Dyslexia Help: Phonics (Cook, T., 2020)

Dyslexia Help; Cook’s Independent Tutoring, Coaching, & Consulting,LLC

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Students with Dyslexia have a sound and language as well can be visual processing deficiency. The absorption and processing of sounds especially can be omitted from words spoken by the student.  Students with dyslexia most commonly omit letter sounds, words, phrases in the middle position, then the end, and least commonly the beginning. When they omit, they might do repetition(s), substitution(s), addition(s) or delete altogether, transversal and reversal are more common in students with a visual processing problem. Because dyslexia cannot be cured, students can develop tools and strategies to help their phonological awareness, reading, and spelling. There is a correlation to dyslexia a phonological awareness including Language and Listening and working memory. You can google these activities for working memory, language and listening with Phonological Awareness (ex. whisper game, I-spy, telephone, etc.). Contact me for more resources for language and listening activities (my next program), and info. on APD/VPD via email on title page.  There is a correlation to dyslexia a phonological awareness including Language and Listening. You can google these activities language and listening with Phonological Awareness (ex. whisper game, I-spy, telephone, etc.). Contact me for more resources for language and listening activities (my next program), and info. on APD/VPD via email on title page.  Read More Here: https://myelbert.com/2020/09/09/dyslexia-help-dysphonetic-phonetic-vs-dsyeidetic-visual-dyslexia/

1) Working Memory (Sequencing & Categorizing) http://www.montessorimom.com/thank-you-subscribing/

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Summary of Stages of Literacy Development 

Beginning	Early	Intermediate/ Advanced	Notes:
phase: “Sound Level” Sounds in Isolation (Words offered in program)	phase: “Word Level” Words in Isolation Choral, Echo Read, Cloze Read on Instructional Level	phase: “Phrases & Sentences Level”  Independent Reading

Beginning/Early

2) Alphabetic Phonics (Alphabetics/Fierce Phonemes):

Lessons a-e 

Materials: whole alphabet printed off, notebook, note cards, dry erase board, writing utensils, glue and scissors, movable alphabet, sand/tray, sand-paper letters and mirror

1. Introduce: (Lower Case) Letter name (whole-part-whole) then, the  letter name and sound ( part- back to the  whole). Make sure to give the  “distinct sound”, back to the whole.  You can do songs, chants, ABC song, etc..

a	b	c	d
e	f	g	h
i	j	k	l
m	n	o	p
q	r	s	t
u	v	w	x
y	z	Note:

1. d) Fierce Phonemes- (see chart below). The letters stand on their own and 21 on consonants, 5 are true vowels and 2 are sometimes vowels. There’s a distinct beginning, middle and end positions of CVC words. Also know to always learn and always try to master these in chunks of three starting with vowels (3 is the key to all learning). Note: (very important) people process words in the same way. They process the middle sound last; therefore, always hold the middle sound. WATCH OUT! Since, Dyslexia is a sound processing issue, practice HOLDING the sounds 2-3 seconds that can be held. If it is 1 second, the student can hear the sound, but they will not process the sound. Since 13 of them can not be held (to get rid or “cut off” schwa”), then you will have to make those cut short sounds harder and louder! 

Practice: Do the Montessori’s Inspired Three Period Lesson: Ex. 1. (Recognize) Aa- sound /a/  (mirror- make sure hold sound for /a/ but cut the sound short for letter sounds like /g/ see chart below) 2, (Recall) what says /a/, apple image (three other words begin with letter)-then, ”a” says /a/ then what says /a/ 3. (Review) what spells /a/, trace/write in medium (someone’s back, table/air, sand/tray, sandpaper letters). Materials: movable alphabet, sand/tray, sand-paper letters and mirror (Text or email me asking for “distinction sound” video and updated Quizlet link).The order will be /a,o/, /u/ /e,i/, /s,z/, /n,m/,/c,k/, /g,y/ ,/t,d,j/, /f,v/, other /l,r/, /b,h,p/, review /k,s/, then /w/, /q,x/. 

	held (first)	cut short (next)	ex.
vowels	a, o, u, e, i The order will be /a,o/, /u/, /e,i/		Open: https://Quizlet.com/_5pn88f
smiling letters	s, z, n, m  The order will be /s,z/, /n,m/
hard sounds		c, k, g, y, t, d, j The order will be /c,k/,/g,y/, /t,d,j/
other- fricative, explosive, breathy, double, other	f, v, l, r  The order will be /f,v/, /l,r/	b, h, p, w, q, x The order will be /b,h,p/, review /k,s/then /w/, /q,x/

Practice Voiced and Unvoiced:  hold onto neck and see if vocal cords shake while looking in the mirror

voiced	unvoiced
all vowels: z, n, m, d, b, g, j, y, v, l, r, w, q	a, e, i, o, u, s, c, k, t, f, h, p, x

Primary and Secondary Vowels:  Materials: movable alphabet, sand/tray, sand-paper letters and mirror

primary vowels	secondary vowels
a, o, u- roundies	e, i, y, w- ups and downies (stickys)

Practice/Review: Held and Cut Short Sounds: while looking in the mirror

held	Cut short
a, o, u, e, i	c, k, g, t, d, j, y
s, z, n, m	b, h, p w, q, x
f, v l, r	Notes:

Introduce other sounds: 

Soft g- a, o, u (roundies)	Soft c- e, i, y (ups and downies)
Secondary vowels- ex. cycle	Secondary vowels- ex gym

Practice: on a dry erase board (rather large one), write a T-chart and go back and forth- soft g,c hard g,c Watch out: hold the vowel!

