Engage Me! Summer 2014 Multisensory Literacy Strategies
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Transcript of Engage Me! Summer 2014 Multisensory Literacy Strategies
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Engage My Senses!Multisensory Instructional Strategies
for Struggling StudentsSummer 2014
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Session Overview
• Components of Multisensory Reading Instruction
• Strategies for Phonics and Phonemic Awareness
• Strategies for Vocabulary• Strategies for Comprehension
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A
V
K/T
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What Kind of Learner?
• Visual Learners 60%• Auditory Learners 30%• Kinesthetic Learners 10%
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DIAGNOSTIC
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Five Essential Components of Reading
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Phonics
Comprehension- constructing meaning from text
DecodingWord Identification
VocabularyComprehension
P A
Phonics
Fluency
DecodingFluency
P A
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Children Most at Risk of Reading Failure
• Raised in poverty• Have phonological processing
and memory difficulties• Have speech and hearing
impairments• Are English Language Learners
What percentage of your population fall into one of these categories?
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MULTISENSORY INSTRUCTION
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“Language is not an isolated sphere of activity but our fundamental human instrument for dealing with the world.”
E.D. Hirsch, Jr
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Receptive vs. Expressive Language
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Text SeenDOG
Decoding“duh-aw-guh”
Word Identification
VocabularyReasoning
Concept formationMeaning
How the Brain ReadsDavid Sousa, “How the Brain Learns”
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Phonological Deficits
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Differences in Processing Speeds
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Working Memory Deficits
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Exercises that get the brain ready to read
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5 Step Review• ____% of learners are kinesthetic.• ______language includes reading and
listening.______language includes writing and speaking.
• Multisensory instruction includes these three pathways:
• We must work to ______the weaker pathways.
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Phoneme= Smallest Unit of Sound
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Phonological Awareness ContinuumType Description Examples
RHYME Matching the endings of words cat, hat, bat, sat
ALLITERATION Producing groups of words that begin with the same initial sound
ten tiny tadpoles
SENTENCE SEGMENTATION Segmenting sentences into spoken words
The dog ran away.1 2 3 4
SYLLABLES Segmenting words into smaller parts moving to syllabication
/mag/ /net//pa/ /per/
/el/ /e/ /phant/
ONSETS AND RIMES Blending and segmenting the initial consonant or cluster (onset) and the vowel and consonant sounds spoken
after it
/m/ /ice//sh/ /ake/
PHONEMES Blending phonemes into words, segmenting words into
individual phonemes and manipulating phonemes in
spoken wordsVC, CV, CVC, CCVC, CVCC
/k/ /a/ /t//sh/ /i/ /p/
/s/ /t/ /o/ /p/
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Alliteration Activation
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Egg Cited About Phonemes
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Sound Bracelets
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Tap Lights
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Think Sounds
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Phonics
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Phonics ContinuumLetter Names and Sounds
Beginning, Ending and Middle Sounds
Short Vowels (VC, CVC)
Consonant Digraphs (ch, th, sh, wh, ng, nk, ph, ck)
Consonant Blends (e.g., sk, pr, pl, bl, sl, gr, dr, sw)
Long Vowel, Silent ‘e’ (CVCe)
‘r’ Controlled Vowels (ar, er, ir, or, ur)
Advanced Consonants (-tch, -dge, -x, qu, soft c, soft g, kn, gn, wr)
Vowel Teams [Diphthongs & Digraphs] (oo, oa, ea, ai, ay, ou, oi, oy, au, aw, oe, ew, igh)
Multi-Syllable (2 Syllable, 3 Syllable, 4 Syllable)
Prefixes and Suffixes
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Why Teach Spelling?“ How Spelling Supports Reading”
Louisa Moats
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The Power of Decoding
350 4,32021,000
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Finger Spelling
Now Practice!
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Red Words
Now Practice!
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Let’s Make and Take
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Vocabulary
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Reading
Vocabulary
Speaking
Listening
Writing
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Less Than
8%
Of word learning carries over to long term memory when
students look up words and write definitions.
Active Engagement
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2,000-3,000
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Word Recognition The cognitive level of a student is a factor in the
number of exposures required for word recognition.
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120-129………………..…….... 20110-119……………..……….....3090-109………………………......3589- 80……………………………4079- 70……………………….…..4569- 60……………………..…….55
Dr. Bonnie Armbruster University of IllinoisUrbana-Champaign
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20 = 2,000,000
1 = 8,000
The Numbers Speak for Themselves
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Strategy
• Students pair up with a partner. They will create a sentence from the starter the teacher gives them with at least seven words. One student makes up the sentence and the other counts the words. Then they switch.
• Let’s Give It a Try!
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delighted
de light ed
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Bare Bones
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Let’s Make and Take
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Comprehension: Making Meaning from text
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Directed Listening Thinking
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Can you visualize it?
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Monitoring Strategies
• Set a Purpose• Headings into
questions• Bookmarks, cue cards
or strategy notebook
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Qu
esti
on
W
heel
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Get the Gist and Sum it up
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Props for Paragraphs
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“The Claw”
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Let’s Make and Take
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ADAPT, ADOPT, APPLY
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Lisa [email protected]