
Lesson Plan Options ................................................................................................ 102
Lesson Plan ................................................................................................................. 103
Lesson Log .................................................................................................................. 104
Phonics Mastery Tracking Sheet ........................................................................ 105
Accessing OG Lessons and Resources ............................................................. 107
Preparing for an OG Lesson ................................................................................. 109
Kindergarten Assessment ..................................................................................... 111
Quick Phonics Screener ......................................................................................... 112
Works Consulted .............................................................................. 117
January 2016
Reading Foundations
Important Terms
Decoding vs Encoding
• Decoding is the process of reading words.
• Encoding is the process of spelling words.
Explicit and Systematic
• Explicit instruction uses:
o plain language, that is directly expressed, and clearly stated.
o a sequence of teaching in: I do, we do, you do steps.
• Systematic instruction involves:
o a method or plan that moves from easy to more difficult, and
o is organized and sequential.
Phoneme vs Grapheme vs Morpheme
• A phoneme is the smallest unit of speech sound.
• A grapheme is the letter or letters that spell a phoneme.
• A morpheme is the smallest unit of meaning.
Digraph vs Trigraph
• A digraph is two letters, trigraph is three, working together to produce
one sound.
• Common consonant digraphs include the h-brothers (ch, sh, th, wh,
ph), the short vowel pointers (-ck, -tch, -dge), and –ng.
• Vowel digraphs (vowel teams) include: oa, ee, igh.
• Technically not all vowel teams are vowel digraphs, some, like oi, are
glides. From a practical point, it makes no difference — we call them
all vowel teams.
Blend vs Cluster
• Blends are two consonants that frequently occur together (st, sp, tr).
• Clusters are three letters that frequently occur together, sometimes
three consonants (str, spr) or sometimes a consonant digraph and a
consonant (chr, shr, thr).
• All retain their sound, but are welded tightly together.
January 2016
Page 1
Syllable
• A syllable is a word or part of a word with one vowel sound.
• All words are made up of at least one syllable, but not all syllables are
words.
Morphology
• Morphology is the study of the units of meaning and how they are
combined.
• A morpheme is the smallest unit of meaning, such as: -s, -ed, -ject,
ball.
• A morpheme can be a prefix, suffix, root, or base word.
• prefix:
o letter(s) added to the beginning of a word
o modifies the meaning of the word
• suffix:
o letter(s) or syllable(s) at the end of a word
o may enhance the meaning
o determine the part of speech or modify other grammatical
properties
• affix:
o can be a prefix, suffix
o must be attached to a root or base word
• base words vs root words — carry the major element of meaning
o base word:
 can stand on its own as a word or with affix
 do — do, redo, undo
 usually Anglo-Saxon in origin
o root word:
o cannot stand on its own; often forms a related family of
words
o ject — reject, inject, project, deject
o usually Latin in origin
January 2016
Page 2
On-set and Rime vs Rhyme
• on-set — the consonant(s) before the vowel
b at spl ash
•
rime — the vowel and final consonants
b at spl ash
•
rhyme — the words rhyme when the rimes make the same sound
bat
light
January 2016
cat
flat
kite
Page 3
Reading Science
Reading is not Easy or Natural for Many Children
• Language evolved over 100,000 years ago, speaking is natural.
• Alphabetic writing developed less than 5,000 years ago.
Literacy Concerns
• National concern over literacy has risen as the requirements for basic
employment increase and as research shows its economic importance.
• For those at the lowest literacy levels:
o 43% live in poverty.
o 70% will not have full-time jobs.
• Prison cells are built based on 3rd grade reading levels:
o Truth or legend?
o Regardless, this is a much quoted ‘fact’.
The Numbers
• Over 20% of all US adults are functionally illiterate.
• NAEP (National Assessment of Educational Progress) consistently
reports that over 35% of 4th graders are below basic levels in reading
skills and these numbers don’t improve as the student moves through
the system.
• Rate of reading failure is much higher (over 70% in some areas) in
high-poverty, minority populations.
How We Learn to Read
• Through phonics the student analyzes a word.
• The student then approximates the pronunciation of the unknown
word.
• This approximate pronunciation combined with available contextual
clues enables the reader to determine the correct pronunciation or
correct word and adjust (thus the importance of oral language
development).
• With repeated encounters, the student automatically recognizes the
word without decoding.
o The average student needs four to fourteen repetitions for
accurate decoding.
o More than 40 repetitions are required to attain true automaticity.
January 2016
Page 4
Some Critical Points
• Children at risk fall behind very early in the process — they can likely
be identified in Kindergarten.
• Poor readers do not catch up unless intensive intervention occurs.
o The cost of effective intervention after 4th grade is very high.
o Teacher/student ratios in successful groups studied vary from
1:1 to 1:4 (Torgeson et al, 2001).
• Preventive programs include excellent classroom instruction, smallgroup teaching, and intensive intervention.
3 Primary Causes of Poor Reading
• Poor readers have difficulty with decoding and accurate word
recognition.
• Their reading fluency is insufficient due to:
o slow reading rate; lack of knowledge of phonics rules, insufficient
morphology skills; and poor sight word vocabulary.
• Comprehension deficiencies manifest principally driven by limited
understanding of the topic (background knowledge) and/or insufficient
vocabulary.
The
•
•
•
Good News
Reading is one of the best researched areas of education.
With appropriate instruction, virtually all students can learn to read.
Under the proper teaching conditions, even students at the lower
reading percentiles can reach a threshold of reading accuracy and
fluency by the end of 2nd or 3rd grade and maintain it thereafter.
• Many children will still require effective instruction over several years.
Summary of the Research
• Majority of reading problems arise from failure to decode and the lack
of subsequent automaticity development.
• The necessary conditions are:
o phonemic awareness skills,
o systematic, explicit phonics,
o direct focus on word level accuracy, and
o systematic sequencing with
o sufficiently intensive practice.
January 2016
Page 5
Word Origin
Other
Greek
Latin & French
Anglo-Saxon
January 2016
Page 6
85% of English Words are Decodable
Anglo-Saxon Origin
• 20-25% of English words
• are some of our most commonly used words
• short words with vowel teams, silent letters, and some of our more
challenging configurations
Latin Origin
• 55% of English
• more regular spelling patterns
• includes words of French Origin — most of which have Latin roots
o qu or que = /k/ antique
o ch = /sh/
machine
o ou = /o͞o/
soup
Greek Origin
• 11% of English words
• often found in math and science vocabulary
• include:
o ch = /k/
school
o y = /ĭ/
gym
o ph = /f/
phone
January 2016
Page 7
The Phonological Umbrella
Phonological Processing
Verbal ShortTerm Memory
Rapid Serial
Naming
Articulation
Speed
Phonological
Awareness
Phonemic
Awareness
January 2016
Page 8
Phonological Processing
Verbal Short-Term Memory
• Verbal short term memory is critical for:
o producing a sound for each letter in a word and remembering
them long enough to blend the sounds together into words.
o decoding words and remembering them long enough to put into a
sentence and extract meaning.
o recalling the order of words in a sentence.
o recalling the order or events in a story (heard not read).
o remembering multi-step directions.
Rapid Serial Naming
• The ability to quickly see and name:
o letters presented in rows.
o objects in pictures.
o sight words.
Teacher note: Children who are poor at naming letters and pictures
presented to them in a row, tend to be poor at word reading.
Articulation Speed
• Slow articulation rate can corrupt the ability to remember phonemes.
• It is important for students to be able to:
o produce sounds quickly.
o produce sounds in the correct order.
 aminal vs animal
Phonological Awareness
• Word awareness is the ability to:
o recognize or count individual words in a sentence.
o distinguish between words and syllables.
• Syllable awareness is the ability to count the number of syllables in a
word.
• Phonemic awareness is an oral language skill for:
o knowing how to isolate, combine, and manipulate phonemes.
January 2016
Page 9
Phonemic Awareness
• Phonemic awareness is the ability to blend, segment and manipulate
individual sounds (phonemes).
• Phonemic awareness is a strong predictor of reading achievement in
later grades.
• It is critical to build a strong phonemic awareness foundation for all
children during the Kindergarten year.
• Quick and easy screening is available for all students to identify
phonemic awareness difficulties.
January 2016
Page 10
Phonemic Awareness
Why Phonemic Awareness Matters
Speaking is a natural process; reading is not. The bridge connecting these
two forms of communication hinges on a reader’s ability to grasp the
alphabetic principle. A solid phonemic awareness (PA) foundation is a
prerequisite for developing the alphabetic principle.
An emerging reader must develop a sensitivity to the individual units of
sounds in words and the internal structure of words: sounds can be blended
to form words and words can be divided into individual sounds.
Phonemic Awareness Instruction
• Phonemic awareness is a strong predictor of reading achievement in later
grades.
• Children who lack PA can be identified and many will improve with direct
instruction.
• PA instruction is most effective when done in small increments each day.
o Kindergarten: A key component in the daily curriculum.
o Beyond Kindergarten:
 PA activities included in the OG lesson plans
• blending drill
• auditory drill
• phoneme segmentation
• finger spelling
 If more significant PA concerns surface,
• assess and
• provide targeted instruction in the earlier skills of
phoneme identification, phoneme isolation, phoneme
blending and segmenting.
Teacher notes:
o When students struggle with reading and spelling, work backwards
through the stages of phonemic awareness.
o Back up only as much as needed.
January 2016
Page 11
Phonemic Awareness Sequence
Research Supported
The following skills are sequenced in order of difficulty, becoming more
challenging as the list progresses.
Phoneme Identification
• Recognize the common sound in a series of words.
o What sound is the same in: can, car, and cap?
•
Identify a word that has different sound than other words in a series.
o Which word begins with a different sound as the rest: hat,
hop, help, man, house?
•
Recognize specific sounds.
o Clap when you hear a word with the sound /s/: sun, boy,
class.
Phoneme Isolation
• Recognize the initial sound in a word.
o What is the first sound in cup? /k/
•
Recognize the final sound in a word.
o What is the last sound in lip? /p/
•
Recognize the medial sound in a word?
o What is the middle sound in gum? /ŭ/
January 2016
Page 12
Phoneme Blending
• Blend two words to form compound words.
o Guess my word cup … cake.
•
•
•
cupcake
Blend syllables to form words.
o Guess my word /băs/ … /kət/.
basket
Blend the onset and rime to form one-syllable words.
o Guess my word /s/…/ŏck/.
sock
Blend individual phonemes to form one-syllable words.
o Guess my word /j/…/ŏ/…/g/?
o Guess my word /b/…/l/…/a/.../s/…/t/?
jog
blast
Phoneme Segmentation
• Divide a compound word into two words.
o What are the two parts in the word cowboy?
•
•
•
cow…boy
Segment two-syllable words into syllables.
o What are the two parts in cabin?
/kăb/…/ĭn/
Segment the rime in a series of words.
o What part is the same in: fun, bun, sun, run?
/ŭn/
Segment one-syllable words into individual sounds.
o What are the sounds in boat?
o What are the sounds in skip?
/b/./ō/./t/
/s/./k/./ĭ/./p/
Teacher notes:
• The more phonemes to blend or segment, the more difficult the task.
• Segmenting blends is the most complex skill in phoneme
segmentation.
January 2016
Page 13
Other Phonemic Awareness Activities
Phoneme Deletion:
• State the part of a word that remains when a word is deleted from a
compound word.
o Say cowboy, say it again without cow.
/boy/
•
State the part of a word that remains when a syllable is deleted from a
word.
o Say candy, say it again without can.
/dē/
•
State the part of a word that remains when a phoneme is deleted from
a word.
o Say rake, say it again without the /r/.
/āk/
o Say bike, say it again without the /k/.
/bī/
o Say blend, say it again without the /l/.
/bend/
Teacher note: Never delete the vowel sounds.
Phoneme Addition:
• Create a new word by adding a phoneme to an existing word.
o Say it, say it again and add /s/ to the beginning. /sĭt/
o Say lip, say it again and add /s/ to the end.
/lĭps/
Phoneme Substitution:
• Substitute one phoneme for another to make a new word.
o Say mat, say it again but change /m/ to /r/.
