Multisensory Language Instruction

1. Multisensory Language Instruction C.A.S.E., Inc. Winter 2013-14

2. Agenda: • Introduction • Building Blocks for students (The Big Ideas and Multisensory Instruction?) • Lesson Plan Format • Practice makes Permanent

3. Objectives: • Provide knowledge and skills to teach all students to read. • Understand the lesson plan format • The Difference Maker: Error Correction Procedures -making you go from “Good to Great”.

4. 2 truths about any construction process • The construction process is going to take longer than you expected. • A learning principle of great importance is to understand that learning cannot occur without repetition. More specifically, a “pyramid of repetition” has to be constructed. If one systematically and regularly does repetition with a learner, it will gradually become possible for the learner to learn more and more with fewer and fewer repetitions. - DR. JAN STRYDOM & SUSAN DU PLESSIS

5. Constructing Meaning • The construction process is going to cost you more than you anticipated. • It might cost you more time, energy, effort, and resources.

6. What the Research Says About Comprehension • Readers who comprehend well are also good decoders • Time spent reading is highly correlated with comprehension • Effective instruction using high-quality curriculum materials can increase students’ comprehension

7. Quote “Links between sound, symbol, and meaning must be constructed like a layer-cake – systematically and explicitly.” Louisa Moats

8. The 5 Dimensions of ReadingThe Layers of the reading Process • Phonemic Awareness/Phonological Awareness • Phonics • Fluency • Vocabulary • Comprehension

9. Moats 2000: Speech to Print Steps in Teaching & Learning Printed Word Recognition in English

10. Multisensory Approaches • These approaches are dedicated to the structured, systematic, direct teaching of the organization of language. They also share a belief in the importance of multisensory strategies, which include techniques for linking eye, ear, voice, and hand in symbolic learning. Birsh 2005

11. Multisensory Instruction Targets Student Engagement

12. Student Engagement Number of repetitions during each concept/ task presented: a. 5-15 in Core b. 30-40 for Strategic Differentiated Instruction c. 80-100 for Intensive Intervention

13. Nonsense Word Fluency What Big Idea? Alphabetic Principle

14. What is the Alphabetic Principle? • Part 1: - Alphabetic Understanding: Letters represent sounds in words p s a v m

15. ow oi igh ea sh ai oo ph o z f t a Alphabetic Principle • What are the Most Common Sounds?

16. What are the most common sounds?

17. Alphabetic Principle • Alphabetic Principle Part 2: • Phonological Recoding (blending): Letter sounds can be blended together and knowledge of letter-sound associations can be used to read/decode words. a C p

18. Vivendi Mwanza Kavakli Kaptelinin Fabricatore Castronova Araseth Anker Alphabetic Principle • Read the following words:

19. Why Alphabetic Principle? • Letter-sound knowledge is prerequisite to word identification. • A primary difference between good and poor readers is the ability to use letter-sound correspondences to decode words. • Letter-sound knowledge can be taught. • Teaching the alphabetic principle leads to gains in reading acquisition/achievement.

20. Critical Alphabetic Principle Skills • Preschool -- familiarity with alphabet and phonemic awareness • Kindergarten -- letter sound correspondences (says common sound associated with individual letters), begins to blend sounds, recognizes some words by sight • First grade -- letter-sound correspondences, decodes unfamiliar phonetically regular v-c and c-v-c words fluently, reads grade level material accurately and fluently • Second grade and up -- decodes unfamiliar words using advanced phonics skills, reads grade level material accurately and fluently with correct phrasing and expression

21. Phonological Awareness Intervention Strategies Kindergarten and First Grade

22. What are the necessary skills for kindergarten and first grade? • Rhyme is words that are similar in sound, especially with respect to the last syllable; "hat and cat rhyme“. • Alliteration is repetition of usually initial consonant sounds in two or more neighboring words or syllables (as wild and woolly). • Sentence segmentation is breaking down sentences into individual words. • Syllables are units of spoken language. • Onset is the part of the syllable that precedes the vowel of the syllable and rime is the part of a syllable which consists of its vowel and any consonant sounds that come after it. • Phonemes are the smallest contrastive unit in the sound system of a language .

23. Phonological Awareness Intervention Strategies Second and Third Grade

24. What are the necessary skills for second and third grade? • Phonemes are the smallest contrastive unit in the sound system of a language . Therefore… • Phoneme matching is matching the sound. • Phoneme isolating is finding a particular sound in a word. • Phoneme blending is combining multiple sounds. • Phoneme segmenting is breaking down words into individual sounds. • Phoneme manipulating is changing particular sounds within a word.

25. Practice Makes permanent – Working Together with our Lesson Plan Format

26. Phonics Intervention Strategies Kindergarten and First Grade

27. What are the necessary skills for kindergarten and first grade? • Letter-recognition is the identification of individual letters by name and/or sound in a variety of contexts. • Letter-sound correspondence is making a connection between individual letters and the sounds they represent (graphophonics). • Onset is the part of the syllable that precedes the vowel of the syllable and rime is the part of a syllable which consists of its vowel and any consonant sounds that come after it. • Word study is the process of using strategies to figure out or decode unfamiliar words. • Syllable patterns are common or repeated units of speech. • Morpheme structures are the smallest meaningful unit in the grammar of a language.