Hard g,c	Soft g, c
goat game gate gorilla goldfish cat camels candles casual catfish crazy cousin	gym gentle genuine generals gerbil cycles cease circle century cyclists centipede celebrated

Introduce Sometimes Vowels: put on right hand now   Say & Touch Fingers: a, e, i, o, u and sometimes y, w

Sometimes vowels
Y- long i,e (at the end of word)- happy, shy short i- gym, cyst	W- ow- tow, row

1. e) CURSIVE- Always lower case at 90% mastery first! Begin with dry erase- teach cursive first, always get lower case to 90% until upper case. if doesn’t go well see below for block. For CURSIVE: learn the ”c, l, i, n” then you can learn many other letters. Start with marker and dry erase…easier for students. Always practice first with dry erase marker and board! Note: Upper case is not written into this program, but you can be as fancy as you want as long as it resembles others uppercase. (google uppercase- cursive, pick font and stick with it).

3 rules to block	3 rules to cursive
Never bottom to top Longest/straight line first Have to pick up pencil	Never top to bottom No spitting- always have a front and back tail for transitions for when writing words Never pick your pencil up

c- if you learn “c” you can do 6 more	l-if you learn “l” you can do 6 more	i- if you learn “i” you can do 7 more	n- if you learn “n” you can do 6 more
c, a, d-g, q, o-   6 “curvies”	l, e, h, b, k, f-   6 “loopsies”	i, j, t,  -p u, w, y (7) “ups and downies”	n, m, r- s, x,v (6) “humpies”
c- over rainbow a- shut the door d-then touch the sky g/q- then touch the ground o- is an a with a loopy tail	h-is an ”l” with a hump b- is an ”l” with a shelf k-is an ”l” but you kick-in/out f-is an upside down ”l” and an eight side up ”l”	Chunk learning in three or four	Chunk learning in three or four
cad, cag, cod, cog, doc, dac, dag, qad, qog goc	hab, hob, bah, bab, baf, kab, kob, fab, fob,	jit, jut, jip, jup, tip, tup, pit, put, wit, wij, yip, yup	nim, num, min, mun, rin, sim. Sun xin, xun, vun, vin

Learn More HERE

Tall/Short Letters: Use Dry Erase (turn DE vertical for tall-horizontal for short)

Review: Held/Cut Short Sounds

Short- held	tall- held	short-cut short	tall- cut short
a o u e i m n r s v x z	f    l	c    w	b d g h j k p q t y

Word Level: 

3) Decoding (Introduction): Materials: whole alphabet printed off, notebook, note cards, dry erase board, writing utensils, glue and scissors, movable alphabet, sand/tray, sand-paper letters and mirror.

Check it out: https://share.icloud.com/photos/0K1ZtL9va_9S0M2bbvMz8yN-g

When it comes to decoding (actually encoding too) for dyslexia students,  think about a student’s sound word knowledge for error handling and “word attack”. Again, please don’t focus on grade level for a struggling reader! Again, what is sound knowledge level?? Sound word knowledge will give you what you need to help your student. It’s counting how many letters and how many sounds. Ex. cat (3 letters, 3 sounds), ship (4 letters, 3 sounds) & bring (5 letters, 2 sounds). They need to recognize and recall each word sound level! Don’t move onto other levels till 90% mastery of the prior level!!! Note: ask how many letters and how many sounds each time you practice a word. Remember: all students go through these stages of literacy development: They go from individual phonemes and sound combinations (1,2,3,4) in isolation to words (3 letter, 2 letter, 4 letter, etc. in isolation then phrases and sentences (1 word, 2 words, 3 words, etc.) in isolation to commonly practiced levelized trade books!! Again, the goal being able to recognize and recall each word sound word level and then encode/decide with 90% mastery.

Sound Word Knowledge Chart (see examples below) note: (Levels are left to Right: Top to Bottom on chart Below) What is sound word knowledge level?

Level 1 Letters 3 3 3 Sounds 3 2 1 Level 2 Letters 2 2 Sounds 2 1 Level 3 Letters 4 4 4 Sounds 4 3-2 1 Level 4 Letters 5 5 5 Sounds 5 4-3 2-1 After 5 letters: If it’s 6 letters or more the word attack that includes sound word knowledge, Now, if 6 or over letters: cover up the last part of the word-read, cover up the first part- read and then read it all together! See multi-syllable words in intermediate and advanced level.

+Sound Word Knowledge cont.:

3 letters:3 sounds 

Note: added reverse “a” in middle position so I wrote in highlighter and the student traced. 

