Download - TLC Lively Letters
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TLC Lively Letters
Kitty Ward Elementary Staff Development
By: Kimberly Nahinu
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Can you read these words ???
• sembopauddin• nowpolepsee
• hoonerdorshun• jebbulating
• chiggernautic• winnobaded
• quorpinnetted• thimopowllin
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8 Stages of Phonemic Awareness
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.
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Phonemic AwarenessPhonemic Awareness
• The knowledge that discrete speech sounds (phonemes) constitute words
• Manipulating sounds can create new words
• Done through auditory mode - NO visuals
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Ancay ouyay eadray isthay ??
Ethay ighesthay ormfay foay onemicphay warenessay siay igpay atinlay !!
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Can you read this?
The highest form of phonemic awareness
is Pig Latin !!
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Average Grade Level Gains
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)
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RESEARCH SHOWS:
To be a good reader, you must successfully and To be a good reader, you must successfully and simultaneously use 3 skills: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 individual’s overall reading ability.
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Decoding & Tracking
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Why Use Nonsense WordsWhy Use Nonsense Words (ALIENS) (ALIENS) When Teaching Phonics ????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
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MUSTS for Lively LettersMUSTS for Lively Letters
• 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
• Teach decoding and encoding in every lesson by using the following phrases:
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STATISTICS – STATISTICS – Benefits of Lively LettersBenefits of Lively Letters
• 1 in every 5 children is Dyslexic (YALE Children’s 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 has weak auditory processing skills.
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Let’s get startedCut 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, decoding / encoding
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Beginning Your LessonBeginning 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/
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“b” and “p”Songs
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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”.
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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
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Short and Long VowelsShort and Long Vowels
Short 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 EKICKER 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
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SLIDE to BLEND
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Both positions-Consonant Blends
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CLOSED SYLLABLES – VC / CVC/VCCCLOSED 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 unin ab and fab
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CVCe
made tape cake bike fame tale
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Aliens Aliens vs.vs. HumansHumans
ALIENS HUMANS
wave nutewav nutchipe henchip henecak mopcake mope
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READ ALIENREAD ALIEN
• He hust his velt.He hust his velt.• Delp is in the pask.Delp is in the pask.• Wint you be a tasp?Wint you be a tasp?• Can you lesp or bint?Can you lesp or bint?• We will visk the yond.We will visk the yond.
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ALIEN STORIESALIEN 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 !
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“King Ed”
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King “Ed” beside a vowelKing “Ed” beside a vowel
• meet seed teen weed• tie pie smie spies• glue true blue spued
ee, ie, ue, oe ee, ie, ue, oe
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2 VOWELS GO WALKING2 VOWELS GO WALKING
aiea
oaay may boar loan may boar loan
meat rain taipmeat rain taipaim team ear aim team ear groan lay straygroan lay stray
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DOUBLE CONSONANTS DOUBLE CONSONANTS – Beginning to break up multi-syllabic words
(The Twins)
• BREAK THEM UP !!!!BREAK THEM UP !!!!
batter rabbit lesson buddy
committee clobber carrot
Then decide if the vowel is happy or scared.
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Double Consonants vs. Double Consonants vs. One ConsonantOne Consonant
• batter bater• mopped moped• pinned pined• babbled babled• riddle ridle
I teach thisdifferently – 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 !!!
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““Y” as a VowelY” as a Vowel
Y is the Y is the ACTORACTOR of all the letters !!! 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 short word (1 syllable) • Y at the end of a long word (2 or more syllables)Y at the end of a long word (2 or more syllables)• Y in the middle of a short wordY in the middle of a short word
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YY at the end of a short word (1 syllable)
• cry my bry
• fly shy smy
• try by hy
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Y Y at the end of a LONG word(2 syllable or more)
• happy tacky misty• mossy rocky treaty• shoddy lacey mitty• junky study monkey
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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
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Push-Up GamePush-Up Game
c a b e i o u y
g y m e a o i u
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PUSH – UP Game
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OPEN SYLLABLES - CV, CCVOPEN SYLLABLES - CV, CCV
OPEN: As long as a vowel is by himself OPEN: As long as a vowel is by himself at the end of a syllable, he is HAPPY at the end of a syllable, he is HAPPY and yells out his name !and yells out his name !
pre de propre de pro
tri re betri re be
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CONSONANT “le”CONSONANT “le”
• When a word ends in “le” – count backward “1, 2, 3” and divide.
rifle tumble fable giggle stifle bundle
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Rule for DividingRule for DividingMulti-Syllabic WordsMulti-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
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EASIEST WAY EASIEST WAY to divide Multisyllabic Wordsto 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
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FOR Longer Words …..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
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Words with “ed” endings
““ted”ted”isis
““ded”ded”
woun/ded
punted
ran/ked
spilled
lan/ded
grou/ted
banded
rumbled
graded
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NOW NOW - ---Can you read these words ???
• sembopauddin• nowpolepsee
• hoonerdorshun• jebbulating
• chiggernautic• winnobaded
• quorpinnetted• thimopowllin