28. Phonics Intervention Strategies Second and Third Grade

29. What are the necessary skills for second and third grade? • Letter-sound correspondence is making a connection between individual letters and the sounds they represent (graphophonics). • High frequency words are the most commonly used words in reading and writing. • Variant correspondences are letters that have multiple sounds that can be represented by that letter. • Syllable patterns are common or repeated units of speech. • Morpheme structures are the smallest meaningful unit in the grammar of a language.

30. What does the Alphabetic Principle instruction look like in the Sonday System? • Phonemic Awareness • Letter recognition • Phonics

31. Practice Makes Permanent – Working Together with our Lesson Plan Format

32. Why is Spelling so Important? • Learning to spell is NOT natural • Better spelling enables better writing • Spelling instruction can improve phonological awareness, word recognition, and vocabulary

33. Spelling is Language Representation What do the National Spelling Bee Champions ask about words? • Their pronunciation • Their meaning • Their language of origin • Using it in a sentence

34. Spelling knowledge includes: • Speech sounds (Phonology) • Phoneme-grapheme correspondences • Science of Patterns and generalizations – NOT rote memorization. • Meaning parts (morphemes) • What language the word came from

35. Most Common Spelling Problems • Short Vowel representation • Consonant blends • Vowel +l and vowel + r • Nasal sounds after vowels • Ending rules (E and Y rules) • Spelling of unaccented syllables • Oddities – words without families (Moats, 1996;Treiman & Bourassa, 2001)

36. What should be taught? • Speech sound segmentation and identity (Phonemic awareness) • Phoneme and grapheme mapping • Letter sequences – syllable patterns • Morphology and word origin

37. Oral Reading Fluency • What Big Idea? Accuracy and Fluency (reading connected text) Phonics

38. What is Accuracy and Fluency Reading Connected Text? • Fluency is not simply speed. Fluency is: • “…a level of accuracy and rate where decoding is relatively effortless; where oral reading is smooth and accurate with correct prosody; and where attention can be allocated to comprehension.” - Wolf and Katzir-Cohen, 2001 • “… efficient, effective word recognition skills that permit a reader to construct the meaning of text. Fluency is manifested in accurate, rapid, expressive reading and is applied during, and makes possible, silent reading comprehension.” - Pikulski and Chard, 2005

39. Why Accuracy and Fluency? • Fluency is a bridge to comprehension. • “Before readers can fully marshal their cognitive resources to the task of comprehending the text they must automatize their word decoding. Otherwise a significant amount of their cognitive resources must be diverted to consciously attending to word decoding.” - Rasinski & Hoffman, 2006 • “As part of a developmental process of building decoding skills, fluency can form a bridge to reading comprehension.” - Piklulski and Chard, 2005

40. When Should Accuracy and Fluency be Taught? • Teach accuracy in decoding skills (e.g., phonics) FIRST. • Then, teach fluency when accuracy is at least 95%.

41. Fluency Intervention Strategies Kindergarten and First Grade

42. What are the necessary skills in kindergarten and first grade? • Letter-recognition is the identification of individual letters by name and/or sound in a variety of contexts. • Letter-sound correspondence is making a connection between individual letters and the sounds they represent (graphophonics). • High frequency words are the most commonly used words in reading and writing. • Oral reading is students reading a selection aloud.

43. Fluency Intervention Strategies Second and Third Grade

44. What are the necessary skills in second and third grade? • Letter-sound correspondenceis making a connection between individual letters and the sounds they represent (graphophonics). • Word parts are common non-word syllables patterns as well as affixes. • Words are high frequency words as well as word families. • Phrasing is reading text naturally, pausing appropriately with intonation. • Chunked text is text broken into natural groups of words. • Connected text is reading text in a smooth, connected way.

45. Other Strategies to Increase Reading Fluency • Sound, Word, Phrase, and Sentence (simple to complex) • Rapid Naming (Colors, Shapes, Letters…) • Controlled Reading • Chunking and Phrasing • Repeated Oral Reading – rereading selections to increase fluency through familiarity • Choral Reading • Partner Reading • Monitored Oral Reading

46. What does the Fluency Instruction look like in Sonday System? 1. Automaticity AND 2. Fluency

47. Practice Makes Permanent – Working Together with our Lesson Plan Format

48. Your Success is linked to Your Actions “Achievement seems to be connected with action. Successful men and women keep moving. They make mistakes, but they don't quit." Conrad Hilton

49. References • Bank Street College of Education. 2 December 2008. <http://www.bnkst.edu/literacyguide/sterms.html>. • Heacox, Diane. Differentiating Instruction in the Regular Classroom. Minnesota: Free Spirit Publishing, 2002. • Merriam-Webster Online. 22 November 2008. <http://www.merriam-webster.com/dictionary/>. • Nebraska Department of Education. 3 December 2008. <http://www.nde.state.ne.us/READ/FRAMEWORK/glossary/general_u-z.html>. • New Horizons for Learning 5 November 2008. <http://www.newhorizons.org/spneeds/inclusion/teaching/kelly.htm.> • Routman, Regie. Reading Essentials-The Specifics You Need to Teach Reading Well. New Hampshire: Heinemann, 2003. • SIL International. 25 November 2008. <http://www.sil.org/linguistics/GlossaryOfLinguisticTerms/>. • Utah Education Network. 3 December 2008. <http://www.uen.org/k-2educator/word_lists.shtml>. • WordNet- A Lexical Database for the English Language 22 November 2008. http://wordnet.princeton.edu. • All images, unless cited are from Microsoft Office PowerPoint clip art or Google Images.