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Retraining Powerpoint for Telian Mnemonic Reading

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Title: Retraining Powerpoint for Telian Mnemonic Reading


1
Retraining Powerpoint for Telian Mnemonic
Reading Lively Letters and Reading Strategies
2
Can you read these words ???
  • sembopauddin
  • nowpolepsee
  • hoonerdorshun
  • jebbulating
  • chiggernautic
  • winnobaded
  • quorpinnetted
  • thimopowllin

3
Phonemic Awareness
  • The innate knowledge that discrete speech sounds
    (phonemes) constitute words
  • Manipulating sounds can create new words
  • Done through auditory mode - NO visuals

4
8 Stages of Phonemic Awareness
  • Hierarchy from easiest to hardest
  • 1) Phoneme Production/Replication
  • 2) Phoneme Isolation
  • 3) Phoneme Segmentation/Counting
  • 4) Phoneme Blending
  • 5) Rhyming
  • 6) Phoneme Deletion
  • 7) Phoneme Substitution
  • 8) Phoneme Reversal most cognitively and
    linguistically

  • challenging
    phonemic awareness task
  • SOUNDS AND LETTERS FOR READERS AND SPELLERS
    Lessons already developed for these skills.

5
Ancay ouyay eadray isthay ?? Ethay ighesthay
ormfay foay onemicphay warenessay siay igpay
atinlay !!
6
Can you read this?
The highest form of phonemic awareness is Pig
Latin !!
7
TELIAN MNEMONIC READING PROGRAM Lively Letters
  • A Prescriptive Reading Program that can be
    Customized for each Student

8
Why Use Telian Mnemonic Reading ?
  • Telian utilizes imagery and mnemonics (creative
    memory tricks) to teach letter sound associations
    and syllable dividing rules.
  • Sound/symbol associations are taught through
    partner sounds voiced/voiceless pairs.
  • Studies have shown that gains are greater when
    mnemonic techniques are used while teaching
    difficult concepts (such as phonics and
    syllabication), especially for those students
    with learning weaknesses.
  • (Mastropieri and Scruggs,
    1991.)

9
The chart below illustrates the results from the
1st pilot study done in Boston - TLC Reading done
30-45 minutes daily for 30 sessions (6 weeks) -
1, 2, or 3 students in a group including
cognitively delayed, visually impaired,
bilingual, and dyslexic students)

Average Grade Level Gains
10
(No Transcript)
11
RESEARCH SHOWS
  • To be a good reader, you must successfully and
    simultaneously use 3 skills
  • Sound out words (phonics)
  • Recognize words immediately (sight words)
  • Read for meaning (comprehension)
  • A deficiency in any one of these areas could
    severely impair an individuals overall reading
    ability.

12
STATISTICS Why you need to teach Telian !
  • 1 in every 5 children
  • is Dyslexic
  • (YALE Childrens Study)
  • According to NIH research, 80 percent of children
    with a Learning Disability have dyslexia.
    Dyslexia is the most common learning disability,
    however only 1 in 10 children with dyslexia will
    qualify for SPED.
  • The ability to sound out words and spell words
    depends on the ability to hear and discriminate
    sounds to identify, count, and order sounds
  • An estimated 30 of our population as weak
    auditory processing skills which lead to

13
ROAST Reading/Spelling Errors
  • Reversals brit / birt
  • Omissions brit / bit
  • Additions brit / brint
  • Substitutions brit / drit
  • Transpositions brit / trib (was/saw on/no)

14
WHAT ROAST ERROR(s) do you see?
  • WORD / WORD READ
  • was saw
  • down brown
  • crib crid
  • baby daddy
  • on no
  • bet bat
  • bent bet
  • bet best
  • bat tab
  • bat at
  • stab bast
  • babies baby
  • bird bride

15
Why Use Nonsense Words (ALIENS) When Teaching
Phonics ????
  • Rules out guessing at words
  • Rules out child already knowing the word by sight
  • Lets you know exactly which ROAST errors are
    being made by the child