3 letters:3 sounds

4 letters:2 sounds

 4 letters: 3 sounds

Decoding and Encoding Strategies-LOOK OUT:

NOTE: around 75% of words are phonetic, 25% sight
Decoding	Encoding
USE YOUR FINGER- tracking and breaking up words over 6 letters (ex: 1, 2, 3). Look out or “Watch Out” for the sounds (vowels, fierce phonemes, blender blends, etc.) Literally, look for them in words as you read at night! Hold the sounds that can be held especially the vowels…try vowels (sls): short, long, schwa, especially say, TRY IT short, TRY IT long, TRY IT SCHWA!  If words are six letters or more: Cover last, read, cover first read, read all together. Say the sound, word, or sentence again- IF NOT PRECISE & DISTINCT. Note: most reading struggles are a sound and language processing deficiency. List- form writing- list words missed, and important information when Pre-read- hear yourself read for pronunciation and annunciation (fluency, vocabulary), Real Read- for meaning and understanding (comprehension).	Make students aware of the dyslexic characteristic for example, what kind (omission which leads to deletion, addition, substitution, repetition or transposition or reversal), which position (beginning, middle or end) and frequency!! (sight words) Count the letters, spell using touch finger-finger, spell and count letters again and always check your writing (ask do they match). (phonetic words) Count the letters and sounds, use the finger-table touch method to spell and check your writing (ask do they match). Understand the meaning of words: positive/negative/neutral, break into syllables, recognize root, prefix/suffix, other forms (spellings) or meanings (other meanings too).

Practice: BLEND CVC WORDS- those sounds with 90% MASTERY (real and nonsense words- see key below). Also, consonants colored- blue and vowels colored- red. See appendix for prompt. Cut and Paste into a NOTEBOOK! Sound dots go Ready set track with finger when reading- no more sliding just ”bunny hop”-1, 2, 3, READ (if not correct) Read…1, 2, 3, READ again (remember count the letters then count the sounds before hand- can review any sounds, if needed?). 

s	a	m

Practice: real, nonsense words (explain why, real and nonsense) skip around!!!

Vowels: a, o, u, e, i

Consonants: s, z, n, m    / c, k, g, t, d, j, y

san, soz, sam, zan, zoz, zam,nan, naz, nam, man, maz, mam son, soz, som, zon, zoz, zom, non, noz, nom, mon, moz, mom sun, suz, sum, zun, zuz, zum, nun, nuz, num, mun, muz, mum sen, sez, sem, zen, zez, zem, nen, nez, nem, men, mez, mem siz, sim, zin, ziz, zim, zom, niz, niz, nim, min, miz, mim cag, cat, cot, cod, cut, cud, cuj, kag, kad, kok, kit, kid, gag, gat, got, gut, tag, tat, tad, tot, tod, tug, tut, teg, ted, tik, tig, tid, dak, dad, dog, dot, dug, dud, det, ded, dig, did, jag, jog, jot, jug, jut, jet, jed, jig, jit, yak, yag, yot, yut, yud, yeg, yet, yig

Above: Real Word Below: Nonsense

Why nonsense words? The student with dyslexia can practice their new tools (specifically their distinct sounds, holding vowels and tracking with the finger “bunny hop” and sound word knowledge) without relying on already remembered words. It also cuts down on guessing which is synonymous of students with dyslexia!! Plus,all of the words that they misread or mispronounce are nonsense which cuts down on anxiety (always have a feelings chart on hand) and makes it rather fun. Yes, it’s fun because it’s a real word because it has a vowel, but it actually doesn’t have a meaning, yet. We can make one up and you can draw what it (or new nonsense word) looks like!!  

Phonetic Words

a	o	u	e	i
ban	dog	hug	hem	fit
ram	lot	duck	ten	sip
cap	blog	struck	sent	spit
fat	shot		then	grin
had	stroke			wide
plan				life
chat				wide
gate				smile
scrap				quip
stale				shrine

4) Dyslexia

Especially Encoding: These two methods of “word attack” to help students “catch” their own dyslexic spelling word glitches aka error handling: Tell student, Watch OUT: check your writing!

1. Phonetic CVC Words- TOUCH-FINGER-TO-TABLE Method-Write individual sounds on the line, then write the whole word while on the line while touching your finger to the table. Then, count the letters to make sure all are there and none of the sounds were omitted. Then, match the letters to the original word to make sure none were replaced, repeated, added or substituted. (Similar to Orton-Gillingham Methods)
2. Spell Sight Words- TOUCH-FINGER-TO-FINGER Method- Write individual letter names, write out the whole word while touching a finger, and then spell by writing. Then, count the letters make sure all there and none of the letters were omitted. Then, match the letters to original word to make sure none were replaced, repeated, added or substituted. (Similar to Orton-Gillingham Method)

Dyslexia Screening Example: Please, note each student’s specific dyslexic characteristics. See Screening Example Below. Make sure you check their phonics ability first! NOTE: I did not provide the Complete Screening in this program.  It’s good to use Phonetic Words – these words follow standard rules or sounds and SIGHT WORDS- words that don’t follow standard rules or sounds (have to be memorized).