/răt/
o Say rat, say it again but change /t/ to /g/.
/răg/
o Say sat, say it again but change /ă/ to /ĭ/.
/sĭt/
January 2016
Page 14
Progression of Mapping Speech to Print
(Contributed by Carol Tolman)
Phonology
sentences
words
syllables
onset-rime
phonemes
1:1
digraphs
trigraphs
vowel teams
blends
word families
inflections
syllable types
roots/affixes
word origin
Orthography
LETRS® Module 3, 2nd Edition
January 2016
Page 15
Phonemes/Graphemes
English Consonant Phoneme Chart
Lips
Together
Teeth on
Lip
Tongue
Between
Teeth
Tongue
on Ridge
Behind
Teeth
Tongue
Pulled
Back on
Roof of
Mouth
Back of
Throat
Glottis
Stops
Unvoiced
/p/
/t/
/k/
Voiced
/b/
/d/
/g/
/m/
/n/
/ng/
Nasals
Fricatives
Unvoiced
/f/
/th/
/s/
/sh/
Voiced
/v/
/th/
/z/
/zh/
Affricates
Unvoiced
/ch/
Voiced
/j/
Glides
Unvoiced
/y/
Voiced
Liquids
/wh/
/h/
/w/
/l/
/r/
Teacher notes:
• Voicing (e.g. /p/ and /b/)
o Within the same square above you see voiced and unvoiced.
o These sounds are produced in an identical manner when
considering the mouth, tongue, lips, air push.
o They differ only in regards to the use of the voice box (i.e.,
larynx).
o Voiced sounds activate the voice box, unvoiced sounds do not.
• Sounds that are different only by their voicing (e.g., p vs b, ch vs j)
are easily confused.
January 2016
Page 16
Spanish Consonant Phoneme Chart
Lips
Together
Teeth on
Lip
Tongue
Between
Teeth
Tongue
on Ridge
Behind
Teeth
Tongue
Pulled
Back on
Roof of
Mouth
Back of
Throat
Glottis
Stops
Unvoiced
/p/
/t/
/k/
Voiced
/b/
/d/
/g/
/m/
/n/
/ñ/
Nasals
/ng/
Fricatives
Unvoiced
/f/
/th/
/s/
/sh/
Voiced
/v/
d=/th/
/z/
/zh/
x=hard
/h/
Affricates
Unvoiced
/ch/
Voiced
/j/
Glides
Unvoiced
/y/
Voiced
Liquids
/wh/
/h/
/w/
/l/
/r/
Teacher notes:
• The sounds /v/, /w/, /wh/, /sh/, /th/, /z/ , /d/ and /j/ do not exist in
Spanish.
• The letter d says /th/ as in them.
• The letters j and x say /h/.
• Both y and ll say /y/.
January 2016
Page 17
English Vowel Phoneme Chart
ē
yo͞o
ə
o͞o
ĭ
ā
o͝o
ĕ
ō
ă
aw
ī
ŭ
ŏ
er
oi
ou
January 2016
Teacher Notes
• The diagram above places vowel phonemes in
their order of articulation.
• Phonemes in close proximity on the chart are
easily confused.
ar
or
Page 18
Spanish Vowel Phoneme Chart
ē
yo͞o
ə
o͞o
ĭ
ā
o͝o
ĕ
ō
ă
aw
ī
ŭ
ŏ
er
oi
ou
January 2016
Teacher Note
• The shaded vowel sounds are not used in the
Spanish language.
ar
or
Page 19
Chuckie
Sheldon
Phil
Whistle
Theo
Meet the H Brothers from the H Brother’s Railroad
There were once five brothers named Chuckie, Phil, Sheldon, Theo, and
Whistler. They owned the H Brother’s Railroad Company.
Chuckie was the conductor of the railroad. He was always happy. He
loved to Chuckle and say choo choo as they passed through each little
town.
Phil loved to talk. Chuckie always told Phil not to talk so loudly when he
was on the phone.
Sheldon was another brother. He always wanted the other brothers to be
quiet so he would say Sh!!!!!!! Sheldon was sharp. If he thought
carefully he could remember the right way to get to each town.
Theo was a mischievous lad. He was always sticking out his tongue at
the passengers on the train. Most people did not think this was funny.
Whistler’s job was to warn people when the H Brother’s train was getting
close to a railroad crossing. He would whistle as loud as he could. The
sound would blow through the air so the people in the next town could
hear it.
January 2016
Page 20
Orientation Matters
A chair is a chair is a chair, no matter which way it is positioned. A ball
and a stick can be a letter b, d, p and perhaps a g or a q (depending on
the font).
•
The average reader is quickly able to process the visual image of
similar letters
o requires few repetitions
o example: recognizes that the letter b has a stick first with a
circle to the right that sits on the line
•
A struggling reader may find it difficult to accurately process the
orientation of these symbols
o letters b, d, and p all have the same features
o students may find it difficult to figure out which letter they are
trying to read
•
Repeated work in letter formation and tools such as use of a b checker
allow for more independence and success in reading.
Note: Some students will continue to struggle with confusion of these
letters. Teach and reinforce application of b-checker, but move on. Avoid the
temptation to remain here until they’ve mastered this concept.
January 2016
Page 21
Visual Drill Mnemonic Devices
Card
Sound
Mnemonic
a
c
ă,ā,ə
k (a,o,u)
s (e,i,y)
g (a,o,u)
j (e,i,y)
ŏ,ō/ŭ,ô
s, z
͞ /oo
͝
ŭ,ū, oo
y,ī,ē / ĭ
är, ûr(ẽr)
ch,k,sh
ē,ĕ
ear,ûr(ẽr)
ǝd,d,t
ē,ā
ûr,ĕr
ū,o͞o
ū,o͞o
ē,ā
f,g
ī,ē
͞ o
͝
oo,o
apple, baby, alive
Cat in the city.
g
o
s
u
y
ar
ch
ea
ear
-ed
ei
er
eu
ew
ey
gh
ie
oo
or
ou
ow
sion
th
ue
January 2016
ôr,ûr(ẽr)
ou,o͞o / ō,ŭ
ō,ou
zhən, shǝn
unvoiced,voiced
ū,o͞o
Goat in the gym
Not home / mother or dog
Pass the cheese
Pup refuse to rule / the bush
Yes, my candy,…is at the gym
Car for a dollar
Charlie spent Christmas in Chicago
Eat bread
Ear to the earth
We planted, watered, and picked the flowers.
Ceiling reindeer
Her sheriff
Feud with Zeus
Few grew
Key they
Laughing ghosts
Piece pie
School book
Corn doctor
Ouch hot soup / shoulder touch not (per Yoda)
Snow plow
A special occasion in the mansion
Bath, bathe
Tissue blue
Page 22
Auditory Drill Mnemonic Devices
Sound
Mnemonic
/ĕ/
/ĭ/
/ŭ/
/d/
/f/
/g/
/j/
/k/
/m/
/n/
/r/
/s/
/t/
/z/
/ch/
/sh/
/shǝn/
/ā/
/ē/
/ī/
/ō/
/ū/
͝
/oo/
/oi, oy/
/ou/
/au/(ô)
͞
/oo/
Red head
Chin-ups / in the gym
Up and away / with a son and a cousin
Band played
Face, off / photo, laugh
Go ghost, be vague
Jump gently during dodge ball
Cats, kittens, ducks / run the school uniquely
Monkeys / climb columns
No / knife sign
Rob wrestles the rhino
Sea, city, grass / science
Ted talked
Zebra nosey buzz
Chin itches
Wish / machine
Protection / tension
Vacation came on a rainy day / eight reindeer did obey
He needs meat and candy / for these I believe he will receive money
I like the night sky / to eat pie in style
Go home on a boat that is slow / shoulder to toe
Unite cute / statues few feud
Good push
Rejoice for the toy
Shout in the shower
Paul saw / the dog’s daughter he thought
Mushroom stew for my student / includes soup, blue fruit for my neurologist
Her bird hurt / the doctor particularly early
/ûr/(ẽr)
January 2016
Page 23
Spelling Generalizations
Short Vowel Pointers
FLoSS + z
–ff, -ll, -ss (–zz is uncommon)
• 1 syllable word with
• 1 (short) vowel
• followed by f, l, s, or z
• usually double
off
ball
class
fuzz
-ck
• 1 syllable word with
• 1 (short) vowel
• followed by /k/
• use –ck
duck
clock
trick
-tch
• 1 syllable word with
• 1 (short) vowel
• followed by /ch/
• use –tch
catch
witch
fetch
-dge
• 1 syllable word with
• 1 (short) vowel
• followed by /j/
• use –dge
bridge
edge
dodge
sack
crutch
fudge
Point out: when these graphemes (-ff, -ll, -ss, -zz, -ck, -tch, -dge) are in the
word, the preceding vowel makes it’s short sound. Hence the term shortvowel pointers.
January 2016
Page 24
Vowel and Consonant Rules
Basic
•
No English word ends in j.
o Use –dge after a short vowel
badge
ledge
dodge
o Use –ge after a long vowel or a consonant
cage
huge
binge
fudge
•
No English word ends in v.
o v is always followed by a silent e.
o The final e may or may not cause the preceding vowel to make the
long vowel sound.
have
save
give
hive
•
x is never doubled.
•
s says /z/:
o in a few short words: is, as, his, was, hers, has.
o when it falls between 2 vowels.
rose
cause
easy
o when denoting plural after a voiced consonant.
rags
beds
robs
•
y is the best choice for spelling /ē/ at the end of a multi-syllabic word.
happy
berry
puppy
Intermediate
•
Spelling /s/ at the end of a noun.
o A single s at the end of a noun is reserved to communicate meaning
(i.e., plural).
o After a short vowel (FLoSS), /s/ is spelled –ss
dress
grass
miss
o In all other situations, /s/ is spelled –ce or –se
fence
dance
house
nurse
January 2016
Page 25
•
ie and ei rule
o i before e except after c unless it says /ā/ as in neighbor and
weigh.
Short Vowel Exceptions
There are several exceptions to the closed syllable rules.
The vowel in these letter combinations says its name (not its sound).
–īnd
–ōld
–īld
–ōst
–ōlt
–ōll
kind
old
wild
ghost
colt
troll
-ng, -nk
The patterns ink, ank, ing, ang do not make a clean short vowel sound (but
if you look them up in the dictionary you will see they are marked as short
vowels).
The patterns onk, unk, ong, ung make a cleaner short vowel sound.
/ēnk/
/ānk/
/ēng/
/āng/
sink
bank
sing
bang
/ŏnk/
/ŭnk/
/ŏng/
/ŭng/
honk
dunk
gong
hung
To avoid student confusion do not use short vowel exceptions or
-ng/-nk in blending drills and syllable sorting activities.
January 2016
Page 26
Meet the Stick Vowels and related rules
•
The term stick vowel supports visual memory and quick recall.
•
Which of the vowels in the picture can be made with sticks?
o a, E, I, o, u, Y
•
When formed this way:
o the stick vowels are: E, I, Y
o the round vowels are: a, o, u
Spelling /k/
•
Use the letter c when immediately followed by consonant or by a, o, u
(round vowel, note c is also round).
cat
cob
cup
club
•
Use the letter k when immediately followed by E, I, Y (stick vowel, note k
can also be formed with sticks).
kelp
kick
sky
•
Use –ck when at the end of a one syllable word right after 1 (short)
vowel.
back
speck
sock
duck
Soft c and Soft g
•
The letter c says /s/ when followed by a stick vowel (always).
cent
cinch
Nancy
•
The letter g says /j/ when followed by a stick vowel (often).
gem
magic
gym
January 2016
Page 27
Memory Words vs High Frequency Words
There is much debate over memory words, high frequency words, and
which list is the best. Eventually our students need to be automatic in all of
these words. Our best advice is to just pick a list and stick with it.
That said, our lessons needed to use these words. So, our usage is as
follows:
Memory Words
• Words that are phonetically irregular.
• The list changes as students’ phonics skills improve. What is irregular
to a Kindergarten student (practically everything) is vastly different
from words irregular to a 3rd Grader.