16
MUSTS for Telian
  • Teach the child to be a good detective - tell
    the child to always be on the lookout for sounds
    and word parts that will trick him he must keep
    his eyes open wide and look for clues.
  • Teach child to track sounds by using his finger
    every time a word is decoded or encoded teacher
    should model this process helps with visual
    tracking
  • Teach the child to blend sounds by holding the
    vowel sounds
  • Use ROAST in every lesson
  • Teach decoding and encoding in every lesson by
    using the following phrases

17
  • If this says ______________, what would this
    say? (decoding)
  • If this says ______________, make it say
    __________________. (encoding)

18
BEGINNING TELIAN
  • Cut out stories and adhere to back of classroom-
    sized cards
  • Cut magnetic tape strips and put on back of cards
    classroom size and small cards
  • Begin by tracking consonant sounds use finger
    to track, ROAST errors, decoding / encoding

19
Beginning Your Lesson
  • Teach consonants first (in pairs) about 6
    before introducing a vowel for the first time !
  • Day 1 /b / and /p/
  • Day 1 /d / and /t/
  • Day 2 /m/ and /n/
  • Day 2 Add /a/

20
REVERSALS of b and d
  • Show the 2 letters b and d have students tell
    the story of each and explain how they are
    different have the students discriminate by
    being good detectives (use finger to track to
    know where you hit the letter first lip or
    tummy)
  • b d d b d b d d
  • d b b d b d b b
  • BEGIN DECODING / ENCODING with consonants
    introduced
  • If this says b d t, what would this say b d
    p.
  • If this says b d p, make it say t b p.

21
VOWELS
  • When you first introduce a vowel - /a/ - tell
    the students the story Vowels love to talk,
    talk, talk !! They love to hear themselves, so
    when they talk, they hold their sounds a long
    time.
  • /a a a a a a a/
  • Next, have the students blend sounds,
  • holding the vowel sounds
  • ab ma at an na ad

22
Short and Long Vowels
  • Short Vowels
  • VC and CVC words
  • Different from consonants - love to talk for a
    long time
  • SLIDE Game for blending
  • PUSH-UP Game
  • KICKER E
  • Start with e at the end of a word CVCe words
  • Move to e next to a vowel ie, oe, ue, ee, and
    ae
  • CVVC, CCVVC,
  • CCVVCC, CCCVVCCC
  • 2 Vowels Go Walking
  • ai, ei, ea, oa

23
SLIDE to BLEND
24
PUSH UP Game
25
CLOSED SYLLABLES VC / CVC/VCC
  • When a vowel is at the beginning of a word or has
    a consonant on both sides, he is scared and
    crouches down low he becomes very short and
    says his short sound.
  • ob mis con ex un
  • in ab and fab

26
Folder Activity for Individual use in Encoding
27
CVCe
made tape
cake bike
fame tale
28
Do A LOT of Work with CVC and CVCe words
  • Fluency checks with word lists / Games /
  • Cards Mnemonic and Non-Mnemonic
  • bike bik rad rade mif
  • mife fil file tim time buv
  • buve tin tine liv live rip ripe

29
Aliens vs. Humans
  • ALIENS

HUMANS
wave nute wav nut chipe
hen chip hene cak
mop cake mope
30
READ ALIEN
  • He hust his velt.
  • Delp is in the pask.
  • Wint you be a tasp?
  • Can you lesp or bint?
  • We will visk the yond.

31
ALIEN STORIES
  • The tipe ate a nip of blip at the rone.
    He sake the map in a tap of buns. It was a hute
    of a sap from a sale ! Yike the sad, fat, rave
    of a man with a mane !

