Transcript TELIAN MNEMONIC READING PROGRAM – Lively Letters

Retraining Powerpoint for
Telian Mnemonic Reading –
Lively Letters and
Reading Strategies
Can you read these words ???
• sembopauddin
• nowpolepsee
• hoonerdorshun
• jebbulating
• chiggernautic
• winnobaded
• quorpinnetted
• thimopowllin
Phonemic Awareness
• The innate knowledge that discrete speech
sounds (phonemes) constitute words
• Manipulating sounds can create new words
• Done through auditory mode - NO visuals
8 Stages of Phonemic Awareness
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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.
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 !!
TELIAN MNEMONIC
READING PROGRAM – Lively Letters
A Prescriptive Reading Program that
can be Customized for each Student
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.)
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
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
individual’s overall reading ability.
STATISTICS –
Why you need to teach Telian !
• 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 as weak
auditory processing
skills which lead to:
“ROAST”
Reading/Spelling Errors
• Reversals – brit / birt
• Omissions – brit / bit
• Additions – brit / brint
• Substitutions – brit / drit
• Transpositions – brit / trib
(was/saw on/no)
WHAT ROAST ERROR(s) do you see?
WORD / WORD READ
was
down
crib
baby
on
bet
bent
bet
bat
bat
stab
babies
bird
saw
brown
crid
daddy
no
bat
bet
best
tab
at
bast
baby
bride
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
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:
• “If this says ______________, what would
this say?” (decoding)
• “If this says ______________, make it say
__________________.” (encoding)
BEGINNING TELIAN
Cut out stories and adhere to back of classroomsized 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
Beginning Your Lesson
• Teach consonants first (in pairs) – about 6
before introducing a vowel for the first time !
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Day 1:
Day 1:
Day 2:
Day 2:
/b / and /p/
/d / and /t/
/m/ and /n/
Add /a/
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 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
SLIDE to BLEND
PUSH – UP Game
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
in
mis
ab
con
and
ex un
fab
Folder Activity
for Individual use in Encoding
CVCe
made
bike
tape
fame
cake
tale
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
Aliens vs. Humans
ALIENS
wave
wav
chipe
chip
cak
cake
nute
nut
hen
hene
mop
mope
HUMANS
READ ALIEN
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He hust his velt.
Delp is in the pask.
Wint you be a tasp?
Can you lesp or bint?
We will visk the yond.
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 !
Kicker “e” beside a vowel
• meet seed teen weed
• tie pie smie spies
• glue true blue spued
ee, ie, ue, oe
2 VOWELS GO WALKING
ai
ea
ay
oa
may
meat
aim
groan
boar
rain
team
lay
loan
taip
ear
stray
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
committee
lesson
clobber
buddy
carrot
Double Consonants vs.
One Consonant
• batter
• mopped
• pinned
• babbled
• riddle
bater
moped
pined
babled
ridle
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 !!!
“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
Y at the end of a short word
(1 syllable)
• cry
my
bry
• fly
shy
smy
• try
by
hy
Y at the end of a LONG word
(2 syllable or more)
• happy
• mossy
• shoddy
• junky
tacky
rocky
lacey
study
misty
treaty
mitty
monkey
Y in the Middle
gym
cyst
crypt
hymn
myth
lynch
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 Game
c a b
e
i
o
u
y
g y m
e
a
o
i
u
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
CONSONANT “le”
• When a word ends in “le” – count backward
“1, 2, 3” and divide.
rifle
giggle
tumble fable
stifle bundle
Rule for Dividing
Multi-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
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
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
contender
enchantment commentate
fermenting
absolutely
profession
excitement
Words with “ed” endings
spilled
woun/ded
banded
ran/ked
lan/ded
grou/ted
“ted”
is
“ded”
punted
rumbled
graded
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.
NOW - --Can you read these words ???
• sembopauddin
• nowpolepsee
• hoonerdorshun
• jebbulating
• chiggernautic
• winnobaded
• quorpinnetted
• thimopowllin