PROJECT READ Presented by: Susan Zirpoli Summer, 2013

1. PROJECT READ Presented by: Susan Zirpoli Summer, 2013

2. AGENDA AM PM PROCEDURES HANDS ON PRACTICE LESSON PLANS MASTERY TESTS NEXT STEPS • WHO • WHAT • Materials • SYLLABLE TYPES • SYLLABLE DIVISION

3. WHO Spec. Ed. students grades K-12. Decoding/Encoding deficits Limited vocabulary Deficits in Phonological Awareness

4. WHAT Project Read Phonics is an explicit and systematic methodology used for teaching phonics. It is designed to be used in all tiers of instruction. Originally designed for grades K-3, in CCPS used most frequently with LFI students, students with low to low average cognition with deficits in decoding and encoding.

5. PROJECT READ is: Based on Principles of ORTON GILLINGHAM (VAKT) Direct & Explicit Structured and Sequential Systematic Multisensory Phonics

6. MULTISENSENSORY TECHNIQUES • V- visual • A- auditory • K- kinesthetic • T- tactile VAKT- common to programs based on principles of Orton-Gillingham

7. SCOPE AND SEQUENCE VOLUME 1: Closed Syllables (CVC words), digraphs, glides, floss rule, -ck spelling, beginning consonant blends. VOLUME 2: Ending blends, Consonant Clusters,-tch, r control, open syllables, -CE syllables, VCCV and VCV syllable division. VOLUME 3: y as a vowel, vowel teams,schwa, -le syllable, -dge, diphthongs, hard and soft sounds of c and g. Alignment to CCSS

8. Materials – Phonics Guide – Phonics Sound Pack Jewel Box Words (can create on index cards) Treasure Chest Sentences Red Words (can make with index cards) Spell Tabs (can make with folders/post its) Bonnie Kline Stories

9. BREAK

10. Syllable Types:7 in Project Read

11. OPEN/CLOSED SYLLABLES Closed Syllable- single vowel followed by a consonant, digraph or blend- vowel is short. Ex: cat, ship, meg, tic Open Syllable- vowel alone or after a consonant, blend or digraph Ex: ne, u, a, hi, I, ra OPEN/CLOSE DOOR ACTIVITY CARDS

12. R Control Syllable I’m the Bossy “R”. I tell the vowels what sound to make. But… As a polite gentleman, I always let the vowel go first. ar as in start, garden er, ir, ur and in fern, girl, turkey or as in corn, forlorn

13. VCE Syllable: Second condition of long vowel I’m the magic e I hang around at the end of words And never make a peep. But OOHH the magic I perform When over 1 consonant l leap To make the long vowel speak.

14. Syllable Type:VOWEL TEAMS The /I/ team: ie The /A/ team: ai, ay The /O/ team: oa, ow, oe boat, snow, toe The /E/ team: ee, ea, ie, ey 2 vowels work as a team

15. Diphthong: Syllable Type A Diphthong is a vowel combination that represents a special vowel sound. /oi/ oi, oy: oil, toy /ou/ ow, ou: around, town /oo/ ue, ui, oo: blue, juice, food /au/ au, aw: cause, saw /oo/ look, hood

16. -cLE Syllable and Syllable Division The schwa can always be found in words that end with consonant le as in Apple bottle table kettle The SCHWA hides between the two consonants. It becomes the vowel sound for the cLE syllable. “CONSONANT LE, COUNT BACK 3.” Divide: ap/ple ta/ble

17. Syllable Division: Cutting Patterns

18. SYLLABLE DIVISION: VCCV Words like: rabbit, picnic, napkin Underline the talking vowels and swoop between the vowels. Pull down the consonants between the talking vowels. Divide Mark Vowels with a breve Blend and read word:

19. SYLLABLE DIVISION: VCV Ti/ger or cam/el words 80% of the time VCV words are divided V/CV- always try this first. 20% of the time VCV words are divided VC/V – try this next.

20. VCCCV, VCCCCV Syllable Division Always keep digraphs and blends together Ex: Sub/tract - blends usually go with the second syllable. Ex: In/struct - note the blend is in the second syllable.

21. VV Syllable Division Cut Between 2 vowels if not a double vowel or diphthong Ex: Ne/on Ex: Cray/on - ay is 1 ‘talking vowel’

22. ACTIVITY TIME Open/Closed Syllable • Story • Post Its • Index Cards Syllable Division: * Mark and cut cards

23. Common Orthographic Concepts Let’s learn some of the common and first taught orthographic (spelling) concepts taught in Project Read. There are many others. See the spelling calculator (spelling options)

24. THE FIRST SPELLING RULE: - ck Present k = /k/ Present c = /k/ Now we will learn that /k/ can also be spelled –ck Reinforce with VAKT Smack the table: “ At the end of a one syllable word right after a short vowel.”