Phonetic Words	Students Sample	Sight Words	Students Sample
cap log hut ten sip plan crum step gate wide chat ship spun thin duck stale smile scrap stroke pitch shrine thing	Cop (sub, MP) lol  (sub. EP) Hat  (sub, MP) Teon (add MP) Siip (rep. MP) Plaen (add. MP) 3-4 letter Sound Word Knowledge (phonetic)	a of on do the and any you are all with from what were other your said would which about before should	Great…actually a dyslexic student’s area of strength. Until you get to the ones that haven’t memorized yet!! 4-5 level of Sound Word Knowledge (sight) Wit (dele. EP) Fom (dele. MP) Whhat  (Rep BP) Where (common mistake) Ofher (add. BP)

NOTE: look at Dyslexia Screening to see which letter is normally dropped, before writing have the student WATCH OUT for that Letter Position. Mark below which spelled words had characteristics of dyslexia but make sure you check the individual phoneme sounds for mastery before marking the ticks below.

Words (3-4 words)-writing sample
Position ex cap	Beginning	3) Middle	2) End
Omissions:
Deletions-  cp			1
Additions- caop	1
Substitutions-  cip		1	11
Repetitions-  caap
Transposals- cpa
Reversals-  c@p			11
Total Characteristics in Each Position	1/15	1/15	5/15	7/15
Position Frequently (percentage= total characteristics/total words spelled)	6.66	6.66	33.33	46.65 Close enough to 50%

Note:

Stealth/Mild	Moderate	Severe
Does some of the characteristics in some of the positions (below 50%) Plus. may see phonological awareness deficiency (see chart below). Stealth: eccentric and overcompensates	Does about ½ the characteristics in ⅔ of the positions (above 50%).  Will see a phonological awareness deficiency (see chart below).	Does everyone of the Characteristics in every position (above 75%).  Plus, will see a phonological awareness deficiency (see chart below).

Phonological Awareness: Use the words they had gotten incorrectly above.

Words: hut ten sip plan crum step gate wide	Rhyme: Give me another word that rhymes with_____.	Alliteration: Give me another word with same first sound?	Syllables: How many syllables does that word have? What is _________?	Phonemes: (First, Middle, Last) Sound You Hear? Takeaway the /   / sound and what do you get?
How many letters are in this word:  happy How many words are in this sentence: I see a yellow hat on that man. (can use sight word sentences). Note:   5/4  -1, 8/5 -1
ex 1) 2) 3) 4) 5) 6)	hut/ hum -1	hut/ham -1	hut/2  -1	/h/ /um/ -1
Total: -4

Ms. Cook’s Dyslexia Don’ts:

note: there can always be exceptions

-Don’t teach blending word families when on an individual phoneme (sound) level. The student needs to process and blend each individual sound with a distinct beginning, middle and end. Therefore, use CVC words is always 3 letters, 3 sounds and in mixed word vowel order and hold the vowel in the middle since the last sound to be processed. (plus /am/ is not a natural blend like for example /mp/, /nk/, /ld/ etc.); /am/ is a word family!  -Don’t ever time someone with Dyslexia! They need time for word attack, no more guessing!  -When teaching sight words, don’t begin with one and two letter sight words first. Again the brain needs a distinct beginning, middle and end. -Don’t have a schwa (/U/) sound on the end of any of your sounds for this complicates letter sound processing. -Don’t repeat a sound over and over like /a,a,a,a/ when teaching individual phonemes (sounds); then, that’s how students begin to process that letter sound.  -Don’t just teach letter sounds without teaching letter names and possible image along with it. -Don’t teach sight and phonetic words without counting the number of letters (sight) and seeing if they match or number of letters and sounds (phonetic) and see if they match; This is due to the dyslexic characteristics mentioned above. -Don’t “cut short” sounds that can be held when producing because “holding them out” gives the brain more time to process. The held letters are the following letters: a,e,i,o,u,s, z,n,m, x, f, v, l, r (12- almost half, so of course teach these sounds first and note the rule applies to digraphs and trigraphs) -When reading, don’t have the student not using their finger for tracking and word attack. -When spelling, don’t have the student not “check their writing”.

5) Encoding: Lesson 1-2 Practice Materials: whole alphabet printed off, notebook, note cards, dry erase board, writing utensils, glue and scissors, movable alphabet, sand/tray, sand-paper letters and mirror.

Block: like cursive, begin using a dry erase board. Look to see if too difficult, students can trace in sand, on student’s back, or table before writing! Note: can start off large, but later on encourage smaller writing.

Top to Bottom/ Left to Right	other
m, n, u, t, f, h, y, r,  b, p, v, w, k, x (14)	a, e, o, i, d, g, q, l, j, s, c, z  (12)

Review Tall/Short Letters: Use Dry Erase (turn DE vertical for tall-horizontal for short) Plus: Review of Held/Cut Short

Short- held	tall- held	short-cut short	tall- cut short
a o u e i m n r s v x z	f    l	c    w	b d g h j k p q t y

Practice Page (see appendix): Materials: notebook, glue, scissors

_________ ________ _________ _________ ________ _________ _________ ________ _________ _________ ________ _________

Upper Case (called Capital Letters when Grammar related): 

Review: Make sure they can still recognize them. Writing uppercase with dry erase marker.