• Of course, some words are always irregular regardless of your phonics
skills (e.g., was, of, one) -- also known as Red Words.
• Finally, there are some words taught as memory words because the
phonics skill controlling the correct spelling is infrequently encountered
(e.g., whistle).
High Frequency Words
• The most frequent words used in written English.
• Again, there are a number of these lists including the ever popular Fry
list and the Dolch list.
• Due to the amount of teacher materials supporting this list, we work
from the Fry list.
• Includes memory words.
Louisa Moats List
• We love this list for our little ones!
• 100 words commonly used in children’s writing plus please and thank
you.
January 2016
Page 28
100 Words Commonly Used in Children's Writing
Source: Louisa Moats - Speech to Print
I
and
the
a
to
was
in
it
of
my
he
is
you
that
we
when
they
on
would
me
for
but
have
up
had
there
with
one
be
so
all
said
were
then
like
went
them
she
out
at
are
just
because
what
if
day
his
this
not
very
go
do
about
some
her
him
as
could
get
got
came
time
back
will
can
people
from
saw
now
or
know
your
home
house
an
around
see
think
by
over
down
did
mother
our
don’t
school
little
into
who
after
no
am
well
two
put
man
didn’t
us
things
too
please
thank you
Teacher notes:
• Words are in order by descending frequency and categorized
as pattern based or oddity (italicized).
• The oddities (red words) are exceptions to the sound-symbol
correspondence.
January 2016
Page 29
Orton-Gillingham Community Red Words
January 2016
Page 30
Contractions
Contractions
• Make something smaller by:
o omitting letters/sounds,
o inserting an apostrophe in its place,
o and pushing the letters together.
is not
is n t
is n’t
isn’t
Teacher note:
• Make sure you practice the concept from both perspectives.
o is not = isn’t
o isn’t = is not
Memory Words
• There are a few contractions that don’t follow the standard
pronunciation rules.
• Teach these contractions as memory words.
o do not
= don’t
o will not
= won’t
o cannot
= can’t
Important Points
•
“cannot” is 1 word not 2
and
•
“a lot” is 2 words not 1
January 2016
Page 31
I
you
he
she
it
we
they
that
who
what
where
when
are not
cannot
did not
do not
does not
had not
has not
have not
be
I’m
(am)
you’re (are)
he’s
(is)
she’s (is)
it’s
(is)
we’re (are)
they’re (are)
that’s (is)
who’s (is)
what’s (is)
what’re (are)
where’s (is)
when’s (is)
Table of Contractions
will
would
has/have
I’ll
I’d
I’ve
you’ll
you’d
you’ve
he’ll
he’d
he’s
she’ll
she’d
she’s
it’ll
it’d
it’s
we’ll
we’d
we’ve
they’ll
they’d
they’ve
that’ll
that’d
that’s
who’ll
who’d
who’s
what’ll
what’d
what’s
I’d
you’d
he’d
she’d
it’d
we’d
they’d
that’d
who’d
what’d
where’ll
when’ll
where’d
when’d
aren’t
can’t
didn’t
don’t
doesn’t
hadn’t
hasn’t
haven’t
where’d
when’d
where’s
when’s
The “Nots”
is not
must not
was not
were not
will not
could not
might not
should not
would not
had
isn’t
mustn’t
wasn’t
weren’t
won’t
couldn’t
mightn’t
shouldn’t
wouldn’t
Coulda, Woulda, Shoulda
would have
would’ve
could have
could’ve
should have
should’ve
might have
might’ve
must have
must’ve
January 2016
Page 32
Syllables
Background:
o A syllable is the beat or the rhythm of our language.
o It can be a word or a part of the word.
o It is best taught through modeling and shared activities.
o Tap, clap, jump out how many syllables are in …
o Student names are a good choice for beginning practice.
o Book, school, picnic, student, basketball, zebra, zoo…
Definition:
o Teach the definition with hand motions:
A syllable is a word or a part of a word with 1 vowel sound.
A syllable is…..
A word
/
/
Or a part of a word
/
With
January 2016
1
vowel
/
sound (point to ear)
Page 33
Syllable Patterns
Why?
• English is all about the vowel sounds.
• The syllable pattern tells how to pronounce the vowel.
closed
• 1 vowel
• ends in 1 or more consonants
• consonant closes the door and the vowel says its sound (short sound)
open
• 1 vowel
• ends in the 1 vowel
• the door is open and the vowel (introduces itself) says its “big fat
name” (long sound)
magic e
• 1 vowel followed by 1 consonant and a silent e
• the e jumps back over 1 consonant (usually)
• vowel says its name (long sound)
Teacher note:
o Usually the magic e will jump back over only 1 consonant (e.g.,
bake vs nurse).
o A single e at the end of a syllable is almost always silent but may
serve a purpose other than magic e — commonly called marker e
(e.g., making the c soft — fence, spelling the /s/ sound — nurse,
following the letter v — give).
bossy r
• vowel followed by the letter r
• r is a very bossy consonant, impacts the vowel sound
• er, ir, ur — her, bird, hurt
• ar — car, dollar
• or — corm, doctor
• magic e trumps bossy r
January 2016
Page 34
vowel team
• 2 or more letters working together to make 1 vowel sound
Teacher note:
o 2 or more letters working together not necessarily 2 vowels.
boat snow weigh
consonant + le
• -ble, -cle, -dle, -fle, -gle, -kle, -ple, -tle, -zle
• the t in -s.tle is silent
and then
Crazy i “Pattern”
• Letter i often appears as an open syllable within a word (i.e., a
middle syllable). Technically, this crazy i is usually a latin connective –
connecting the root to a suffix.
•
•
Christened the “crazy i” syllable by Ron Yoshimoto.
“Crazy i” because it doesn’t know its name.
/ĭ/ before a consonant
“ĭ ĭ ĭ ĭ ĭ ck” a consonant is coming.”
A.mer.i.ca
an.i.mal
hos.pi.tal
crim.i.nal
/ē/ before a vowel
“ē ē ē ē” here comes a vowel.”
ra.di.o
cur.i.ous
im.me.di.ate
pre.vi.ous
pres.i.dent
res.i.dent
fur.i.ous
ser.i.ous
Unless an l or n immediately proceeds the i, then the i is a part of the
final syllable and says /y/. (Advanced language concept. We teach these as
memory words.)
stal.lion
on.ion
January 2016
bril.liant
mil.lion
un.ion
Cal.i.for.nia
Page 35
C.L.O.V.E.R.
• CLOVER is a mnemonic that helps the student recall and organize
the 6 syllable patterns in their mind.
o C — closed
o L — consonant +le
o O — open
o V — vowel team
o E — vowel consonant E or magic E
o R — r-controlled or bossy r
• 85% of the words in our language are made up of these 6 patterns.
January 2016
Page 36
CLOSED:
1 vowel followed by 1
or more consonants
Example: cat, big, off
CONSONANT + LE:
1 consonant followed by le
Example: cle, dle, ple
OPEN:
1 vowel ending the syllable
Example: me, I, go
VOWEL TEAM:
2 or more letters working together
to make 1 vowel sound
Example: oat, law, meat
SILENT E:
1 vowel followed by 1 consonant
and the letter e
Example: note, ate, bike
R-CONTROLLED:
1 vowel followed by the letter r
Example: car, her, fork
January 2016
Page 37
Syllable Division
Syllable division helps identify the syllable patterns thus unlocking the
pronunciation of the vowels.
Teacher note:
• Kite is an organizing principle for syllable division strategies.
• Once a syllable division pattern is introduced, teachers can reference
the Kite as a visual reminder.
January 2016
Page 38
Syllable Division Scripts
Setting the Stage
1
So far we have learned some tools for breaking apart longer words.
2
We’ve chopped off suffixes.
3
We’ve divided between compound words.
4
Sometimes that isn’t enough.
5
Sometimes we need to think about the syllables in the word.
6
Today we’re going to talk about a new pattern – vccv. When you see this
pattern chop between the cs.
7
Hold on to that thought and we’ll come back and talk about it in a bit.
8
1st let’s review syllables.
9
What’s a syllable? Prompt…
10
Let’s count the number of syllables we have in some words.
11
How many syllables in “napkin?” Prompt…
12
How many syllables in “fantastic?” Prompt…
13
So we know how many syllables are in a word when we hear it.
14
Wouldn’t it be nice if we had a strategy for knowing the number of
syllables (or chunks) when we see a word? Well we do.
January 2016
Page 39
Key
vccv
Teacher
Back to our definition: Every syllable
has 1 vowel sound. Repeat.
Let’s look at this word. (Write the word
1
1 vowel sound
2
write word
3
vowels – underline
& label v
What are the vowels? Let’s underline
the vowels (as the students read them off)
and label them v.
any together
any working together
5
how many vowels
How many vowel sounds do we have?
6
how many syllables
How many syllables?
7
mark consonants
4*
8
insect.)
vccv
divide between c
Mark the consonants in between c.
Display
insect
insect
v
v
insect
vccv
When we see this pattern – vccv – we
divide (the syllables) between the
consonants. (Use a dot not a slash, less
in.sect
vc.cv
visual clutter.)
9
type syllable
What type of syllable? (Cover the 2nd
syllable.)
10
vowel says
So the vowel says …
11
syllable says
So the syllable says? (Scoop underneath.)
12
type syllable
13
vowel says
14
syllable says
15
word says
What type of syllable? (Cover the 1st
syllable.)
in.
in.
.sect
So the vowel says …
So the syllable says? (Scoop underneath.)
So the word says? (Scoop under both
syllables.)
.sect
in.sect
4* Multiple letters can work together to make one vowel sound (e.g. a_e as
in cake, oi as in oil, ey as in key). When this occurs, connect the lines
between the vowels that are working together.
cake
January 2016
becomes
cake
oil
becomes
oil
Page 40
poly-syllabic
Key
Teacher
Display
1
write word
Let’s look at this word.
establish
2
vowels – underline & label
v
establish
v v v
3
any together
4
how many vowel sounds
5
how many syllables
6
label consonants between
first 2 vowels
7
pattern
Underline the vowels and
label them v.
Are any of the vowels
working together?
How many vowel sounds do
we have?
How many syllables do we
have?
Let’s start with labeling the
consonants between the first
two vowels.
What’s the pattern?
8
what do we do
9
next vowel
What do we do when we see
this pattern?
So the next vowel is …
es.tablish
vc.cv v
es.tablish
vc.cv v
es.tablish
vc.cvccv
establish
vccv v
10
consonants between
11
pattern
So let’s label the consonants
between the next two vowels
What’s the pattern?
what do we do
What do we do when we see
this pattern?
es.tab.lish
vc.cvc.cv
Great. Let’s pronounce the
syllables one at a time. (See
note below)
So the word says …
es.tab.lish
12
13
14
pronounce syllables
es.tab.lish
word
Teacher note: Support the students syllable by syllable if needed – Isolate the
syllable. What type of syllable is it? So the vowel says? So the syllable says?
January 2016
Page 41
Syllable Division Patterns
Prefix/Suffix chop
• Cover or chop off the prefix/suffix.
• Decode the base word.
• Add the prefix/suffix and pronounce the entire word.
un]tie
ac[tion
dis]tant
•
re]late
quick[ly
fish[ing
mis]spell[ed
in]sist[ed
de]pend[ing
See suffix chop challenges below
Compound words
• Formed by combining two smaller words.
• Divide between the two words.
can.not
Bat.man
sun.set
bob.cat
vccv
• Divide between the consonants.
• vc.cv
rab.bit
bas.ket
hap.py
com.bine win.ter
ter.mite
• In words with twin consonants, only one of them talks.
rab.bit
ten.nis
les.son
muf.fin
kit.ten
skil.let
Teacher note: In choosing your words, control for syllable types taught.
January 2016
Page 42
vcccv and vccccv
• If the student can see the blends or the clusters, divide between the
blends or clusters.
hun.dred
sub.tract
sub.scribe
pump.kin
• If the student cannot see the blends or clusters (this is not an exercise
in teaching blends or clusters):
o Divide after the 1st consonant.
o If this does not unlock a word you know, try dividing after the
2nd consonant.
o Why? Initial blends are more common.
pum.pkin versus pump.kin
vcv
•
•
•
•
Has more than one division option.
