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• 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.

Phonemic AwarenessPhonemic Awareness

• The knowledge that discrete speech sounds (phonemes) constitute words

• Manipulating sounds can create new words

• Done through auditory mode - NO visuals

Ancay ouyay eadray isthay ??

Ethay ighesthay ormfay foay onemicphay warenessay siay igpay atinlay !!

Can you read this?

The highest form of phonemic awareness

is Pig Latin !!

Average Grade Level Gains

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)

RESEARCH SHOWS:

To be a good reader, you must successfully and To be a good reader, you must successfully and simultaneously use 3 skills: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.

Decoding & Tracking

Why Use Nonsense WordsWhy Use Nonsense Words (ALIENS) (ALIENS) When Teaching Phonics ????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

MUSTS for Lively LettersMUSTS 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:

STATISTICS – STATISTICS – Benefits of Lively LettersBenefits of Lively Letters

• 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.

Let’s get startedCut 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

Beginning Your LessonBeginning 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/

“b” and “p”Songs

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”.

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

Short and Long VowelsShort and Long Vowels

Short 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 EKICKER 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

SLIDE to BLEND

Both positions-Consonant Blends

CLOSED SYLLABLES – VC / CVC/VCCCLOSED 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 unin ab and fab

CVCe

made tape cake bike fame tale

Aliens Aliens vs.vs. HumansHumans

ALIENS HUMANS

wave nutewav nutchipe henchip henecak mopcake mope

READ ALIENREAD ALIEN

• He hust his velt.He hust his velt.• Delp is in the pask.Delp is in the pask.• Wint you be a tasp?Wint you be a tasp?• Can you lesp or bint?Can you lesp or bint?• We will visk the yond.We will visk the yond.

ALIEN STORIESALIEN 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 !

“King Ed”

King “Ed” beside a vowelKing “Ed” beside a vowel

• meet seed teen weed• tie pie smie spies• glue true blue spued

ee, ie, ue, oe ee, ie, ue, oe

2 VOWELS GO WALKING2 VOWELS GO WALKING

aiea

oaay may boar loan may boar loan

meat rain taipmeat rain taipaim team ear aim team ear groan lay straygroan lay stray

DOUBLE CONSONANTS DOUBLE CONSONANTS – Beginning to break up multi-syllabic words

(The Twins)

• BREAK THEM UP !!!!BREAK THEM UP !!!!

batter rabbit lesson buddy

committee clobber carrot

Then decide if the vowel is happy or scared.

Double Consonants vs. Double Consonants vs. One ConsonantOne Consonant

• batter bater• mopped moped• pinned pined• babbled babled• riddle ridle

I teach thisdifferently – 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 !!!

““Y” as a VowelY” as a Vowel

Y is the Y is the ACTORACTOR of all the letters !!! 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 short word (1 syllable) • Y at the end of a long word (2 or more syllables)Y at the end of a long word (2 or more syllables)• Y in the middle of a short wordY in the middle of a short word

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

• cry my bry

• fly shy smy

• try by hy

Y Y at the end of a LONG word(2 syllable or more)

• happy tacky misty• mossy rocky treaty• shoddy lacey mitty• junky study monkey

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

Push-Up GamePush-Up Game

c a b e i o u y

g y m e a o i u

PUSH – UP Game

OPEN SYLLABLES - CV, CCVOPEN SYLLABLES - CV, CCV

OPEN: As long as a vowel is by himself OPEN: As long as a vowel is by himself at the end of a syllable, he is HAPPY at the end of a syllable, he is HAPPY and yells out his name !and yells out his name !

pre de propre de pro

tri re betri re be

CONSONANT “le”CONSONANT “le”

• When a word ends in “le” – count backward “1, 2, 3” and divide.

rifle tumble fable giggle stifle bundle

Rule for DividingRule for DividingMulti-Syllabic WordsMulti-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

EASIEST WAY EASIEST WAY to divide Multisyllabic Wordsto 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

FOR Longer Words …..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

Words with “ed” endings

““ted”ted”isis

““ded”ded”

woun/ded

punted

ran/ked

spilled

lan/ded

grou/ted

banded

rumbled

graded

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

• sembopauddin• nowpolepsee

• hoonerdorshun• jebbulating

• chiggernautic• winnobaded

• quorpinnetted• thimopowllin