32
Kicker e beside a vowel
  • meet seed teen weed
  • tie pie smie spies
  • glue true blue spued
  • ee, ie, ue, oe

33
2 VOWELS GO WALKING
ai
ea
oa
may boar loan meat rain taip aim
team ear groan lay stray
ay
34
DOUBLE CONSONANTS Beginning to break up
multi-syllabic words(The Twins)
  • BREAK THEM UP !!!!

Then decide if the vowel is happy
or scared.
batter rabbit lesson buddy
committee clobber carrot
35
Double Consonants vs. One Consonant
I teach this differently I have the child look
for Kicker e if there is only 1 consonant in
front of e, then he can kick the vowel, but if
there are 2 he is scared and just hides !!!
  • batter bater
  • mopped moped
  • pinned pined
  • babbled babled
  • riddle ridle

36
Y as a Vowel
  • Y is the ACTOR of all the letters !!!
  • When Y is anywhere other than at the beginning of
    a word he ACTS like a vowel.
  • Y at the end of a short word (1 syllable)
  • Y at the end of a long word (2 or more syllables)
  • Y in the middle of a short word

37
Y at the end of a short word (1 syllable)
  • cry my bry
  • fly shy smy
  • try by hy

38
Y at the end of a LONG word(2 syllable or more)
  • happy tacky misty
  • mossy rocky treaty
  • shoddy lacey mitty
  • junky study monkey

39
Y in the Middle
  • gym cyst crypt
  • hymn myth lynch

40
SOFT C and SOFT G
  • If e, i,, or y come after c, the sound is
    usually soft -- /s/
  • center cyclone cid
  • If e, i,, or y come after g, the sound is
    usually soft -- /j/
  • gym gyro germ
    gibberish

41
Push-Up Game
  • c a b
  • e
  • i
  • o
  • u
  • y
  • g y m
  • e
  • a
  • o
  • i
  • u

42
OPEN SYLLABLES - CV, CCV
  • OPEN As long as a vowel is by himself
  • at the end of a syllable, he is HAPPY
  • and yells out his name !
  • pre de pro
  • tri re be

43
CONSONANT le
  • When a word ends in le count backward 1, 2,
    3 and divide.
  • rifle tumble fable
  • giggle stifle bundle

44
Rule for DividingMulti-Syllabic Words
  • You can count the vowel sounds you hear in a
    word to decide how many syllables there are or
    you can put your hand under your chin and feel
    the syllables as your chin hits your hand.
  • If a vowel is followed by one consonant divide
    the word right after the vowel.
  • traded - tra/ded prepare - pre/pare
    uniform - u/ni/form
  • If the vowel is followed by more than 1
    consonant, divide the word between the
    consonants.
  • conduct con/duct mentor men/tor
    combust com/bust
  • distumplet
    dis/tum/plet

45
EASIEST WAY to divide Multisyllabic Words
  • Go to the 2nd vowel, jump back one, divide
    then do for the next vowel to the right if there
    is another vowel in the word. (Where is the
    mirror???)
  • dentist bifocal
  • tornado appendex
  • predentation

46
FOR Longer Words ..
  • Go to the last vowel, jump back 1 and split
  • do for all vowels in front of the
    last one.
  • proceeding hypodermic profession
  • contender enchantment commentate
  • fermenting absolutely excitement

47
Words with ed endings
spilled
woun/ded
banded
ran/ked
ted is ded
punted
lan/ded
rumbled
grou/ted
graded
48
REMEMBER .
  • Use Mnemonic Cards to introduce new sounds and to
    firm up sounds/phonic rules
  • Do in different ways magnetic board, individual
    cards, pocket chart, individual organizers
  • Move to regular letter cards when student has
    mastered the sounds/rules
  • Practice ALIEN/HUMAN words in isolated words,
    sentences, paragraphs.
  • Do fluency checks weekly.

49
NOW - ---Can you read these words ???
  • sembopauddin
  • nowpolepsee
  • hoonerdorshun
  • jebbulating
  • chiggernautic
  • winnobaded
  • quorpinnetted
  • thimopowllin
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