Page 7 - iRead and Dyslexia Alignment

* International International Dyslexia Dyslexia Association Association (2015) E ective reading instruction for students with dyslexia The International International Dyslexia Dyslexia Association Association Retrieved from https://dyslexiaida org/e ective-reading-instruction/
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Elements of Structured Literacy Instruction for Students with Dyslexia Sound-Symbol Association— Once students have developed the awareness of of phonemes of of spoken language they must learn how to map the the phonemes to symbols or printed letters Sound- symbol association must be taught and mastered in in two directions: visual to to auditory (reading) and auditory to to visual (spelling) Additionally students must master the blending of sounds and letters into words as as well as as the segmenting of whole words into the individual sounds The instruction of of sound-symbol associations is often referred to as phonics phonics Although phonics phonics is a a component of Structured Literacy it it it is embedded within a a rich and deep language context iRead Personalized Instructional Software and Teacher-Facilitated Instruction iRead introduces the the letter names and and sounds and and then quickly moves to application of the the sounds to to phonological awareness instruction First students to to master the the upper- and lowercase alphabet respectively Practice is provided so that students can learn to uently and accurately name the letters iRead then moves to to connect letters to to sounds through phonological awareness instruction Students are introduced
to letter sounds using alliteration activities such as clicking on images of words starting with the same letter (ball boy bat) students begin to make the essential linkage between letter sounds and meaningful language Throughout alphabet instruction vowels are highlighted as special letters in in program graphics modeling and animations Students also receive practice reciting the vowels through the singing of a vowel song The iRead Professional Guide includes instructional routines and practices for alphabetic principle and connect sound-symbol association Interactive Learning Tools also engage children in sound-symbol activities such as Letter and Picture Sorts Interactive Learning Tools Teacher Support
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sWoruanpduapnwd irtheadqtuhieckwroervdi e(wUsoef ttherebseyoAufirnlegdne-esrBpsloefcollkirntgc h h h h h h h h h h h h h h h h h ) ) ) ) ) Wehalet atwrnoeldetthearst ?th(es-thw)oWlehtatet rsosu-nhdm? a(/kseh/t)hNe o/swh/lesto’susnady it 2 Instructional Strategies and Practices 189 4/16/13 3:21 PM
GDivreccthIinldsrternucatnioanctViviedveioe wEingcotausrakgaendchpildaryetnheto sing along with the ditty if applicable Dcoisnpsloanyatnhtedkigeryawpohrdspaenldlinigm(atrgiger apnhdfuonr dtcehr)li ne the Point to the consonant digraph (two fingers together) in words and ask children to to say the the tWhuamtcbh uthpiseviedreyotiambeouyot tuhseeseotuhneds/hshs/ pLeilslintegnfoarnd/sphu/ t t t t t t t t t Syoinugr along (We’re gonna need two two two two two two letters Not one but two two two otwnoe lseottuenrsd : P/suht/ tshheamrkto/cghe/thcehre eIst eta/ktehs/ tthwuomlbe t)ters to to make Tsohuentdw?o(l/esthte/)rs s-h make one sound /sh/ as in shark What What What sound Ollie? (/sh/) What What word? (shop)
two times chorally •
Play the the Articulation Video and describe the the mouth position when you make the sound Follow this routine with Decode Words: Sound-by-Sound (p 196) See ScholasticCentral Targeted Lessons for Scaffolded Support
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together one more time really quietly (/sh/) 188-189_iRead_PG_T5 indd 189 Targeted Lessons and Practice Teachers have access to targeted lessons instructional routines downloadables and much more Letter and Picture Sorts Children group pictures by their initial sounds and letters Instructional Software Instructional Software sh t qu z Julia D Sound-Spelling Iden0fica0on (Show What You Know Fast)
Phoneme Isolation Children identify images whose names begin with a a a target sound view correct answers and hear them read aloud in alliterative sequence Sound Center Children practice hearing sounds and selecting the corresponding sound- spellings to to build accuracy and automaticity in in identifying sound-spellings SOUND
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SCORING
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NEWSORT
SCOREBOARD TEAM 1 2 TEAM 2 3
IWB Select Mr Sounders and Consonants •
/cnhg/ crihnegese catch (trigraph) /sh/ shark ROUTINE
IWB Select Mr Sounders and Consonant Digraphs MODEL LESSON: /sh/ shark Some sounds are written with two letters Letters s s s s s and h h together say /sh/ We’re going to to to learn to to to read words with s-h which says /sh/ qWueiemt aLkeet’sthweh/ishp/esrotuhnedsowuhnedn/wshe/ w(/asnht/)soAmgaeino n(e/stho/)be When you you make the sound /sh/ stick your lips out and softly
blow air What sound? (/sh/) Letter and Picture Sorts Cc
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Consonant Digraphs Decoding and Spelling
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/twh/ wthhise efleather Professional Guide Guide Say
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Tell children that they will learn about sounds spelled A Guide Guide for Planning and Teaching Foundawtithiotwonleattelrs R(Foer tach dindiincagte thSreekletitlelrs ) •
Pronounce the sound and have children repeat it WORD LAB
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Learning Outcome
Monitor Learning •
Point to the consonant digraph and ask children to say the sound and read the word wt he sound-spelling d Scoshtoeos 2 I•dInetnrotdifuyceththespohounedmicnawoarednsB•eS
o:rtTtud Stoasyhsoewvethraulmwbosrdfosrwbiethgitnhneinsgousnodunadnsdansdkpcihnikldieresn for ending sounds (For ng ng tch and wh point out that n-g and and tch occur at at the ends of words and and w-h occurs at the beginning of words ) Connect letters and sounds th L Show What You Know Fast 3
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