Where you divide determines the vowel sound in the 1st syllable.
v.cv is the more common pattern.
However, unless it is a common prefix, students tend to prefer trying
vc.v first. I suspect this is because vc.cv division has become
automatic (hopefully).
v.cv
• Divide before the consonant.
• The 1st syllable is open, so vowel says its name.
ti.ger
tu.lip
ra.ven
to.tal
vc.v
• Divide after the consonant.
• The 1st syllable is closed, so vowel says its sound.
cam.el
cab.in
lem.on
sev.en
It is irrelevant as to which they do first (v.cv or vc.v). The important
point is the need to try both methods until a familiar word is found.
January 2016
Page 43
Consonant + le
• Identify the consonant + le syllable.
• Starting with the final e in the pattern, count back 3 and divide.
ta.ble
Bi.ble
pud.dle
rip.ple
pur.ple
hur.dle
noo.dle
nee.dle
•
s.tle and c.kle
o Uses the same division pattern of counting back 3 to divide.
o The letter t in s.tle is silent.
whis.tle
cas.tle
•
•
Divide between the two vowels.
If they are not common vowel teams, divide between the vowels.
gi.ant
du.al
ne.on
ra.di.o
cha.os
sta.di.um
When all else fails, divide between the vowels.
cre.ate
di.et
po.em
vv
•
January 2016
Page 44
Crazy i “Pattern” (Officially, it is a Latin connective used to connect the affix to the
root.)
•
•
Letter i often appears as an open syllable within a word (i.e., a
middle syllable).
Usually divide the syllable after the i, than apply standard syllable
division techniques to the balance of the word.
/ĭ/ before a consonant
“ĭ ĭ ĭ ĭ ĭ ck” a consonant is coming.”
A.mer.i.ca
an.i.mal
hos.pi.tal
crim.i.nal
/ē/ before a vowel
“ē ē ē ē” here comes a vowel.”
ra.di.o
cur.i.ous
im.me.di.ate
pre.vi.ous
pres.i.dent
res.i.dent
fur.i.ous
ser.i.ous
Unless an l or n immediately proceeds the i, then the i says /y/. (Advanced
language concept. Through 2nd grade, these are taught as memory words.)
stal.lion
on.ion
January 2016
bril.liant
mil.lion
un.ion
Cal.i.for.nia
Page 45
Suffix Chop Challenges
Background Information
•
•
•
•
Students may not recognize the base word as modified by the suffix.
They wonder about:
happi[ness
citi[es
tri[es
runn[ing
hopp[ing
tapp[ing
They may also think:
hop[ing says hop rather than hope
tap[ing says tap rather than tape
Focus students on the letter(s) immediately before the suffix .
y-rule
• If letter i falls immediately before the suffix it was likely originally a y
that was changed to an i.
hap.pi[ness
ba.bi[es
fun.ni[est
• The y retains its previous sound.
happy — happiness
baby — babies funny — funniest
1+1+1 doubling rule
• If there are 2 consonants before a vowel suffix, the vowel says its
sound.
hopp[ing
tapp[ing scrapp[er
fish[ing
e-drop rule
• If there is 1 consonant before a vowel suffix, the vowel likely says its
name.
hop[ing
tap[ing
scrap[er
January 2016
Page 46
Student Instruction
Reading base words changed by suffix addition:
• Chop off the suffix.
• Read the base word considering:
o If it ends with the letter “i,’ the “i” was likely a y before the
addition of the suffix (e.g., supplied, buried, babies).
o If there are 2 consonants before the suffix, the vowel in the base
word is likely short (e.g., cracked, lumps, messing).
o If there is 1 consonant before the suffix, the vowel in the base
word is likely long (e.g., baked, joking, drives).
o If it is a two syllable word, it is possible that the vowel is short.
Be prepared to flex the vowel (e.g., admitting, benefiting,
dictating, permitted, limited, contrived).
• Add the suffix.
• Read the entire word.
January 2016
Page 47
Schwa (ə) and Accented Syllables
Background Information
Schwa
Teaching objective:
• All vowels can make the schwa sound.
• Students will usually pronounce the syllable as spelled and then
automatically correct/synthesize to the schwa sound.
• Our objective here is to build familiarity with the word schwa and its
related sound. The goal is for students to know how to correct when
prompted for the schwa sound.
Reading procedure:
• Divide the word into syllables using the script.
• Pronounce the syllables as spelled. lĕs•sŏn
• Pronounce with a schwa sound.
lĕs•sən
• Ask: which one sounds correct?
lĕs•sən
• The letter o in the word lesson is the schwa sound of a gentle /ŭ/.
• Once introduced suggest: If the word doesn’t sound right, try
substituting the schwa /ə/ sound for one of the vowels.
Spelling procedure:
Identifying the vowel in unaccented syllables is one of the bigger
challenges we face when spelling. You can’t trust the sound when the
voice goes down.
•
•
•
•
Except for memory words, all our spelling in OG is phonetic. If there
are multiple spellings of the sound, we support the student in making
the correct choice — /k/ as in cat.
In words containing the schwa sound, there is no way for the student
to know the correct choice other than through visual memory.
Therefore, when you give a spelling word which has a schwa
syllable, pronounce the word first with the schwa, then with
clear letter sounds. Script: /lĕs/sən/ is spelled /lĕs/sŏn/.
Continue with procedure for spelling 2 syllable words, exaggerating
the vowel in the schwa syllable /sŏn/.
January 2016
Page 48
When the student spells the schwa sound with the letter u, suggest: Well
done that vowel does say /ə/. In this syllable it is spelled — pronounce
vowel clearly — saying /ŏ/ if it is the letter o.
Open syllable ending with the letter a:
• at the beginning or end of the word, usually makes the schwa sound:
around
about
above
alive
amaze
manila
comma
Alaska
Accented Syllables
In most words of two or more syllables, one syllable is emphasized,
stressed, or accented more than the others. The voice goes up a little and
the vowel sounds are crisp and clean in the accented syllable.
Say: ba•NA•na Can you hear the syllable you stress?
Accents can be very hard for some children (and adults) to hear.
A technique for hearing the accent:
• Pronounce the word in the manner you would use when calling your
dog. The syllable you stress or hold longer is the accented syllable.
• Call your dog:
na•tion
sis•ter
co•mo•tion
com•pu•ter
ex•pan•sion
kind•ness
pa•rade
com•ma
en•er•get•ic
mag•a•zine
Teacher note: Placement of accents can change the pronunciation,
part of speech, or meaning.
noun
con’•tract
reb’•el
pres’•ent
January 2016
verb
con•tract’
re•bel’
pre•sent’
Page 49
Student Instruction — Schwa
Step 1:
• In words of more than one syllable, often the vowel sound in one of the
syllables is not said clearly.
• When we chunk and read words, often we just automatically synthesize
or adjust this sound.
o /lĕs/ŏn/
synthesized and pronounced /lĕs/ən/
o /găl/ŏp/
synthesized and pronounced /găl/əp/
• This unclear vowel sound is gentle /ŭ/ or /ĭ/ sound.
• Schwa sound written as ə.
Step 2:
• Sometimes the word is not so easily synthesized.
• When that happens, we need to stop and try the syllables with the schwa
sound seeing if this unlocks the word.
• Which is correct:
atlas
/ăt/lăs/
/ət/lăs/
/ăt/ləs/
anthem
/ăn/thĕm/ /ən/thĕm/ /ăn/thəm/
canvas
/căn/văs/ /cən/văs/ /căn/vəs/
• If the word doesn’t sound right, try substituting the /ŭ/ or /ĭ/ sound.
Step 3:
• In the some dialects (including Indiana), we make the schwa sound two
ways:
• gentle /ŭ/ and /ĭ/.
• Do you say /bas/kŭt/ or /bas/kĭt/?
January 2016
Page 50
Suffixes
Definition:
• A suffix is a letter, letters, or syllable added to the end of a word.
• It may alter the meaning, or change the part of speech.
• There are two types — vowel suffixes and consonant suffixes.
o Vowel suffixes begin with a vowel.
-ed, -ing, -er, -est, -able
o Consonant suffixes begin with a consonant.
-ly, -ful, -ness, -tion, -sion
• 58% of words contain these prefixes: un-, re-, in-, dis• 60% of words contain these endings: -ing, -ed, -s, -es
• The next most common endings are: -ly, -er/-or, -sion/-tion, -ible/able, -al, -y, -ness.
Suffix –es
• Nouns and verbs ending in sh, ch, s, x, z form plurals by adding –es.
• When -es is added there is a recognizable sound difference from the –s.
o With the addition of the vowel you are adding another syllable.
o Try saying glass with the addition of -s (glasss) rather than –es.
 It can’t be done.
 The 2 hissing sounds merge into 1.
• For nouns and verbs ending in y after a consonant:
o change the y to i.
o add –es.
A jingle to help with memory…
• Put your left hand out, palm up and say…
o When a word ends in a….ch
• Put your right hand out, palm up and say…
o ….sh
• Turn your left hand over, palm down and say…
o ….s
• Turn your right hand over, palm down and say…
o ….x
• Cross your chest with both arms and say…
o ….z
o ….add –es, and you’ll please me!
January 2016
Page 51
Suffix –ed
• –ed is added to verbs to indicate the action happened in the past.
• –ed is pronounced 3 different ways, depending on the base word.
/əd/ or /ĭd/
/d/
/t/
• Regardless of the sound you hear, if the word is a verb and you are
expressing that the action happened in the past, always use –ed for
spelling. Think meaning!
• If needed, discuss frequently that verbs are action words. Use examples
of words that are verbs and are not verbs.
-ed says /əd/ or /ĭd/ after base words ending in the letter d or t
and adds a syllable.
landed
melted
printed
hunted
acted
tested
-ed says /t/ after base words ending in an unvoiced sound —
unvoiced to unvoiced.
rushed
thanked
pinched
asked
jumped
rocked
-ed says /d/ after a base word ending in a voiced sound — voiced to
voiced.
played
smelled
scanned
throbbed
plugged
stayed
Teacher notes:
• Reading implication: Often, once students learn the proper use of /əd/ or
/ĭd/, they will automatically choose the correct pronunciation of /d/ or /t/.
• Spelling implication: Use the word verb. Students need to know this
word and what a verb is! Explicitly teach that –ed is the only spelling
choice to indicate “happened in the past.” Meaning!
January 2016
Page 52
Voiced and Unvoiced
A voiced sound is one in which the vocal cords vibrate. An unvoiced sound
is one in which they do not vibrate. If you place your the fingers over the
voice box (i.e. the location of the Adam's apple in the upper throat), you can
feel the vibration when a voiced sound is produced.
For example, pronounce the letters “s” and “z.” You should feel a vibration
when you pronounce zzzz, but not when you pronounce ssss.
Voiced = -ed as /d/
/b/
/g/
/j/
/z/
/th/ as in them
/l/
/m/
/n/
/r/
/v/
/zh/
all vowel sounds
January 2016
Unvoiced = -ed as /t/
/p/
/k/
/ch/
/s/
/th/ as in thin
/sh/
/ng/
/nk/
Page 53
Suffix Addition Rules
Just
•
•
•
add
boy + s
= boys
farm + er = farmer
fish + ing = fishing
Stop
•
•
•
and think
1+1+1 doubling rule
e drop rule
y rule
1+1+1 doubling rule
When adding a vowel suffix to:
• 1 syllable word with
• 1 vowel
• 1 consonant after the vowel
• double the final consonant.
drop + ed
= dropped
run + ing
= running
sad + est
= saddest
Teacher note: The letters w and x are never doubled.
e-drop rule
When adding a vowel suffix to:
• a word ending in a silent
• drop the silent e.
bake + ing
=
bike + er
=
nurse + ing
=
e (not just magic e)
baking
biker
nursing
Teacher notes:
• There are exceptions to e-drop rule.
o Retain the e to preserve the soft c or g sound.
noticeable
courageous
o Retain the e to preserve the identity of the base word.
shoeing
January 2016
Page 54
y rule
• Just add the suffix:
o when the word ends in vowel+y or
o the suffix begins with an i (You don’t want two eyes l
you.).
boys
played
turkeys
trying
flying
funnyish
•
Else, change the y to i and add the suffix.
cities
cries
plentiful
fries
babies
daintiest
•
Exceptions: skiing
•
See suffix –es.
