|Dyslexia Help; Cook’s Independent Tutoring, Coaching, & Consulting,LLC|
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Word attack skills are the student’s ability to correctly listen and see the word, then determine what doesn’t “look right or sound right” from a word they read, then “attack the word” with mastered production and processing of sounds and other tools and strategies for “word attack”. Over the 6 Months, you will see increased instruction in specific areas of difficulty can then be designed and implemented to their specific needs. I will use observational notes to determine specific phonics elements the student may be struggling with and then design an intervention plan related to the phonics elements that were particularly challenging for the student. The goal of this class is to have them reach 6 letter word mastery.
Summary of Stages of Literacy Development
|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|
This very systematic, structured, and sequential manner. This is a tentative lesson plan which includes the following layout of the class:
|Month 1||Month 2-3||Month 4||Month 5||Month 6|
(Quizlet Compound Words)
level 1 (isolation): https://quizlet.com/369084738/compound-words-flash-cards/
level 2 (combined): https://quizlet.com/550146292/compound-words-flash-cards/
level 3 (mix of nonsense/real): https://quizlet.com/498902520/4-syllable-words-flash-cards/
People with Dyslexia have a sound and language as well can be visual processing deficiency. Related to 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, on the other hand; 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 working memory, phonological awareness, reading, and spelling. Read More Here: https://myelbert.com/2020/09/09/dyslexia-help-dysphonetic-phonetic-vs-dsyeidetic-visual-dyslexia/
After Mastered Phonics I: https://lookingtohealourownlearningdifference.org/2020/11/07/dyslexia-help-phonics-cook-t-2020/
Week 1- reviewing the production and processing of sounds that contain a particular phonics element such as (th, sh, ch, vowel sounds, lt, mp, ct, etc.) and reviewing (CCVCC) words that contain 5 letters or more along with giving them other tools and strategies for “word attack”.
Week 2- review above, then, the production and processing of sounds that contains a particular phonics element such as (gh, ph, ar, ir, common silent letters, etc.) and decoding words (CCVVCC) that contain 6 letters or more along with other tools and strategies for “word attack”.
Week 3- review above, then, the production and processing of sounds that contains a particular phonics element such as (str, scr, ea, oa, etc.) and decoding words (CCCVVCC) that contain 7 letters or more along with other tools and strategies for “word attack”.
Week 4- review above, then, the production and processing of sounds that contain a particular phonics element such as (str, scr, ee, ur) and decoding words (CCCVVCCC) that contain 8 letters or more along with other tools and strategies for “word attack”. Also review, and mastery of decoding words that contain 6 letters or more along with other tools and strategies for “word attack”.
Note: some changes might be made to this lesson plan because I “follow the students”. Also, I suggest the students coming into the class to have already have mastered (90% automatic) of the 4 letters (CCVC) or (CVCC) words.
Advanced Phonics (Phonology):
Phonics Includes Word Diagramming
|Review Two-letter End Blends Review including sounds /ng/ (vowel + ng)||Review Special Vowels||Review Sneaky e & Sneaky y||Review Ghost Letters||Review “l” ,”n”: Pirate Sounds including le- rule|
|“s” Triblends; sch- school; squ-square; scr-scream; spr-spruce |
Sounds /air, ear, are/
|Review sneaky e,y|
Sounds ce=/se/, cy= /ce/, ly=/le/
|Incredible I- “ti, ci, si” =/sh/||Unbelievable u (tu, du, su) (including “ar, or” /ur/-end of word)||Start Reading Clues & Spelling Rules|
|Three Plus (+) Letter Blends (Triblends)- https://quizlet.com/join/D2d32KyHW|
Decoding: 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.
|What I discovered: are says /air/|
The rules and sounds reviewed from the intermediate phonics. Note: accept concepts for word definitions. Also, prefix/suffix colored- blue and root colored- red. You can look these up with the (-) into Webster’s Dictionary App. Note: Prefix gives Meaning, Root gives Recognition and Suffix for Part-of-Speech! See appendix for prompt. NOTE: WORDS- words come from the student’s own language and background knowledge! They can come from their dialogue/speech, reading, and writing! Not from a list of preset words (usually), focus heavily on nouns and verbs initially. Modeled reading and writing are important at this level! (Text or email me asking for “distinction sound” video and updated Quizlet link). WATCH out! Never stop going over Phonological Awareness (included in phonemic awareness) with students with dyslexia, just make it more advanced!