A	B	C	D
E	F	G	H
I	J	K	L
M	N	O	P
Q	R	S	T
U	V	W	X
Y	Z	Note:

SIGHT WORDS: words that don’t follow standard rules or sounds. That them count the and match. Use TOUCH-FINGER-TO-FINGER (see description above in the Dyslexia section). Write individual letter names, write out the whole word while touching finger, then spell by writing: ALWAYS Check Your Writing Materials: notebook, glue, scissors

Three Letter	Four Letter
The Any You Are All Not Put Two One	This What Were Your Said Look With What Down

Practice: 3 letters

_____t____	____w___	_____o____
__________two__________________

4 letters

_____w____	____h____	____a_____	__t____
___________what_________________

Sight Words

3 Letter	4 Letter	2 Letter	1 Letter	5 Letter	6 Letter
the	with	of	I	there	number
and	they	to	A	which	people
you	have	is	a	their	called
was	from	he		other	things
are	word	on		about	follow
one	what	as		these	change
all	were	by		would	animal
use	when	do		write	mother
out	your	or		could	answer
two	said	my		first	should
	into

Learn More HERE

Lessons 3-5 Practice

Review Block:

Top to Bottom/ Left to Right	Other
m, n, u, t, f, h, y, r, b, p, v, w, k, x (14 letter names)	a, e, o, i, d, g, q, l, j, s, c,  z  (12 letters)

Introduce:

Top to Bottom & Top to Bottom dot	Right to Left/Top to Bottom	Left to Right/ Top to Bottom
l, i, j (3 letter names)	s, o, c (3 letter names)	e, z  (2 letter names)

Practice-Review and Added More Words: Do the Montessori’s Three Period Lesson with these words on note cards.

Three Letter	Four Letter
the and any you are all not put old can too day one two	this what were your said look with then don’t were come said what very will into back from they down

3 letter (see appendix):

o	n	e

4 letter:

s	ai	d

5 Letter:

sh	ou	ld

Learn More HERE

6) Fluency:  Lesson 1-2

Review Sight Words: They are the glue that sticks the words together which make up the sentences. They are to be memorized and the glue that stick words together! Start with three until they get the hang of it (brain needs a distinct beginning, middle and end). Extension: work with the word missed. NEVER TO BE TIMED! Practice Materials: whole alphabet printed off, notebook, note cards, dry erase board, writing utensils, glue and scissors, movable alphabet, sand/tray, sand-paper letters and mirror

Practice:

3-1 Letter	4 letter	5 letter
the and not put all old can too are day you one two to as we in if go by is he no up my or a I	look with then hen pen don’t were come said what very will into back from they down four five into	could house about asked their words first three other

and
cow (draw pic.)	pig (draw pic.)
Sentence (write and draw another pic.) ________________I saw a cow and pig._________________________________________

Sounds for Fluency Review:

	held (first)	cut short	ex.
vowels	a, o, u, e, i		Open: https://quizlet.com/_5pn88f
smiling letters	s, z, n, m
hard sounds		c, k, g, t, d, j, y
Other- fricative, explosive, breathy, double, other	f, v l, r	b, h, p w, q, x

Learn More HERE

2) Blender Blends aka L, R & S BLENDS (have them memorize that there are 3 (l, r, & s) and have them to look put for them in words- like q and x, two letters making one sound (but you can see the two letters). Note: two letters make the same sound, make it once and make sure you hold the sounds that can be held and these sounds are usually at the beginning of words. WATCH OUT!, WATCH OUT! (Text or email me asking for “distinction sound” video and updated Quizlet link). 

l- blends	r- blends	s-blends	Ex. Quizlet
bl cl fl gl pl other- ll (two letters make the same sound, make it once)	br cr dr fr gr pr tr	sk sl sm sn st sp Other ck	https://quizlet.com/_5pna8o https://www. wordgamehelper.com/

Decoding: BLEND CCVC WORDS- those sounds with 90% MASTERY (real and nonsense words).  Nouns colored- blue and vowels colored- red. See appendix for prompt and gound dots go Ready set Read…1, 2, 3, READ (remember count the letters then count the sounds?). 

bl	a	t

Key:

vowels	a, o, u, e, i
consonants	r, v, l, b, h, p, w, q, x  – qu
blends	bl cl fl gl pl other- ll (two letters make the same sound, make it once)	br cr dr fr gr pr tr	sc sk sl sm sn st sp Sw ll, ss (double letter rule) Ck (ck rule)
Review Words: rag, rat, rit, red, rut, vud, vuj, lag, lad, lek, bit, bid, bag, hat, hot, hut, heg, pat, pad pot, wod, wig, wut, queg, qued, xik, xig, xid New Words: blab, blod, block, brod, brib, cled, cluck, cred, cruj, drip, drag, flag, flot, frit, frid, glug, glad, grot, grut, plog, plot, prit, prug, trot, trut, treg, tred, trick, drad, drog, dred, drig, drid, scik, skog, sled, smid, snet, stig, spin, swun

Encoding: CCVC- TOUCH-FINGER-TO-TABLE  Write individual sounds on the line, write whole word while on the line while touch finger to table. NOTE: look at Dyslexia Screening to see which letter is normally dropped, before writing have the student WATCH OUT for that Letter Position.

