multi sensory teaching 04-08-08
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Multisensory Teaching
Judy Wright
April 8, 2008Lecture #6
Thomas Edison High School
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Agenda
Multisensory teaching
Basic lesson plan
Matrix of common MSL(multisensory language) programs
Oregon Department of Education
approved instructional materials
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Multisensory Teaching
Multisensory teaching issimultaneously
Visual (what we see) Auditory (what we hear)
Kinesthetic-Tactile (what we feel)
Sometimes referred to as VAKT
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Content - What is taught?
Phonology and phonologicalawareness
Sound-symbol association Syllable instruction
Morphology
Syntax
Semantics
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Phonology / phonologicalawareness
Phonology is the study of sounds and how theywork within their environment
A phoneme is the smallest unit of sound in a
given language that can be recognized as beingdistinct from other sounds
Phonological awareness is the understanding ofthe internal linguistic structure of words
Phonemic awareness is the ability to segmentwords into their component sounds
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Sound-symbol association
Knowledge of the various sounds in the Englishlanguage and their correspondence to the lettersand combinations of letters which represent
those sounds Must be taught and mastered in two directions --
visual to auditory, and auditory to visual
Students must master blending of sounds and
letters into words, and segmenting of wholewords into the individual sounds
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Syllable instruction
A syllable is a unit of oral or written language with onevowel sound
Instruction must include the six basic syllable types in the
English language Closed
Vowel-consonant-e
Open
Consonant-le
R-controlled Diphthong
Syllable division rules must be directly taught in relation toword structure
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Morphology
The study of how morphemes are combined from words toform words
Must include study of base words, roots, prefixes, andsuffixes
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Syntax
The principles that dictate the sequence and function ofwords in a sentence in order to convey meaning
Includes grammar, sentence variation, and the mechanicsof language
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Semantics
The aspect of language concerned with meaning
Curriculum must include, from the beginning, instruction in
the comprehension of written language
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Principles of Instruction -How is it taught?
Simultaneous, multisensory (VAKT)
Systematic and cumulative
Direct instruction
Diagnostic teaching
Synthetic and analytic instruction
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Simultaneous, multisensory
Teaching is done using all learning pathways in the brain
Simultaneously in order to enhance memory and learning
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Systematic, cumulative
Multisensory language instruction requires thatthe organization of material follows the logicalorder of the language
Sequence must begin with the easiest and mostbasic elements and progress methodically tomore difficult material
Each step must be based on those already
learned Concepts taught must be systematically
reviewed to strengthen memory
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Direct instruction
Inferential learning of any concept cannot betaken for granted
Multisensory language instruction requires directteaching of all concepts with continuous student-teacher interaction
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Diagnostic teaching
Teacher must be adept at prescriptive orindividualized teaching
Teaching plan is based on careful andcontinuous assessment of the individualsneeds
Content presented must be mastered to
the degree of automaticity
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Synthetic and analyticinstruction
Multisensory structured languageprograms include both synthetic andanalytic instruction
Synthetic instruction presents the parts ofthe language and then teaches how theparts work together
Analytic instruction presents the wholeand teaches how this can be broken downinto its component parts
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Basic Lesson Plan
Unlocking the Power of Print: A Tutor
Manualby Dorothy Blosser Whitehead
Five parts to the basic Orton-Gillinghamlesson plan
Drill
Letter formation
New concept
Spelling dictation
Oral reading
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Drill
Sounds/Cards - (Auditory-Visual)
Sound Blending - (Auditory-Visual)
Sound Dictation - (Auditory-Kinesthetic)
Auditory Exercise - (Auditorydiscrimination and phonemesegmentation)
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Letter Formation
Teach cursive letter formation by familiesaccording to how letters are formed
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New Concept
Introduce the new phonogram and/or
Introduce the new concept (e.g.
syllable division rule)
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Spelling Dictation
Dictate at least 10 words that fit thenew concept or phonogram
Student says each individual soundsimultaneously as s/he writes then saysthe whole word
Dictate phrases consisting of knownsounds only
Dictate sentences. Later add capitalsand punctuation.
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Oral Reading
Decoding: Reading material must bematched with the sequence of knownsounds such as in controlled, linguistic
readers for successful practice. Comprehension: When decoding is
somewhat smooth comprehensionquestions may be added.
Silent Reading: NEVER duringtutoring time. Silent reading can bedone in the classroom.
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Matrix of MSL Programs - 1
Program Orton-Gillingham Alphabetic Phonics Association MethodType Intervention Intervention Intervention
Preventative
Delivery individual individual individual
small group small group (up to 10) small group
classroom
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Matrix of MSL Programs - 2
Program Language! Lexia-Herman Lindamood-BellType Intervention Intervention Intervention
Preventative Preventative
General GeneralDelivery individual individual individual
small group small group small group
classroom (1-20) classroom
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Matrix of MSL Programs - 3
Program Project Read Slingerland Sonday SystemType Intervention Intervention Intervention
Preventative Preventative Preventative
General General GeneralDelivery individual individual individual
small group (2-10) small group small group
classroom (1-25) classroom
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Matrix of MSL Programs - 4
Program Sounds In Syllables Spaulding Starting OverType Intervention Intervention Intervention
Preventative Preventative Preventative
General GeneralDelivery individual individual
small group small group
classroom classroom (1-30)
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Matrix of MSL Programs - 5
Program Wilson Fundations & Wilson ReadingType Intervention
Preventative
GeneralDelivery individual
small group
classroom (1-15)
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ODE Approved InstructionalMaterials
See handout
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Acknowledgments
IDA Fact Sheets:
Multisensory Teaching
Orton-Gillingham-Based and/or MultisensoryStructured Language Approaches
Unlocking the Power of Print
IDAs MSL Matrix
ODE website:http://www.ode.state.or.us
http://www.ode.state.or.us/http://www.ode.state.or.us/ -
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For more information
IDA website: www.interdys.org
ORBIDA website: www.orbida.org
ODE website:http://www.ode.state.or.us/search/page/?=1565
http://www.interdys.org/http://www.orbida.org/http://www.ode.state.or.us/search/page/?=1565http://www.ode.state.or.us/search/page/?=1565http://www.ode.state.or.us/search/page/?=1565http://www.ode.state.or.us/search/page/?=1565http://www.orbida.org/http://www.interdys.org/