Orthography: http://www.neilramsden.co.uk/spelling/searcher/index.; htmlhttps://www.oakton.edu/user/3/gherrera/Greek%20and%20Latin%20Roots%20in%20English/greek_and_latin_roots.pdf; https://membean.com/treelist?fbclid=IwAR1blfri4bMiJsD32yKBG79ILO3Hyoxm4A620m-nCmR_c_SuCZtZvVBfsdA
|Prefix- meaning||Root – recognition||Suffix- P of S|
|1-2 letter||Un- Re- In- Im- Il- Ir- An- De- En- Ex- In- Un-||-s -y -es -en -fy -ty -ly -or -ic|
|3 letter||Pre- Pro- Con- Sub- Syn-, sym- Com- Non- Mis- Bio- Mid- Uni-||zoo Sol min||-ing -ful -ate -ify -ity -ise, -ize -acy -dom -ist, -ian, -eer -est -ion -ive -ous -ish|
|4 letter||Ante- Anti- Over- Auto- Fore- Homo- Semi- Tele-||path port rupt vert vers struct||-ance -ence -ible -able -tive -tion -sion -cion -ment -ness|
|5 plus letter||Contra- Extra- Trans- Inter- Super- Hyper- Hypo- Inter- Intra- Macro- Micro- Mono- Omni- Post-||junct logos meter spect script terra therm phono||-ation -ition -ative -itive -eous -ious|
|Preread- “fix-up words”||Prefix, suffix, root|
|What do you know?||What do you want to know? Spelling pattern: -ed Rule/intricate sound: gh, ed /d/ Homonym/Homophone: na Definition (concept): see Webster’s|
|What do you need to know? positive/negative/neutral- n pre/root/suffix- re-, -ed other definition: see Webster’s||Solve?|
Learn More HERE
10) Vocabulary: Always begin and stay on nouns and verbs until 90% mastery. Also, nouns colored- red, verbs colored- blue. See appendix for prompt. Note: always treat like a sight word so the main focus is meaning, recognition and pronunciation! Lastly, put the new word in a sentence, preferably related to the student and encourage them to use the word again!
Phonics & Grammar (Word & Sentence Diagramming) Includes
|Words||CVC words||cVc words||cvCcc||morphemes|
|Sentences||Parts of speech-|
noun, verb, adjective, adverb
|Parts of speech-|
|Parts of speech-|
|Parts of speech- Interjections||Verbals: participles, gerunds, and infinitive|
During the real-read, fill out with the student this GO…say to them, you can make or draw this GO yourself. It is visual and broken down for which is good for your brain.
|intro./conclusion||Fact 1||Fact 2||Fact 3|
|-downward force (gravity), upward (lift)||forward force (thrust)||downward due to gravity||wing creates lower pressure|
|downward gravitational force- less upward lift||backward force (drag)||increases with the mass (weight)||upward force known as lift|
Encoding: Sound dots go Ready set Read…1, 2, 3, READ (remember count the letters then count the sounds).
|Word||Prefix (meaning)||Root (sight)||Suffix (part of speech)||Meaning|
|peregrination||pre||arg||-ation||A peregrination is a long journey or act of traveling from place to place, especially by foot.|
Parts of speech- advanced phonics (see writing):
|Noun (subject) Circle: person, place, thing or idea||verb (predicate)|
|Simple present: Simple past: Past participle: |
Learn More HERE
|Morphology Word Ladder: Spelling Word Patterns https://membean.com/treelist|
Learn More HERE
- 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|
High Frequency Phrases Due to working memory- Have student read out loud (http://www.timrasinski.com/presentations/fry_600_instant_phrases.pdf) what they want to write while counting on their fingers the number of words, with the opposite hand have them touch their finger to the table each time they write on the words!! Gradually, this will increase their working memory for such phrases as well as confidence.
Note: high-quality writing depends on good transcription skills (see HERE), working memory (HERE), and executive function—all of which can be difficult for children with dyslexia and result in poor spelling (HERE) and low overall writing quality (HERE) (see HERE).