25. Auditory Practice for each part of the –ck rule What sound are you listening for? - /k/ Do you hear that sound in cap, cake, pick, back, hug, cup? We need to hear it at the end of the word. Do you hear /k/ in the end of stick, kite, cane, or pack? Does the vowel sound like the hand signal or short vowel sound? lick or lake// bike or back// rack or rake Do you hear /k/ right after the vowel in sick or silk// pick or pink // shack or shank

26. FLOSS RULE: f, l, s, z F, L, S,and Z are doubled in words “right after the short vowel at the end of the word”. When a word ends in me, F, L, S or Z, double that letter as quick as can be. Exceptions: as if of is pal has quiz, gas Note: same conditions as -ck

27. LONGER STRONGER SPELLING RULES -CK FLOSS RULE: F, L, S, Z /ch/ at the end of a one syllable word “right after the short vowel” = tch Ex: Pitch, match /j/ at the end of a one syllable word “right after the short vowel = dge Ex: dodge

28. QU= /kw/ qu always goes together. “[q] broke it’s leg as seen by the bend in the stick and needs [u] to hold it up. or [q] is the “chicken letter” – afraid to go by itself.

29. GLIDES * Slide activity- Glides (vowel sound changes) Ex: ank, ink, onk, unk, (add: ank, ink, onk, unk on cards to build new words- hammer and blend) and add to sound deck • Demonstrate finger spelling of glides.

30. DIGRAPHs: The “H” brothers • ch, wh, th, sh • All end in “h” • Digraph- 2 letters with one sound. • Finger blending: ch – 1 finger

31. Consonant blends A consonant blend is a consonant combination representing two combined consonant sounds. Skywrite and blend consonant sounds in blends. Finger spelling: a consonant blend is represented by one finger even though it has 2 separate sounds- use stirring motion with finger.

32. HARD and SOFT sounds of C C says /k/ before a, o, u Ex: cat, cot, cut C says /s/ before e, i, y Ex: cent, city

33. HARD and SOFT sounds of G G says /g/ before a, o, u Ex: game, goat, gum G says /j/ before e, i, y Ex: gym, germ, gin

34. Y as a vowel. One syllable open syllable- Y is a wannabe vowel- wants to be long [i]. Ex: fly When Y is at the end of a word as in penny, Y is a wannabe vowel – wants to be long [e]. Ex: penny Also: remember “cry baby” When Y is in the middle of a word, Y is a wannabe vowel – wants to be short [i].

35. FLUENCY • Automaticity- single word level • Prosody- fluid reading with expression. • Phrasing – read in groups of words • Penciling- Scoop words into phrases.

36. PROCEDURES Use Phonics Guides DVDs are helpful!

37. Phonics Sound Pack • Purpose: Produce sounds automatically • Procedure: • Watch and Listen – teacher produces sound • Remember to clip consonants • Vowels – hand signal • Do and Say • Student Repeats sound (3 times) • Letter Formation – Skywrite

38. Build Words – Hammer and blend • Using Spell Tabs (1:1 or small Groups) • Pocket chart with phonics sound pack (larger groups) • Finger Blending – demo time (Some use Wilson tapping here)

39. Jewel Box Words Purpose: Automaticity of applying taught skills at the word level. Vocabulary Development Procedure: Display on table or pocket chart. Have students read. Ask questions re: concepts and vocabulary. Use words in sentences frequently.

40. Red Words Purpose: Read Sight Words/ High Frequency Words. (You may wish to supplement with CCPS Sight Word List) Procedure: Teach for reading and spelling. Use multiple VAKT methods. Arm tapping, sky writing, felt paper, etc.)

41. Treasure Chest Sentences Purpose: To apply taught skills in controlled text. Develop prosody, vocabulary and comprehension at sentence level. Procedure: Have student read, scooping into phrases. Apply decoding as needed. Question for meaning. Echo/Choral Read. Always include spiral review.

42. Dictation Words: Encoding Materials: Spell tabs or paper Purpose: Apply phonics orthographic rules. Procedure: Teacher dictates words Student repeats Student finger spells with non dominant hand Student writes word or uses spell tabs.

43. Dictation: Sentence Level Movie Time: Vol. 2, Disc 3 Unit 20, Lesson Write Procedures in Notes while watching DVD. Practice Time 

44. LESSON PLANNING Plan wisely. Use Phonology Guide and/or Lesson Plans. Try to incorporate both decoding and encoding daily using a variety of multisensory strategies Be Diagnostic: Teach to trouble spots.

45. DIAGNOSTIC TEACHING Data Collection: Daily Data Collection: see handout End of Book informal assessment

46. Monitoring Progress Mastery Tests: End of Unit/Volume (Can be used as pre/post tests) Houghton Mifflin – elementary phonics benchmark Daily Data collection: Create notes on lesson plans

47. RATE OF PROGRESSION Always start from the beginning. You may progress from one unit to the next rapidly depending on student’s knowledge of consonants. Don’t go too fast, especially with short vowels. Student’s dictation work a good indicator of mastery (suggest 80%). Use spiral teaching, continuing to reteach/teach trouble spots as you move ahead.

48. THANK YOU Whenever you need me, just email ! Best of luck with PROJECT READ! You’ll be off and running in no time!