_________	________	_________
____________________________

3) Hysterical H- take the consonants and makes them change their sound (HE THINKS HE’S SO FUNNY). Note: these sounds are usually at the beginning and end of a word, WATCH OUT! (Text or e-mail me asking for “distinction sound” video and updated Quizlet link).

Practice: use a mirror

voiced	unvoiced
th, sh, ch, wh	th, zh (s before u), ph, gh (note: now two sounds for th)

Decoding: BLEND CVCC WORDS- those sounds with 90% MASTERY (real and nonsense words).  Also, nouns colored- blue and vowels colored- red. See appendix for prompt. Sound dots go Ready set Read…1, 2, 3, READ  (remember count the letters then count the sounds?). 

l	a	th
_________________________

Key:

sounds	Ex.	Ex.
sh ch th ph gh wh tch Other: /zh/ =s, before u	ship chip this phone laugh wheel treasure	https://quizlet.com/_5q4n6o https://www. wordgamehelper.com/
Review Words: blab, blod, block, brod, brib, cled, cluck, cred, cruj, drip, drag, flag, flot, frit, frid, glug, glad, grot, grut, plog, plot, prit, prug, trot, trut, treg, tred, trick, drad, drog, dred, drig, drid, scik, skog, sled, smid, snet, stig, spin, swun New Words: blash, blosh, blush, broch, brich, clech, cluch, crech, cruch, rith, drath, flath, froth, frith, friph, gluph, glaph, graph, grugh, plogh, plogh, prigh, prugh, phot, phut, pheg, phed, whick, whad, whog, whed, whig, dritch, switch, skotch, sketch

4) SNEAKY e- sneaks over the consonant whispers to the vowel before it- says, “say your name” then he sneaks back over to his spot and goes quiet. NOTE: He’s always at the end of a word unless it’s a compound word and he can always hide behind suffixes, WATCH OUT!

Practice: on a dry erase board (rather large one), write a T-chart and go back and forth- no sneaky e, sneaky e. Watch out: hold the vowel for no sneaky e words! SNEAKy E HAS NO POWER WHEN THE VOWEL IS ATTACHED TO AN /r/ (“pirate sound”), AND SOMETIMES WHEN THE VOWEL IS WITH A /W, OR U/ (“baby sound”-see below). 

NO sneaky e (CVC)	SNEAKY E!!! (CVCe)	Ex.
cat mat mot	cate mate mote	https://quizlet.com/_5qgqcc https://www. wordgamehelper.com/

Key: Notice- I added in some upper case for review!

NO sneaky e (CVC)	SNEAKY E!!! (CVCe) some nonsense
cab jeb rob sob cad nod pad rid sod fig hog jog	cabe jebe robe sobe cade node pade ride sode fige hoge joge

WATCH OUT:

SNEAKY E HIDES in Front THESE Three (3) Letters
d, s, l,    sometimes  n	placed males

Ghost Letters & Other most common Silent Letters and SIGHT WORDS: (Text or email me asking for “hand chant” video and updated Quizlet link). 

Practice: Gh- aka ghost letters	Review: SIGHT WORDS- words that don’t follow standard rules or sounds. That them count the and match
g h p K w sneak y e Ex. night, right, know, write, etc	3-2 letter 4-5 letter 6-7 letter ex. the-of your-would should-America (note: proper nouns) Note: presented in a sentence is helpful.

Encoding: BLEND CVCe WORDS- those sound with 90% MASTERY (real and nonsense words).  Also, consonants colored- blue and vowels colored- red. See appendix for prompt. Sound dots go Ready set Read…1, 2, 3, READ  (remember count the letters then count the sounds?). 

m	a	te
___________________________

Decoding: Spell CVCe- TOUCH-FINGER-TO-TABLE  Write individual sounds on the line, write whole word while on the line while touch finger to table. NOTE: look at Dyslexia Screening to see which letter is normally dropped, before writing have the student WATCH OUT for that Letter Position.

_________	________	_________
____________________________

5) Unbelievable U- aka Baby Sounds- always with vowels and u follows w. NOTE: He’s almost always in the middle of a word, WATCH OUT, for them in words! (Text or email me asking for “distinction sound” video and updated Quizlet link).

vw-	vu-	Ex.
aw- cute baby, hold arms ow- pretend baby pulls your hair ew- hold nose, baby has a stinky diaper Other: oo- baby has a really stinky diaper	au- cute baby, hold arms ou- baby pulls your hair eu- baby has a stinky diaper	https://quizlet.com/_5pni5g https://www. wordgamehelper.com/
aw- raw, paw, saw, slaw ow- wow, pow, how, plow ew- few, new stew, chew, other: oo- book, rook, look, cook, shook,	au- caught, taught ou- loud, sound eu- feud, yeuk	qu- /kw/  queen, quilt (again unbelievable u- he’s such a follower

Decoding: BLEND CVVC WORDS- those sounds with 90% MASTERY (real and nonsense words). Also, consonants colored- blue and vowels colored- red. See appendix for prompt. Sound dots go Ready set Read…1, 2, 3, READ  (remember count the letters then count the sounds?). 

l	au	t

Encoding: Spell CVVC- TOUCH-FINGER-TO-TABLE  Write individual sounds on the line, write whole word while on the line while touch finger to table. NOTE: look at Dyslexia Screening to see which letter is normally dropped, before writing have the student WATCH OUT for that Letter Position.