Dictating (Transcription) Sentences: Students to use their spelling skills in a “real world” application. Simply put, you say a phrase or sentence containing their spelling words, and students repeat it and write it down (see above- under learn more here).
Comprehension- Learning- comprehension (understanding) why look different than typical learning? The goal is independence, understanding through apply-evaluation (GOs)/mnemonic methods (if needed), and recreating! See major points below:
|Interest Related||Need the why|
|research what they need (based off their list)||apply- what is only needed model evaluation|
|own materials||breathing methods|
|If asked- I do, we do, you do||cross lateral exercises|
|I- focus on evaluation||change environment every 15 min|
|Reinforce Whole||mnemonic methods and graphic organizers|
Key: Go to Strategies
Spelling Clues & Reading Rules: Have them read passage, if they mispronounce word(s) “look up” definition and “fix up” with applying the spelling clues and rules below:
Passage- ReadWorks: https://www.readworks.org/; Blinkist: https://www.blinkist.com; https://www.websiteplanet.com/blog/learn-english-free-books/.
|Passage||Words||Definition||Spelling Clues/Reading Rules|
|tutor look ahead for “word review”- predict problems to increase success track with finger when reading read all titles check your vowel, and hold the vowel doesn’t look right and/or sound right then, reread or rewrite word chunking aka phrase reading (3-4 words) vocabulary- do you recognize any part of the word, cover last then first- later, split in middle||sentence grouping- goal to STOP every (5-6), (7-8) sentences do L-V Skills- Listening-Visual Skills L- who, where, when, what, how, why V- image, imaging moving in head- like a “movie” (VISW) visualize, image, say-aloud, write) Phrase-sentence form thinking always check your writing|
Practice: On the front of a note card, write down the “fix up” words. On the back of the card, write this prompt at the top and stop every 3-4 sentences to add the answer to the note card!
Materials Needed: book, writing utensils, note cards!
|Serialize: Be sure to…. Include key events or moments in the sequence Organize events or data to how one event or action leads to another|
|Classify: Be sure to… Create useful categories into which all info can be organized Establish criteria to use when evaluating and organizing information|
|Compare: Be sure to…. Identify and assess key similarities and differences based on: Importance Behavior Quality Function|
|Analyze: Be sure to… Consider what the text/results mean based on critical reading or observation Interpret from multiple perspectives|
|Predicting: Be sure to ask… What is going to happen next? I bet I know what he’s going to do when? Who, what, when, where, why, and how?|
|Connection: Be sure to… Ask has this happened to me or someone else before? How does this remind you of another text, yourself and the world? What do already know about the topic?|
|Define: Base your definition on … What it does What it is What it’s made from What it means|
Learn More HERE
Writing/Handwriting- Everything Can be Taught with Poetry
Review CURSIVE: learn the c, l, i you can learn many other letters. Start with marker and dry erase…easier for students. Always practice first with dry erase marker and board!
|C- roundies||c, a, d, – g, o, p, q|
|L- loopsies||l, e, b – h, k, f|
|I- ups and downies||i, j, u – w, v, t – y, z- r,s|
|other||Humpies- n,m, x|
Practice: write these words in cursive
|3-1 Letter||4 letter||5 letter||6 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||could house about asked their words first three other||little looked people|
Learn More HERE
|Figurative Language Study||Different||Alike||Different|
|Simile/Metaphor||Uses like or as||Compare two things||Does not use like or as|
|Idiom/Hyperbole||The meaning is different from the meaning in the words||Expressions with exaggeration||The meaning beyond belief|
|Alliteration/Onomatopoeia||Using the same beginning sound- she sells, sea, shells||Repetition of words||Using Sound words- tick-tock, tick-tock Bow wow, bow wow|
|Personification/Oxymoron||Uses words that give non-human things/ human characteristics||Words that create images||Uses words that go against itself (sarcastic)|
|Alliteration/Assonance||Using the same beginning sound- she sells, sea, shells||Repetition of words||Uses the same vowel sounds- Feet, reap, neat, steep|
Learn More HERE
© ELBERT™: EVERYONE LEARNS BETTER EMBRACING REVOLUTIONARY TEACHING!!! 2020
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