Retraining Powerpoint for Telian Mnemonic Reading

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Retraining Powerpoint for Telian Mnemonic
Reading Lively Letters and Reading Strategies
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Can you read these words ???

• sembopauddin
• nowpolepsee
• hoonerdorshun
• jebbulating
• chiggernautic
• winnobaded
• quorpinnetted
• thimopowllin

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Phonemic Awareness

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

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8 Stages of Phonemic Awareness

• Hierarchy 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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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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TELIAN MNEMONIC READING PROGRAM Lively Letters

• A Prescriptive Reading Program that can be
  Customized for each Student

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Why Use Telian Mnemonic Reading ?

• Telian utilizes imagery and mnemonics (creative
  memory tricks) to teach letter sound associations
  and syllable dividing rules.
• Sound/symbol associations are taught through
  partner sounds voiced/voiceless pairs.
• Studies have shown that gains are greater when
  mnemonic techniques are used while teaching
  difficult concepts (such as phonics and
  syllabication), especially for those students
  with learning weaknesses.
• (Mastropieri and Scruggs,
  1991.)

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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)

Average Grade Level Gains
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(No Transcript)
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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 individuals overall reading
  ability.

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STATISTICS Why you need to teach Telian !

• 1 in every 5 children
• is Dyslexic
• (YALE Childrens 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 as weak
  auditory processing skills which lead to

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ROAST Reading/Spelling Errors

• Reversals brit / birt
• Omissions brit / bit
• Additions brit / brint
• Substitutions brit / drit
• Transpositions brit / trib (was/saw on/no)

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WHAT ROAST ERROR(s) do you see?

• WORD / WORD READ
• was saw
• down brown
• crib crid
• baby daddy
• on no
• bet bat
• bent bet
• bet best
• bat tab
• bat at
• stab bast
• babies baby
• bird bride

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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

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MUSTS for Telian

• 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
• Use ROAST in every lesson
• Teach decoding and encoding in every lesson by
  using the following phrases

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• If this says ______________, what would this
  say? (decoding)
• If this says ______________, make it say
  __________________. (encoding)

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BEGINNING TELIAN

• 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, ROAST errors, decoding / encoding

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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/

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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 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 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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PUSH UP Game
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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 ab and fab

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Folder Activity for Individual use in Encoding
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CVCe
made tape
cake bike
fame tale
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Do A LOT of Work with CVC and CVCe words

• Fluency checks with word lists / Games /
• Cards Mnemonic and Non-Mnemonic
• bike bik rad rade mif
• mife fil file tim time buv
• buve tin tine liv live rip ripe

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Aliens vs. Humans

• ALIENS

HUMANS
wave nute wav nut chipe
hen chip hene cak
mop cake mope
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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.

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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 !

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Kicker e beside a vowel

• meet seed teen weed
• tie pie smie spies
• glue true blue spued
• ee, ie, ue, oe

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

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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

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Y at the end of a short word (1 syllable)

• cry my bry
• fly shy smy
• try by hy

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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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Y in the Middle

• gym cyst crypt
• hymn myth lynch

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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 Game

• c a b
• e
• i
• o
• u
• y

• g y m
• e
• a
• o
• i
• u

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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

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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 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

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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

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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
spilled
woun/ded
banded
ran/ked
ted is ded
punted
lan/ded
rumbled
grou/ted
graded
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REMEMBER .

• Use Mnemonic Cards to introduce new sounds and to
  firm up sounds/phonic rules
• Do in different ways magnetic board, individual
  cards, pocket chart, individual organizers
• Move to regular letter cards when student has
  mastered the sounds/rules
• Practice ALIEN/HUMAN words in isolated words,
  sentences, paragraphs.
• Do fluency checks weekly.

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NOW - ---Can you read these words ???

• sembopauddin
• nowpolepsee
• hoonerdorshun
• jebbulating
• chiggernautic
• winnobaded
• quorpinnetted
• thimopowllin