_________	________	_________
____________________________

6) Pirate Sounds- r is the most controlling letter like a pirate. Note: they even have power over sneaky in when controlling the vowel and almost always (there are exceptions) in the middle of words unless a compound word, WATCH OUT!  WATCH OUT- They are in lots of words! (Text or email me asking for “distinction sound” video and updated Quizlet link).

sound	Ex. Quizlet
ar- pirate says, /ar/ there matey
or- there are ores on a pirate’s dingy (round lips)	https://quizlet.com/_5pnari
er, ir, ur- pirate doesn’t really speak words, just mumbles- /ur/
oy, oi- pirate says, oy their matey
New Words: car, mar, far, plar, chare, tar, har, star, cor, mor, for, per, der, ler, her, ker, fir, bir, stir, fur, pur, toy, joy, coy, coi, poi, snoit, smoil, soil, toil

Decoding: BLEND CVcC WORDS- those sounds with 90% MASTERY (real and nonsense words).  Also, consonants colored- blue and vowels colored- red. See appendix for prompt. Sound dots go Ready set Read…1, 2, 3, READ  (remember count the letters then count the sounds?). 

l	ar	t

Encoding:CVcC- TOUCH-FINGER-TO-TABLE  Write individual sounds on the line, write whole word while on the line while touch finger to table. NOTE: look at Dyslexia Screening to see which letter is normally dropped, before writing have the student WATCH OUT for that Letter Position.

_________	________	_________
____________________________

7) Lazy l and n- spot him at the end of words, they make the vowels that they are attached to- go /u/ like, what’s going on?? Note: Always at the end of words unless a compound word, WATCH OUT! (Text or email me asking for “distinction sound” video and updated Quizlet link).

al	an	Ex.
el	en	https://quizlet.com/_5shiyd
il	in	https://www. wordgamehelper.com/
ol	on
ul of course- ul  and of course- le	un
New Words: April, gerbil, label,  hapil, idol, fidol, olden, peachen, golden, axal, rascal, dial, shial,  button, brotton, cotton, fallen, rotten, begun, reagun, taken, macken, table, shible, stable

Decoding: BLEND CVccCC WORDS- those sounds with 90% MASTERY (real and nonsense words).  Also, consonants are colored- blue and vowels colored- red. See appendix for prompt. Sound dots go Ready set Read…1, 2, 3, READ (remember count the letters then count the sounds?). 

m	ars	al
________________________

Decoding: Spell CVccCC- TOUCH-FINGER-TO-TABLE Write individual sounds on the line, write whole word while on the line while touch finger to table. NOTE: look at Dyslexia Screening to see which letter is normally dropped, before writing have the student WATCH OUT for that Letter Position.

_________	________	_________
____________________________

8) “Sometimes Vowels”- WHAT?? HOW? Now REVIEW- a, e, i, o, u sometimes y, w. Note: usually found at the end of words, WATCH OUT! (Text or email me asking for “distinction sound” video and updated Quizlet link).

y	w
ay- say, ray, pay ey- key, ley iy- NA oy- see pirate sounds uy- NA	ow- tow, row, mow

Decoding: BLEND Cvc WORDS- those sounds with 90% MASTERY (real and nonsense words). Also, consonants are colored- blue and vowels colored- red. See appendix for prompt.

Sound dots go Ready set Read…1, 2, READ (remember count the letters then count the sounds?). 

l	ay
_______________________

Encoding: Cvc- TOUCH-FINGER-TO-TABLE Write individual sounds on the line, write whole word while on the line while touch finger to table. NOTE: look at Dyslexia Screening to see which letter is normally dropped, before writing have the student WATCH OUT for that Letter Position.

_________	________	_________
____________________________

9) Special Vowels: Two vowels go walking hand-in-hand are “special friends”. The gentlemen being the second one lets the first one do the talking. Note: normally found in the middle of words, LOOK OUT! (Text or email me asking for “distinction sound” video and updated Quizlet link).

	https://www. wordgamehelper.com/	Ex. https://quizlet.com/_5qhf4s
a	aa, ae, ai, ao, au (2)
e	ea (3), ee, ei (2),eo, eu
i	ia, ie, ii, io, iu
o	oa, oe, oi (2), oo (2), ou (2)
u	ua, ue, ui, uo, uu
New Words: kae, mae, tae, gail, lail, rail, dail, hail, mail, sail, aunt, tea, kea, pea, dea, sea, flea, fee, jee see, glee, tree, rei, sei, feu, feud, pia, ria, via, pie, tie, bio, ion, boat, moat,coat, shoat, toe, soe, gloe

Decoding: BLEND CVVC WORDS- those sounds with 90% MASTERY (real and nonsense words). Also, consonants are colored- blue and vowels colored- red. See appendix for prompt.