January 2016
taxiing
king at
busyness
Page 55
Fluency
Fluency is the ability to read a text accurately and quickly. Fluent readers
read aloud effortlessly and with expression. Their reading sounds natural, as
if they are speaking. Fluent readers do not have to concentrate on decoding
the words and can focus their attention on meaning. They can make
connections among the ideas in the text and their background knowledge. In
other words, fluent readers recognize words and comprehend at the same
time.
Reading rate comprises both fluent identification of individual words and
speed and fluidity with which the student moves through connected text. As
children practice, they come to recognize larger and larger numbers of words
by “sight” without having to sound them out. Well practiced words are
recognized automatically, which implies that recognition occurs very quickly
and with little cognitive effort. The automaticity with which a reader can
recognize words is almost as important as word reading accuracy. It is not
enough to get the word right if a great deal of cognitive effort is required to
do so, because the effort and attention involved in decoding or guessing
from context, distract the reader’s attention from building meaning.
(Torgeson et al., 2006)
Factors most strongly influencing oral reading rate in struggling readers
(Torgeson et al., 2006):
• Speed of decoding processes used to identify unknown words.
• Proportion of words in a passage that can be recognized “by sight.”
• Variations in speed with which “sight words” are processed.
• Use of context to speed word identification.
• Speed with which word meanings are identified.
• Speed with which overall meaning is constructed.
• Differences in relative value a child places on speed vs accuracy.
Single most important factor limiting the reading fluency of children
with reading difficulties is the limited size of their sight word
vocabulary. It is the necessity of slowing down to decode the word
that most effects fluency.
January 2016
Page 56
Goal of Fluency
Reading must make sense
• This principle must be taught explicitly.
• Reading “faster” must not be allowed to override this principle.
• Fluency (and resulting wcpm) develops through reading smoothly and
automatically.
How is Fluency Built?
Fluency develops from reading practice
• Repeated oral reading with feedback and guidance leads to meaningful
improvement.
o True for good readers as well as those who are experiencing
difficulties.
o Has a clear impact on reading ability of non-impaired readers
through at least 4th grade.
• Fluency is not achieved at one point in time, but increases with
practice over a long period time
• Young children who gain just enough skill early on feel drawn to
reading that consolidates the interconnections of their reading mind.
They read a lot of easy redundant things because they can. They love
it because they can do it.
• Students reading passages orally, multiple times while receiving
guidance or feedback from peers, parents, or teachers is effective in
improving a variety of reading skills.
Source: Report of the National Reading Panel: teaching children to
read, April 13, 2000
The mind cannot attend to everything at once
• Begins with effortful reading
o all available attention expended in letter, letter-pattern, and
word recognition
o little available for comprehension or self-monitoring
o by using known sound-symbol correspondences and phonological
sensitivity, the student approximates the pronunciation of the
unknown word
January 2016
Page 57
•
•
o this approximate pronunciation combined with available
contextual clues enables the reader to determine the correct
pronunciation
With instruction and practice, reading develops into reliable accuracy
o 4 to 14 repetitions for average young readers
o more than 40 for those with reading disabilities
Further practice leads to automatic word skills, basic fluency begins to
develop freeing the brain for error correction and comprehension
January 2016
Page 58
Methods and Means for Building Fluency
The important components include:
• dedicated time for practice — 7-10 minutes daily,
• appropriate pacing — needs to be quick and energetic,
• text selection:
o use both controlled (fair) and trade text,
o text level should be not too easy and not too hard, but at the
independent level,
• and targeted review of high frequency words to automaticity is essential.
Word work:
• There is no strategy that compensates for difficulty in reading words
accurately and fluently – if you can’t read word lists and sentences
fluently, you also cannot read connected text fluently
• Work with letters, word parts, words, phrases and sentences – take
instruction beyond accuracy at every step
• Reading words in isolation (word lists) is supported by the research as
an important element in developing fluency
Connected text sequence:
• Weekly cycle
• Introduction of a short passage
• Read aloud – model good reading (I do)
• Discussion of the content
• Choral reading (We do)
o Student reads or attempts to read a text, while at the same
time, hearing a more fluent reading of the same text by
classmates and the teacher
• Paired reading (We do, You do)
o A more able reader and a less able reader sit side by
o In unison, the pair reads the text aloud for 10 to 20 minutes
o The more able reader adjusts to match the reading pace of the
less able reader
• Word study (We do, You do)
• Home practice (You do)
• Performance (You do)
• Final rereading before the introduction of the next passage
January 2016
Page 59
Other supports:
• Recorded materials may be particularly good for the EL student
• Do both wide and deep
o wide – when finished, move on to the next passage
o deep – reread until it can be read with some degree of fluency
and prosody
 same passage
 different passage using the same skills – i.e., short a text
 same passage but with different focus – pace, prosody,
punctuation, etc.
• Poetry and Reader’s Theater often providing an engaging activity for
struggling readers
January 2016
Page 60
Fluency Related Points
Round Robin Reading
• This long-standing method in which the teacher calls on students oneby-one to read orally isn’t supported by the research (or by student
behavior and attention). Please don’t spend valuable class time in
this activity.
Silent Reading
• The myth that students read more accurately silently than orally, is
just that, a myth.
• And, how do you know? It is true that we can read more rapidly
silently, but not more accurately.
• Additionally, during silent reading time, struggling readers may not
choose well – the student may choose a text well below or well above
their reading level.
Difficulty level:
• During fluency practice, controversy exists over the level of passages
difficulty -- should it be challenging, moderately challenging, or easy.
• The ‘right’ answer may depend on the age, other characteristics of the
learner, and the specific level of reading skills.
Expressiveness or prosody:
• Paraphrasing, retelling, summarizing, comparing, predicting, etc., are
more potent indicators of comprehension than prosody.
• Controversy remains over the role of prosody.
• While expressiveness obviously helps listeners when being read to,
when the student is the one reading, it is not clear whether it actually
facilitates understanding or whether it merely reflects understanding.
In other words, is the fact that the student understands the text what
allows the reading to occur with prosody or does the reading with
prosody lead to understanding?
January 2016
Page 61
Stages of Fluency
Print Concepts
•
•
Student tracks left to right, top to bottom naturally, without pausing to
determine directionality.
Student develops an understanding of one-to-one correspondence of
written and spoken words, although not yet able to decode the words
he/she is tracking.
The dog ran after the cat.
The dog ran fast, but the cat ran faster.
Letter Naming Fluency –LNF
•
Student names letters in random order, building fluency of orthographic
skills
d m p O a R x n H w Q z e L I
Sound Fluency – NWF/CLS
•
Student recognizes and produces the sounds of letters with automaticity.
hub
wid
lan
rep
ix
Word-Level Fluency
•
Student whole-word read lists of words
Decodable, pattern-based words
catch
match
switch
fetch
latch
pitch
are
was
two
says
Phonetically irregular words
said
January 2016
they
Page 62
Phrases
•
•
Students read 3-4 word phrases with expression and automaticity.
Phrases are a combination of high-frequency and decodable patterns
taught.
they were here
by their house
down the hall
off the log
Sentences
•
Students read decodable sentences
My dad sat in the van.
The rabbit hopped off the log and dashed away.
Connected Text
•
•
•
Students read decodable passages with expression and automaticity.
Phrases are a combination of high-frequency and decodable patterns
taught.
Once students have reached grade-level fluency targets, trade text may
be substituted for decodable text.
As I walked up the driveway to my house, I could tell
Grandma was finally here. The smell of her cooking drifted
from the windows and greeted me as I entered the yard. I
was so excited to see her, I nearly dropped my backpack
as I ran to the porch.
January 2016
Page 63
DIBELS – Word Analysis
P2
P3
P1
P2
P3
red
18
16
16
27
29
19
basic
closed
s/z/
open
sv pointer
magic e
sv exception
11
1
3
1
1
4
10
0
1
0
7
1
6
1
0
2
3
0
18
1
7
4
7
0
10
1
1
0
5
0
18
4
6
2
7
5
bossy r
vowel team basic
compound
vccv
0
1
2
1
4
0
1
1
0
5
1
4
2
1
0
4
8
3
1
4
1
0
1
3
vowel team
multi-syllabic
other
contraction
2
5
1
0
8
2
0
0
1
4
1
0
6
8
0
0
9
8
0
0
5
5
0
0
Proper Noun
3
0
2
4
0
7
54
51
46
89
79
83
Type
Red
Basic
Intermediate
Other
Proper Noun
Total
50
52
20
24
5
151
33%
34%
13%
16%
3%
100%
75
96
28
41
11
251
30%
38%
11%
16%
4%
100%
Frequency
1st 400
Basic+intermediate
Proper Noun
Other
Total
110
16
5
20
151
73% (50% 1st 100)
11%
3%
13%
100%
178
35
11
27
251
71% (50% 1st 100)
14%
4%
11%
100%
PN
red
P1
intermediate
2nd Grade EOY
other
1st Grade EOY
January 2016
Page 64
Cognitive Model
Developing Automatic Words
NICHD Finding on Repetitions Needed to Turn an
Unknown Word into an Automatic Word
Type of Learner
Number of Repetitions
Most Able
1 or 2
Average
4-14
Least Able
20 or more
Adopted from Kathryn Howe (2004)
January 2016
Page 65
Adjusted DIBELS Targets
January 2016
Page 66
DIBELS Benchmarks
January 2016
Page 67
Hasbrouck and Tindal Oral Reading Fluency
January 2016
Page 68
Whole-Word Reading
Importance
•
Sound by sound blending is ineffective when a word is more than five
phonemes long.
/k/ə/l/ă/p/s/
•
/p/ā/t/r/ə/n/
Pushing students to read syllables is an important step towards reading
base words with suffixes and multisyllabic words.
/kəl/ăps/
•
The DIBELS Nonsense Word Fluency (NWF) measure is not about building
students repertoire of make-believe words. It’s about getting students in
the habit of relying on their sound-symbol knowledge to decode words.
After all, most words are made up of syllables that would be total
nonsense if they stood alone.
bas
•
ket
fab
ric
nap kin
The goals for NWF change to measure progress through the stages of
blending.
WWR
CLS
NWF
•
/pā/ trən/
Blue
Green
Yellow
Blue
Green
Yellow
K:MOY
30
17
8
7
0
0
K:EOY
46
28
15
10
0
0
1:BOY
46
27
18
10
1
0
1:MOY
72
43
33
22
8
3
1:EOY
80
58
47
25
13
6
DIBELS composite scores are computed based on weighted values for
these measures. See handouts.
Note: Correct administration of NWF is critical for ensuring accurate
scores. Make sure you are familiar with scoring protocols so that students
receive credit for whole-word reading.
January 2016
Page 69
Strategies to Support Whole-Word Reading
1. Drag the sounds together – don’t segment.
Tip: This is easier with sounds that are glides (s,m,f) than stops (t,p,b).
/s/u/n /
is easier to drag than
/t/o/p/
2. Go back to blending two phonemes.
/i/t/
/u/p/ /o/n/
3. Add phonemic awareness drills to work on priming the ear for blending.
Play Guess My Word: “Listen, I am going to say some sounds. When I
put my hand out, I want you to say the word.”
/b/o/x/
/m/e/ss/
4. Students should not wait until they have mastered all their letters before
they work on blending. Have them blend the known sounds.
