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TLC Lively Letters

TLC Lively Letters. Kitty Ward Elementary Staff Development By: Kimberly Nahinu. Can you read these words ???. sembopauddin nowpolepsee hoonerdorshun jebbulating chiggernautic winnobaded quorpinnetted thimopowllin. 8 Stages of Phonemic Awareness. From Easiest to Hardest

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TLC Lively Letters

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  1. TLC Lively Letters Kitty Ward Elementary Staff Development By: Kimberly Nahinu

  2. Can you read these words ??? • sembopauddin • nowpolepsee • hoonerdorshun • jebbulating • chiggernautic • winnobaded • quorpinnetted • thimopowllin

  3. 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.

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

  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. 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)

  8. 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 individual’s overall reading ability.

  9. Decoding & Tracking

  10. 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

  11. MUSTS 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:

  12. 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. STATISTICS – Benefits of Lively Letters

  13. Let’s get started 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, decoding / encoding

  14. 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/

  15. “b” and “p”Songs

  16. 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”.

  17. 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

  18. 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 Short and Long Vowels

  19. SLIDE to BLEND

  20. Both positions-Consonant Blends

  21. 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 aband fab

  22. CVCe made tape cake bike fame tale

  23. Aliens vs.Humans ALIENS HUMANS wave nute wav nut chipe hen chip hene cak mop cake mope

  24. 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.

  25. 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 !

  26. “King Ed”

  27. King “Ed” beside a vowel • meet seed teen weed • tie pie smie spies • glue true blue spued ee, ie, ue, oe

  28. 2 VOWELS GO WALKING ai ea oa may boar loan meat rain taip aim team ear groan lay stray ay

  29. 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

  30. 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

  31. “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

  32. Yat the end of a short word (1 syllable) • cry my bry • fly shy smy • try by hy

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

  34. 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

  35. c a b e i o u y g y m e a o i u Push-Up Game

  36. PUSH – UP Game

  37. 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

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

  39. 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

  40. 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

  41. 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

  42. Words with “ed” endings spilled woun/ded banded ran/ked “ted” is “ded” punted lan/ded rumbled grou/ted graded

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

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