Sound dots go Ready set Read…1, 2, 3, READ  (remember count the letters then count the sounds?). 

m	ai	l
_________________________

Encoding: CVVC- TOUCH-FINGER-TO-TABLE Write individual sounds on the line, write whole word while on the line while touch finger to table. NOTE: look at Dyslexia Screening to see which letter is normally dropped, before writing have the student WATCH OUT for that Letter Position.

_________	________	_________
____________________________

Intermediate/Advanced Literacy (6 letter sound knowledge)

See Phonics II HERE

Summary of Stages of Literacy Development 

Beginning	Early	Intermediate/ Advanced	Notes:
phase: “Sound Level” Sounds in Isolation (Words offered in program)	phase: “Word Level” Words in Isolation Choral, Echo Read, Cloze Read on Instructional Level	phase: “Phrases & Sentences Level”  Independent Reading

Finally, 6 letter words (celebration!!!). This is where you see the best automaticity and confidence!! You can move onto not ONLY 6 letter words, but reading for phrases (google dolce phrases) and sentences (they help you make up or seen in homework) in isolation for beginning fluency!! 

“Phrases & Sentences Level”: 

7)  Phonemic Awareness 

Note: students with Dyslexia have a sound and language processing deficiency: Therefore, absorption and processing of sounds, especially omitted from words spoken by the student (SEE Multi-Syllable Word List BELOW).  Materials: notebook, glue, scissors. WATCH out! Never stop going over Phonological Awareness (included in phonemic awareness) is students with dyslexia, just make it more advanced! 

Word	What is ___________ (First, Middle, Last) Sound You Hear?	Take away the  /   / sound and what do you get?	Now, take away the  /   / sound and what do you get?	I’ll slowly say the word. You tell me what you hear?
ex 1) 2) 3) 4) 5)
Words (initial, middle, end sounds) sen, sez, sem, zen, zez, zem, nen, nez, nem, men, mez, mem, siz, sim, zin, ziz, zim, zom, niz, niz, nim, min, miz, mim, cag, cat, cot, cod, cut, cud, cuj, kag, kad, kok, kit, kid, gag, gat, got, gut, tag, tat, tad, tot, tod, tug, tut, teg, ted, tik, tig, tid, dak, dad, dog, dot, dug, dud, det, ded, dig, did, jag, jog, jot, jug, jut, jet, jed, jig, jit, yak, yag, yot, yut, yud, yeg, yet, yig active,  anxious, ambitious, bumbling, barefoot, barking, bashful, bitter, blunt, bogus, kangaroos camel, candle,cousins, cows, kitten, cheeky, cheerful, charming, chanting, churning, chirping, dangerous, damaging, defiant, devout, difficult, eager, early, easy, eccentric, escaping, females, photographers, pharaohs, pharmacists, flowers, foxes, ghastly, gifted, grumpy, glum, goad, gritty, harvesters, helicopters, heralds, hoards, horses, host, jets, jockeys, jugglers, jumpers, left, lolled, looted, lurched, lobbed, meager, measly, meddling, memorable, merry, moody, necessary, neat, nerdy, nervous, neutral, obtuse, orange, original, outsmart, paddled, pampered parked, pardoned, parted, quiet, quirky, quaint, queasy, querulous, raspy, rare, rational, raucous ravenous, ready, singers, scorpions, centurions, cyclists, centipede, stingray, shrews, shrimps ships, Chevrolet, chandeliers, chauffeur, tidy, tactful, talented, tingly, tragic, treacherous, thoughtful, three, thirteen, thumbing, thrashing, vocal, vivid, vulgar, vital,

Compound words: over 6 letter- more practice count, cover up the last part read, first part read= read all together. (Text or e-mail me asking for “6 letter breakup” technique video and updated Quizlet link).

railroad backward somewhere playthings grandmother sunflower

butterflies something inside without become throwback

fireflies anyone therefore elsewhere basketball everything

Phrase or Sentence Formation Template:

Student will verbal count words on fingers.They will draw or write the word by the correct number. If they miscue or have an error, they will recount on finger then reread and proceed.

Topic:

1) 2)  4)  5)  6)  7)

Sentence:

Multi-syllable Word List: Introduction: Use compound words as introduction and to use finger to break up words!

After 5 letters: If it’s 6 letters or more the word attack that includes count the letters, if 6 or over: cover up the last part of the word-read, cover up the first part- read and then read it all together! See multi-syllable words in intermediate and advanced level.
evergreen notice reject neglect victory refrain contain receive complete electric inspect extend hidden entrance always careful Became prevent morning sentence problem	hundred softly frequent included celebrate testify understand suddenly behind remember anything around number between almost inside surface within sudden himself learning

8) More Advanced Phonics (Phonology):  https://lookingtohealourownlearningdifference.org/2020/11/07/dyslexia-help-phonics-ii-cook-t-2020/

© ELBERT™: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!! 2020

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