January 2016
Page 70
Blending Stages
Phonological Awareness
Decoding
1. Onset and Rime
/c/ap/
/b/ug/
1. Words to Compound Words
/r/ide/
2. Two Phoneme Syllables
/m/e/
/u/p/
/g/o/
/i/f/
/h/i/
January 2016
/cab/in/
/car/pet/
/a/t/
/y/e/s/
/m/a/p/
4. Four Phoneme Syllables:
/b/r/a/g/
/mail/box/
2. Syllables to Words
/van/ish/
3. Three Phoneme Syllables:
/s/i/t/
/cow/boy/
/c/r/i/b/
3. Onset and Rime
/pl/ay/
/s/ack/
/l/ight/
4. Phonemes
/t/a/g/
/w/i/sh/
/l/o/g/
Page 71
Lesson Procedures
Fidelity to Lesson Procedures
• Consistent delivery of daily lesson plan procedures is a critical
component to the success of a lesson. Fidelity to lesson plan
procedures ensures that:
o students are not bogged down by unclear directions or managing
multistep directions.
o students can focus their mental energy on attending to the new
lesson content.
• Use old procedures to learn new content.
• Use old content to learn new procedures.
Maximizing Student Engagement
• Student engagement is maximized when the pacing of instruction is
challenging enough to maintain interest, but slow enough to avoid
creating frustration or confusion.
• Each procedure has a purpose for teaching, coaching, or reinforcing
instruction. Lesson procedures should not be skipped or eliminated.
• Students must engage and participate in each lesson procedure.
Teacher notes:
• Scale back on the content (e.g. reduce the number of words read) in a
given lesson component in order to fit the time allotted.
• Maintain lesson pacing so that all components are taught each day.
January 2016
Page 72
New Phoneme/Grapheme
Intro New
1. Show students the new grapheme.
2. Name the letter(s) and produce the sound.
3. Students repeat the sound.
4. Provide the keyword for the sound (found on the back of the card).
5. Students repeat keyword.
6. Students skywrite or trace the grapheme 3 times.
o Teaching ea = /ē/ as in eat
o Students skywrite ea and say “/ē/ as in eat” — 3 times
Place Value
• Some phonemes have multiple spellings.
• At times, the placement of the phoneme within the word determines
the correct grapheme choice (oi vs oy).
• When this occurs, teach correct usage (oi at the beginning or middle of
a word or syllable, -oy at the end).
• Insert this instruction between steps 5 and 6.
January 2016
Page 73
b Checker
Classroom Method — Use Card Deck 8 for support
• Ask the children to hold up their left hand with their fingers touching
and their thumb extended straight out to the side.
• This is a built in b checker.
• Teacher models:
1. Display the letter b.
2. Line up your hand so that the index finger rests on the stick of
the letter b.
3. Point out that if the ball of the b sits on the thumb, it is a b.
1. Display the letter d.
2. Line up your hand so that the index finger rests on the stick of
the letter d.
3. Point out that if the ball does not sit on the thumb, it is not a b.
Teacher notes:
• We use the language b and not a b.
• We do not say it is a d.
• This allows for it to be another letter — d, p, q,
•
b d
“b”
January 2016
“not a b”
Page 74
Basic Deck Visual Drill
1. Display card and tap to prompt for choral response.
• Card is tapped once for each known sound.
• When the students have learned multiple known sounds, the card is
tapped one time for each sound learned.
2. Students produce the sound(s) for the card.
Miscues or Blocks
• If students miscue or block, use the following steps.
• Proceed through the steps only as far as necessary to unlock the
sound.
1. Point to the grapheme. Simply calling attention to it may be enough.
2. Prompt students to trace the grapheme – if tracing taught.
3. Keyword
a. Ask students for keyword.
b. Teacher provides keyword.
c. Prompt for sound — so the sound is…
4. Lead the students in tracing or sky-writing the grapheme three times.
5. Place the card back in the deck to allow students to attempt again
during the same lesson.
Teacher notes:
• The visual drill is a review of previously taught sounds.
• It is an exercise for students to build automaticity.
• The teacher should be silent to maximize the opportunity to hear
student responses.
January 2016
Page 75
Picture Deck Visual Drill
Display the picture card and prompt students to pronounce:
• the letter name
• the keyword
• the letter sound
Picture Deck Tactile Drill
Display the picture card and prompt students to skywrite the letter while
they pronounce:
• the letter name
• the keyword
• the letter sound
Miscues or Blocks
• If students miscue or block, use the following steps.
• Proceed through the steps only as far as necessary to unlock the
sound.
1. Point to the grapheme. Simply calling attention to it may be enough.
2. Prompt students to trace the grapheme.
3. Keyword
d. Ask students for keyword.
e. Teacher provides keyword.
f. Prompt for sound — so the sound is…
4. Lead the students in tracing or sky-writing the grapheme three times.
5. Place the card back in the deck to allow students to attempt again
during the same lesson.
Teacher notes:
• The visual drill is a review of previously taught sounds.
• It is an exercise for students to build automaticity.
• The teacher should be silent to maximize the opportunity to hear
student responses.
January 2016
Page 76
Blending Drill
1. Sort cards into three piles during the visual drill, see card back for
placement.
2. Display card piles for students.
• Consider using the chalkboard ledge, pocket chart, or document
camera.
3. Touch each card with blending fingers prompting students to produce the
sound.
4. Slide finger under the nonsense word prompting students to blend the
sounds and pronounce the word.
5. As students progress, encourage whole-word reading vs sound-by-sound
blending by eliminating Step 3.
Miscues or Blocks
• If students miscue or block, use the following steps.
• Proceed through the steps only as far as necessary to unlock the
sound.
1. Isolate the grapheme miscued or blocked, pointing to the grapheme or
covering other graphemes. Simply calling attention to it may be
enough.
2. Prompt students to trace the grapheme.
3. Keyword
a. Ask students for keyword.
b. Teacher provides keyword.
c. Prompt for sound — so the sound is…
4. Provide the phoneme.
5. Keep the card missed in position for a few more words.
January 2016
Page 77
Words to Read
1. Display word list.
2. Students decode.
3. As warranted, provide additional support. Strategies include:
a. underlining specific patterns
b. isolating vowels
c. marking vowel sounds
d. indicating syllable division
Repeated Readings and Extensions
1. Engage students in repeated readings of the word list to build
automaticity through prompting.
a. Boys read column 2.
b. If you like ice cream, read column 3 with me.
2. Prompt students to identify specific words in the list for vocabulary
extensions. Use the vocabulary of instruction — synonym, antonym,
homophone, homonym, verb, noun, adjective, etc.
a. Which word in row 1 is an antonym for angry?
b. Which word in row 2 is a noun?
c. Find the word in column 2 that is a verb and a noun.
January 2016
Page 78
Phoneme Segmentation
1. Direct students to look at Teacher to ensure they are hearing the
correct sound.
2. Pronounce the word.
3. Students repeat the word.
4. Students segment the word into phonemes while tapping (left to right
on their non-writing hand) a phoneme on each finger.
Finger Spelling
The instruction seems pretty simple:
• “Students segment the word into phonemes while tapping (left to
right on their non-writing hand) a phoneme on each finger;”
• however, it sometimes feels like there are hazards around every
corner.
1. Blends — we recommend you segment the blend, putting one
phoneme on each finger.
2. Welded sounds — like -ing, -ank, and -old — we teach as a chunk of
one unit of sound, and we recommend putting all
phonemes/graphemes on one finger.
3. Prefixes and suffixes — we also teach as a chunk or 1 unit. Again, we
recommend putting all phonemes/graphemes on one finger.
January 2016
Page 79
Auditory Drill
1. Direct students to look at Teacher to ensure they are hearing the correct
sound.
• Many sounds /m/ and /n/, /d/ and /t/ are very similar.
• Visual cues aid in identifying the correct choice.
2. Produce the phoneme.
3. Students repeat the phoneme.
4. Students write the grapheme while quietly saying the sound again.
5. Display the correct grapheme.
6. Students check their work and correct if needed.
Miscues or Blocks
• Generally, miscue procedures are irrelevant as correct choice has been
displayed.
• However, when working the room, before the correct choice is
displayed, if many errors are noted:
1. Class the sound is …
2. Students repeat.
3. Provide the keyword.
January 2016
Page 80
Kindergarten Auditory Options
Direct students to look at Teacher to ensure they are hearing the correct
letter name, keyword, sound.
• Many sounds /m/ and /n/, /d/ and /t/ are very similar.
• Visual cues aid in identifying the correct choice.
Letter
1. Say the letter name.
2. Students repeat letter name.
3. Students write the letter while quietly saying the letter name again.
4. Display the correct grapheme for students to check their work.
Keyword
1. Say the keyword.
2. Students repeat keyword.
3. Students write the letter represented by the keyword while producing
sound.
4. Display the correct grapheme for students to check their work.
Sound
1. Say the sound.
2. Students repeat sound.
3. Students write the letter while quietly saying the sound again.
4. Display the correct grapheme for students to check their work.
Position
1.
2.
3.
4.
Steps
State the targeted position (beginning,
middle, or end) of the phoneme
students are attempting to identify.
Pronounce the word.
Students repeat the word and isolate
phoneme in the noted position.
Students write the letter while quietly
saying the sound again.
January 2016
Example
beginning
sun
sun /s/
s /s/
Page 81
Spelling One-Syllable Words
1. Direct students to look at Teacher to ensure they are hearing the correct
word.
2. Pronounce the word.
3. Students repeat the word.
4. Students segment the word into phonemes while tapping (left to right on
their non-writing hand) a phoneme on each finger.
• When finger spelling a word with more than five phonemes,
students should start over on the same hand.
• Blends — we recommend you segment the blend, putting one
phoneme on each finger.
• Welded sounds — like -ing, -ank, and -old — we teach as a chunk
of one unit of sound, and we recommend putting all
phonemes/graphemes on one finger.
5. Students write the grapheme while quietly saying the phoneme tapped on
each finger.
6. Display the correct word.
7. Students check their work and correct if needed.
Miscues or Blocks
• Generally, miscue procedures are irrelevant as correct choice has been
displayed.
• However, if the Teacher observes a problem before the correct word
has been displayed, isolate the error and provide the keyword or
prompt for spelling generalization.
January 2016
Page 82
Spelling Base Words with Suffixes
1. Direct students to look at Teacher to ensure they are hearing the
correct word.
2. Pronounce the word.
3. Students repeat the word.
4. Teacher prompts for the base word.
5. Students segment the word into phonemes while tapping (left to right
on their non-writing hand) a phoneme on each finger.
6. When finger spelling a word with more than five phonemes, students
should start over on the same hand.
7. Students write the grapheme while quietly saying the phoneme tapped
on each finger.
8. Teacher repeats the word and prompts for the suffix.
9. Students add the suffix.
10. Display the correct word.
11. Students check their work and correct if needed.
Miscues or Blocks
• Generally, miscue procedures are irrelevant as correct choice has been
displayed.
• However, if the Teacher observes a class wide problem before the
correct word has been displayed, isolate the error and provide the
keyword or prompt for spelling generalization.
January 2016
Page 83
Spelling Multi-Syllabic Words
1. Direct students to look at Teacher to ensure they are hearing the correct
word.
2. Pronounce the word. Example: fantastic
3. Students repeat word — fantastic.
4. Ask for number of syllables.
5. Students count syllables — 3.
6. Teacher confirms and asks students to draw a horizontal line for each
syllable.
7. Students draw lines to represent the number of syllables in the word.
__________ __________ _________
8. Repeat word, asking students to repeat and spell each syllable.
fan tas tic
9. Teacher asks students to put syllables together and read the word.
fantastic
10. Display the correct word.
11. Students check their work and correct if needed.
Teacher notes:
• Multisyllabic words can be complicated for students because of the
schwa sound in unaccented syllables.
• Mispronounce the word, when necessary, to exaggerate the correct
vowel spelling for the schwa syllable.
• When students are unsure which vowel spelling is producing the
schwa, they should use the letter u as a default spelling (and be proud
of the accomplishment).
• See Schwa and Accented Syllables.
January 2016
Page 84
Spelling Rule
1. When applicable, teacher links new rule to familiar rule or pattern.
2. Name the rule.
Example: 1+1+1 Doubling Rule or E-Drop Rule
3. Explain how the rule works and model applying the rule.
4. Students spell the words while verbalizing the steps in the process.
5. Students read lists of words containing the new spelling rule.
6. Students summarize with a partner or with the teacher the new syllable
concept.
7. When applicable, select a student to summarize the rule for the class.
January 2016
Page 85
Sentence Dictation
1. Direct students to look at Teacher to ensure they are hearing the correct
words.
2. Say the sentence with expression.
3. Students repeat the sentence with expression.
4. Teacher and students say the sentence together, tapping out each word.
• Tapping words out in a sentence helps correct common auditory
errors, such as hearing and writing haf to versus have to.
5. Teacher and students say the sentence again with expression.
6. Students write the sentence on their SRS. Teacher is silent.
7. Students are prompted to check the sentence using COPS.
8. Display the correct sentence.
9. Students check their work and correct if needed.
C.O.P.S
1. Display C.O.P.S. card.
2. Prompt students to check their sentence for correct:
• Capitalization
• Order (of words in the sentence)
• Punctuation
• Spelling
January 2016
Page 86
High Frequency Words
1. Introduce 1-3 new words per session.
2. Teacher displays word.
3. Teacher extends hand prompting students to repeat.
4. Teacher directs students to look at the word and to trace while saying
the name of each letter. Teacher directs students to pretend to
underline while saying the word.
5. Teacher has students repeat procedure in step four 3 times.
6. Teacher repeats the new word.
7. Teacher extends hand prompting students to repeat.
8. Teacher introduces next word.
9. Teacher states that new words will be added to the review deck.
10. During each session, quickly review the student’s review deck.
11. Retire words once automaticity has been achieved. Periodically review
retired words.
Multi-syllabic Words
1. Teacher displays word, chunking the words into syllables.
• con.so.nant
2. Teacher reads syllable chunks, swooping under each syllable.
• con.so.nant
3. Teacher reads entire word.
• con.so.nant
4. Teacher points to the chunks prompting students to read each syllable,
then the word.
5. If additional support is needed, isolate the problematic syllable. Trace
the letters and pronounce the syllable.
January 2016
Page 87
Memory Words
New
1. Display new memory word on an index card and pronounce.
2. Students repeat the word.
3. Spell the word without finger spelling it (memory words are never
finger spelled because they are phonetically unfair).
4. Students repeat the spelling of the word as the teacher points to each
letter in the word.
5. Address the meaning of the word, when applicable.
6. Teacher and students skywrite the word together 3 times, naming each
letter and pronouncing the whole word.
7. Students far point copy the word 1 letter at a time on their SRS
(simultaneously naming and writing the letter).
8. Students write the word 3 more times on their SRS while whisper
spelling.
9. Students skywrite the word with eyes open 1 time.
10. Students skywrite the word with eyes closed 1 time.
11. Students cover the word that they wrote 4 times on SRS and write the
word again on the SRS.
12. Students uncover the word written 4 times and check their brain.
Review Memory Words
Kindergarten and 1st Grade
1. Spelling: Review 2 words — word selection provided in lesson plans.
a. Say the word.
b. Students repeat and write.
2. Reading: Use flash deck.
a. Teacher displays card.
b. Student reads for automaticity.
c. If missed, reteach the word and leave it in the flash deck.
nd
2 Grade
1. Review 2 words.
2. Retire after 3 correct spellings.
3. Periodically review the retired words.
January 2016
Page 88
Syllable Pattern
1. Name the new syllable pattern.
2. Explain the rules of the new syllable pattern, paying special attention to
the way the new pattern influences the vowel sound.
3. Model how to mark the vowels and consonants to reinforce the new
pattern.
4. Practice reading syllables that follow the new pattern, monitoring for
accuracy.
5. Teacher and students sort syllable cards into piles according to their
syllable pattern.
6. Students take turns reading the cards that have the new syllable pattern
written on them.
• Teacher should carefully control the syllable cards provided to only
include the new syllable pattern and syllable patterns previously
taught, or provide a pile for non-examples
• Do not include r-controlled syllables when teaching closed syllables.
• r-controlled syllables should be included only after you have directly
taught the concept.
7. Students summarize with student partner the new syllable concept.
8. When applicable, select a student to summarize for the class.
January 2016
Page 89
Syllable Division Rule
See scripts in syllable section.
January 2016
Page 90
Affixes
Intro
1.
2.
3.
4.
New
Display the new card.
Pronounce the card and provide the meaning when relevant.
Students repeat the sound and the meaning (if provided).
Students skywrite or trace the morpheme 3 times while producing the
sound and meaning (if applicable) each time.
Teacher notes:
• Use oral language exercises to reinforce understanding.
• Teach through example.
rewrite = write again
review = to view/look at again
Language evolves and the meaning links can get muddy. For example, the
meaning of the word important when literally evaluated leaves one
wondering — not, carry, one who? So, word selection to illustrate your
teaching point is always “important.” 
Visual Drill
1. Display the morpheme card and tap to prompt students for choral
response.
2. Students pronounce the morpheme and provide the meaning (if
applicable).
Miscues or Blocks
• If students mispronounce the affix:
o Teacher provides word example(s) and see if they can extract
pronunciation.
o Trace 3x — while whisper spelling affix, pronouncing, give
meaning.
• If the students block on the meaning, give series of words and practice
applying meaning.
• Place card back in the deck to allow students to attempt again during
the same lesson.
January 2016
Page 91
Words to Read
1. Teacher displays word list.
2. Students decode.
3. When appropriate, teacher prompts students to demonstrate
understanding of the meaning of the word (misunderstood = wrong
understanding).
Teacher notes:
1. As warranted, provide additional support.
2. Strategies include: underlining specific patterns, indicating syllable
division, isolating vowels, marking vowel sounds, etc.
Repeated Readings and Extensions
1. Teacher prompts students to identify specific words in the list for
vocabulary building:
a. Which word in row 1 means without care? (careless)
b. Which word in row 2 is a person who does something?
(geologist)
2. Teacher engages students in repeated readings of word list to build
automaticity.
Teacher notes:
• Use the vocabulary of instruction — synonym, antonym,
homophone, homonym, verb, noun, adjective, etc.
• It is important for students to become automatic in this language.
Automaticity only develops from repeated exposure/use.
January 2016
Page 92
Fluency Strategy — 1 on 1 Method
1. Provide student passage — 1 to 2 minutes.
a. If student has already reached some level of automaticity, begin
with student reading solo for 1 minute.
b. Tutor reads with expression or uses tutor-led stop and go reading
for one minute.
c. Choral read for 1 minute.
2. Discussion to emphasize the importance of making meaning from text —
1 minute.
a. Student shares, in one or two sentences, understanding of the
story.
b. Tutor poses a higher order thinking question for student to address.
3. Partner Reading — 3 minutes.
a. Student reads passage for 1 minute.
b. Tutor underlines any non-automatic text and marks the final word
read.
c. Tutor returns the marked passage to the student and reviews any
non-automatic words.
d. Tutor challenges student to read further (not faster) than the prior
attempt.
e. Student rereads passage for 1 minute, now reading from the
marked passage with cues of troubling areas. Student marks the
new stopping point.
f. If time permits, read passages a third time marking stopping point.
4. Student and tutor choral read the passage. If student reading is not
smooth, perhaps choppy, practice alternating sentences or paragraphs.
Challenge the student: “Can you read like this?” — 1 minute.
5. Student/tutor marks progress sheet.
6. Student takes home the passage for further practice.
January 2016
Page 93
Fluency Strategy — Group/Whole-Class Method
Struggling Readers
1. Preview any challenging words — posting word or pointing to the word in
text. “Class this word is …” If it is a particularly challenging word, it can
also be good to break the word into syllables and pronounce each
syllable.
2. Before reading begins, Teacher poses a question for later discussion.
3. Choral read:
a. First, Teacher reads, modeling rate and prosody.
b. Then, students read silently — building confidence and decoding.
c. Finally, choral read asking the students to keep their voice with
Teacher.
4. Discussion to emphasize the importance of making meaning from text.
a. Students turn and share with partner a quick understanding of
the story.
b. Teacher re-asks question from step 2. Partners share.
c. Teacher asks a student or two to share with the class.
5. Partner Reading:
a. Student A reads with assigned Student B, each taking a turn
reading for 1 minute.
b. Partner returns the passage to the reader after marking the final
word read.
c. Teacher challenges students to read further (not faster) than
the prior attempt. Each student rereads passage for 1 minute,
Reader marks the new stopping point.
d. If time permits, read passages a third time marking stopping
point.
6. Class choral reads the passage — 1 minute.
7. Echo Reading — as time allows.
a. Teacher reads a short segment — sentence or paragraph.
b. Students echo or mimic teacher.
c. As the Teacher you can do multiple sentences or multiple ways
to express the same sentence.
d. Objective is prosody (i.e., smoothness, phrasing, punctuation,
feeling).
8. Students take home the passage for further practice.
January 2016
Page 94
Error Correction
The goal of error-correction is to support students in applying previously
taught skills to become increasingly independent and to prevent students
from Teacher simply points to the error.
Quick and simple error-correction procedures are essential
• Support students in correcting the error on their own through:
o isolating the error
o cuing with simple prompts
o providing the correct sound/spelling/rule only as a last resort
o supporting students in applying the correct information and
attempting the task again
• Avoid the temptation to reteach a skill or concept
o limit teacher-talk
o support only until the correction is made and move on
o note patterns in errors, when applicable, to address in instruction
later
b-Checker
•
•
•
•
b and d confusion is a very common error.
Prompt students to use their b-checker (left hand) to determine if it is a b
or not a b (see b-checker page in manual).
Don’t prompt only when incorrect. If you do they learn to just switch to
the other choice. Occasionally ask b or d when the correct choice has
been made.
Additional handwriting support is provided by teaching letter formation of
b and d differently
January 2016
Page 95
Sound by Sound Blending and Finger-Spelling
•
When letters in words are are inserted, deleted, or transposed:
o Reading correction:
o point to the word for correction – often this is enough
o prompt students to sound by sound blend the word
o optional: prompting students to trace each letter while
blending may provide necessary multisensory support
o Spelling correction:
o repeat the word
o prompt students to isolate and tap out each sound in the
word on their spelling hand
January 2016
Page 96
Keyword Prompts
Reading Errors
•
Prompting students with the appropriate keyword:
o Isolate the error by covering the rest of the word or pointing to the
error (see highlighting).
o Prompt with the appropriate keyword to help students unlock the
correct sound.
Correct
Word
Student
Says
town
tone
fudge
pluck
fudgie
plock
Teacher-Provided Keyword Prompt
Very good – ow does say /ō/, what
other sound does it make? If still not
unlocked: here ow says /ou/ as in cow
dge says /j/ as in bridge
u says /ŭ/ as in up
Spelling Errors
•
Keyword prompts also support correcting misspellings of a specific sound
1. Isolate the error by covering the rest of the word or pointing to the
error (see highlighting). Always first ask if they know another way
to spell the sound.
2. Prompt with the appropriate keyword to help students unlock the
correct sound
January 2016
Correct
Word
Student
Writes
soap
sope
third
thurd
main
mane
Teacher-Provided Keyword Prompt
Very good – o_e does spell /ō/, but in
this word /ō/ is spelled as in boat
Very good – ur does spell /er/, but in
this word /er/ is spelled as in bird
Very good – a_e does spell /ā/, but in
this word /ā/ is spelled as in rain
Page 97
Rule-Based Prompts
•
Rule-based prompts to address syllable patterns, spelling generalizations,
and position rules (for specific patterns) assist students in applying the
appropriate sound when reading or pattern when spelling.
o Isolate the error by covering the rest of the word or pointing to the
error (see highlighting)
o Prompt to assist students in identifying the correct syllable type or
spelling generalization, providing the answer only if necessary
Reading Errors
Correct
Word
Student
Says
cape
cap
lick
like
snack
snake
Teacher-Provided Rule Prompt
What does the e at the end do? (makes
the a say /ā/)
What kind of syllable is this? (closed)
So the vowel says? (its sound /ĭ/)
What kind of vowel comes before –ck?
(short vowel)
Spelling Errors
January 2016
Correct
Word
Student
Writes
bike
bik
bridge
brij
coin
coyn
mill
mil
Teacher-Provided Rule Prompt
What do we need to add to make the i
say its name? (magic e)
At the end of a 1-syllable word after 1
short vowel, /j/ is spelled _____.
Very good – oy does spell /oi/. Which
spelling do we need for /oi/ in the
middle of a word?
FLoSS
Page 98
Tools/Reference
Stick Vowels
aEIouY
Cats, kittens, ducks
January 2016
Page 99
January 2016
Page 100
January 2016
Page 101
Lesson Plan Options
•
45 minutes lesson plan including both decoding and encoding.
Template follows.
•
30 minute lesson plan alternating days between decoding and encoding
emphasis.
Encoding
Decoding
Component
Day 1
Day 2
Drills:
Visual
Blending
5 min
5
Old Review
3 min
3
New Review
3 min
3
Intro New
5 min
5
Oral Reading
7 min
7
7
High Frequency Words
5 min
5
4
Auditory
1 min
5
1
Review
4
Intro New
Phoneme/grapheme
Words
4 min
4
Red Words
5 min
5
Total
•
Time
45 min
30
30
If encoding is addressed in a different part of the day, consider decoding
instruction only.
January 2016
Page 102
Lesson Plan
Student(s):
Date:
Lesson: #
Decoding (30 min)
Drills (5 min):
Visual:
Blending:
Old Review (3 min): choose one
Syllable types:
Suffix chop:
Multi-syllabic words:
New Review (5 min):
Introduction New (5 Min):
Oral Reading (7 min):
Read:
High Frequency Words (5 min):
Introduce:
Encoding (10 min)
Auditory:
Review (optional):
Intro New:
• Phoneme/grapheme
• Words
Red Words:
Diagnostic/Prescriptive Notes:
January 2016
Page 103
Lesson Log
Student/Group:_________________________________ Teacher:________________________
Date
Lesson
#
Review
New
Reading Passage
High
Freq
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
Y/N
January 2016
Page 104
Phonics Mastery Tracking Sheet
Student(s):_____________________________________________Date:___________________
DIBELS:________________________________________________________________________
sound by sound blending – 3, 4, 5+ phonemes/graphemes
Basic Skills
whole word reading – 3, 4, 5+ phonemes/graphemes
a /ă/ /ā/ /a_e/ /are/ /ə/
b
c /k/ /s/
d
e
g /g/ /j/
h
i
j
k
l
m
n
o
p
q
r
s /s/ /z/
t
u /ŭ/ /ū/ /o͞o/ /u_e/
/ure/
v
w
x
y /y/ /ī/ /ē/
z
sh
ch
wh
th /th/ /th/
s blends, s clusters
l blends
r blends, shr, thr
beginning blends
ending blends
/ĕ/ /ē/ /e_e/ /ere/
f
/ĭ/ /ī/ /i_e/ /ire/
/ŏ/ /ō/ /o_o/ /ore/
al, all,sv pointers
sv exceptions
ph
January 2016
-ss (read, spell)
-ll (read, spell)
-ff (read, spell)
-ck (read, spell)
-tch (read, spell)
-dge (read, spell)
al
all
ang
ing
ong
ung
ank
ink
onk
unk
ind
old
ild
ost /ōst/ /ŏst/
olt
oll
Page 105
bossy
r
basic vowel teams
or /ôr/ /ûr/
er /ûr/
ir /ûr/
ur /ûr/
ai /ā/
ay /ā/
aw /ô/
ea /ē/ /ĕ/
ee / ē/
ie /ē/ /ī/
igh /ī/
oa /ō/
oe /ō/
oi /oi/
oo /o͞o/ /o͝o/
ou /ou/
ow /ō/ /ou/
oy /oi/
open
closed
magic e
c+le
bossy r
vowel team
suffix chop
doubling
e drop
y to i and add -es
y rule
ed /əd/ /d/ /t/
s /s/ /z/ plural
es /ĭz/ plural
er
est
ing
ly
‘s
tion
syllable
division
prefix suffix
suffix
additio
syl
types
intermediate vowel
teams
ar /är/ /ûr/
January 2016
compound
vccv
vcccv
v.cv
vc.v
schwa
c+le
v.v
Page 106
Accessing OG Lessons and Resources
1. Access materials at the MARooneyFoundation.org website
Select the
Professional Learning
2. Select the OG Lesson Plans tab
Card Decks may
also be downloaded
& printed
January 2016
Page 107
3. Select the appropriate grade-level folder(s)
Note: You do not
have to download
DropBox to access
4. Within each Grade-Level folder you will find:
• Grade-level specific scope and sequence
• Daily lesson plans
• Instructional resources to support lessons
Note: Look for these additional resources in the tool Kit
• Assessment tools
• Fry Words and Phrases PowerPoints and practice activities
• Pattern-based word lists – Roll and Read
• Literacy Station activities
January 2016
Page 108
Preparing for an OG Lesson
Accessing Lesson Plans
• Locate the lesson plans needed on the MA Rooney Foundation website
at MARooneyFoundation.org
• Go to the Professional Learning tab.
• Select the OG Lessons folder.
• Choose the appropriate grade-level folder.
• Select and print the desired lesson.
Setting Up Your Classroom
• Determine where students will sit for the visual and blending drill. Key
points to consider:
o Students should be in close proximity to the teacher to allow the
teacher to see and hear students respond. (Carpeted area on the
floor works well.)
o Students must be able to see the cards at all times.
o Teacher needs a surface to organize discarded cards during the
visual drill that is large enough for three separate piles of cards.
• Make sure there is enough desk/table space for all students to
complete the student response sheet components of the lesson.
o Desk space should be in close proximity to a whiteboard,
document camera, or projector.
o Students should be seated so that they can see the screen or
board (where student response sheets and text will be projected
during the lesson).
Suggest you do prep for the entire week. See following strategy.
January 2016
Page 109
Materials
Prepare
Card
Decks
Word Lists
Passages
Student
Response
Sheet
HF Card
Decks
Additional
Resources
January 2016
Components
Preparation
Make sure the review cards are in your
deck for the visual drill.
Visual Drill
• Note whether picture deck and/or basic
deck is needed.
New
• Pull the new cards for the visual drill and
Phonogram
set them in the NEW pocket.
• Discard the cards that are not needed (tool
cards, a-e, etc.) for your blending drill.
Blending Drill • Sort cards into appropriate piles as you
place them from your visual drill (see card
backs).
Option 1: 2nd grade &
Review
1st grade, semester 2
Reading
• Write these words ahead of time on your
dry-erase board or chart paper.
• You may opt to write suffixes in a different
color, underline new graphemes, etc. to
provide more visual support.
New Reading Option 2: Kindergarten &
1st grade, semester 1
• Write the words one sound at a time,
(during the lesson) prompting students to
read each sound and then blend the word.
• Copy fluency passages for the week.
Fluency
• Reserve a copy of each passage to display
on your document camera.
Auditory Drill • Create an answer key for each lesson using
(Form Specific)
a SRS.
Review
• Write key words for the bolded sounds on
Spelling
the SRS next to the grapheme.
New Spelling • Write new and review spelling words on
Dictation
SRS.
• Write sentence on SRS.
Memory
• Write new Memory word(s) on note card(s).
Words
• Create a flash deck from review memory
word cards.
• Prepare additional teaching resources (as
Spelling Rule
noted).
or
o practice sheets
Syllabication
o syllable sort cards
•
Page 110
Kindergarten Assessment
Name:_____________________________________________ Date: __________________________
For the kindergarten assessment, use either the picture deck for cards a-z or the basic
card deck cards a-z. To make recording easier, put the cards in the same order as listed
below on the teacher recording document.
Letter Name
Key Word
Sound
a /ă/
c
f
k
e /ĕ/
g
l
p
i /ĭ /
b
h
m
qu
s
o /ŏ/
d
x
n
r
t
u /ŭ/
y
j
v
w
z
qu
sh
ch
th
wh
ck
Check the Deck Used for Assessment
Picture Deck ______
January 2016
Basic Deck ______
Page 111
Quick Phonics Screener
Name:__________________________________________Date:__________________________
Assessor:_____________________ Teacher:______________ DORF & Date:________________
• Strike through errors. If possible, record what the student said.
• Stop, indicating where, after 5 consecutive errors. Continue to next section.
Accuracy
Fluent
Section 1: cvc and blends
ham
jig
cod
mug
bet
dash
path
thud
chop
when
stitch
cluck
swell
brass
ledge
/15
Yes/No
/15
Yes/No
/20
Yes/No
/15
Yes/No
/20
Yes/No
/15
Yes/No
Section 2: magic e
rake
bone
pile
tube
eve
spade
flute
prize
stove
snake
slope
frame
scrape
stroke
shrine
Section 3: bossy r
stern
perk
jerk
fern
perch
smirk
shirt
skirt
firm
dirt
church
blur
burst
curb
hurt
stark
harsh
storm
march
porch
Section 4: common vowel teams
grain
gray
clay
paint
sway
bleed
speech
dream
sweep
feast
throat
float
join
groan
joy
Section 5: suffixes
landed
tested
asked
jumped
pinched
brushes
dishes
smallest
wishing
taxes
hopping
sloppy
hotter
filling
lapped
filed
muted
taping
useful
piling
Section 6: vccv syllable division
admit
intact
runny
absent
until
compete
combine
ignore
costume
escape
permit
confirm
burden
garden
forgave
Overall:
January 2016
/100
Page 112
Student:_________________________________________Date:_________________________
Circle one: I marked
correct
incorrect sounds.
a /ă/ /ā/
b
d
e
g /g/ /j/
h
i
j
k
l
m
n
o
p
q
r
s /s/ /z/
t
u
v
w
x
y /y/ /ī/ /ē/
z
sh
ch
wh
th
-ss
-ll
-ff
-ck
-tch
-dge
al
all
ang
ing
ong
ung
ank
ink
onk
ar /är/
or /ôr/
er /ûr/
ir /ûr/
ur /ûr/
ai /ā/
ay /ā/
ee /ē/
ea /ē/
oa /ō/
oi /oi/
oy /oi/
Correct:
c /k/ /s/
/ĕ/ /ē/
f
/ĭ/ /ī/
/ŏ/ /ō/
/ŭ/ /ū/ /o͞o/
/41
unk
Correct:
Correct:
/16
/12
Overall correct:
January 2016
/ 69
Page 113
Section 1: cvc and blends
ham
jig
cod
mug
bet
dash
path
thud
chop
when
stitch
cluck
swell
brass
ledge
Section 2: magic e
rake
bone
pile
tube
eve
spade
flute
prize
stove
snake
slope
frame
scrape
stroke
shrine
January 2016
Page 114
Section 3: bossy r
stern
perk
jerk
fern
perch
smirk
shirt
skirt
firm
dirt
church
blur
burst
curb
hurt
stark
harsh
storm
march
porch
Section 4: common vowel teams
grain
gray
clay
paint
sway
bleed
speech
dream
sweep
feast
throat
float
join
groan
joy
January 2016
Page 115
Section 5: suffixes
landed
tested
asked
jumped
pinched
brushes
dishes
smallest
wishing
taxes
hopping
sloppy
hotter
filling
lapped
filed
muted
taping
useful
piling
Section 6: vccv syllable division
admit
intact
runny
absent
until
compete
combine
ignore
costume
escape
permit
confirm
burden
garden
forgave
January 2016
Page 116
Works Consulted
Birsch, Judith R. Multisensory Teaching of Basic Language Skills. Maryland:
Paul H Brookes Publishing Co., 2011.
Moats, Louisa C. LETRS. Boston, MA: Sopris West 2008.
Rasinski, Timothy V., The Fluent Reader. New York: Scholastic Professional
Books, 2010.
Rome, Paula D. and Osman, Jean S. The Language Tool Kit. 1976:
Educators Publishing Service, 2004.
Scarbororough, H.S., Handbook of Early Literacy Research. New York:
Guildford, 2001.
Shaywitz, Sally. Overcoming Dyslexia. New York: Vintage Books, 2005.
Torgeson, J.K. & Hudson, R. Reading fluency: Critical Issues for Struggling
Readers,. Newark, DE: International Reading Association, 2006.
Concepts and materials sourced from
Dyslexia Institute of Indiana. Indianapolis, IN.
Ron Yoshimoto, Fellow, AOGPE. Honolulu, Hawaii.
January 2016
Page 117