Page 13 - Demo

Critical Concepts
Morphology
Tennessee Dyslexia-Speci c c c Intervention Checklist
iRead Personalized Instructional Software and Teacher-Facilitated Instruction iRead instruction focuses on on building student understanding of the meaning and and function of word parts including in in in in ectional endings pre xes xes and su xes xes Students are a a a a a a orded opportunities to apply integrate and extend their learning of meaningful word parts in in in the context of reading texts with controlled vocabulary Morphology
is carefully built into the entire iRead sequence to to facilitate early success in in reading connected text At the partial alphabetic phases (iRead Level A) children learn that the the ending –s can mean more than one of something By the the time they have progressed to consolidated reading levels (iRead Level C) students are able to identify manipulate and and understand the meaning of high-utility a a a a a a a xes such as re– re– pre– –ful –less and –able In Level C to help students unlock meaning iRead direct instruction videos provide guidance that models and and explains word a a a a a a a a xes iRead ’s Word Play strand presents high-utility a a a xes and demonstrates how morphemes work To build young readers’ abilities to read read manipulate and and understand the function of a a a a a a a a xes Word Changer activities provide opportunities to view changes in a a a a xes blend new words and identify the corresponding image Word Solver exercises help children “look—split—read” complex words by rst looking for word word parts they already know then then splitting the the the base from its a a a a a a a x then then reading each part to make meaning of the word 13
Word Building Children practice and build morphological awareness by unlocking multisyllabic words words and words words with a a a xes SOUND
ON OFF
SCORING
ON OFF
NEW SORT
SCOREBOARD TEAM 1 2 TEAM 2 3
• /ch/ cheese catch (trigraph) • /ng/ ring
/sh/ shark
ROUTINE
• /th/ this feather • /w/ wheel
TM
Consonant Digraphs
Monitor Learning • Panodinat stok tchheildcorennsotonasnatydthigeraph
sound and read the word Interactive Learning Tools
Teacher Support
Word Sorts
Decoding and Spelling
Instructional Software Word Splitter Children look at words to identify key aspects such as as pre xes xes or su su xes xes split words into syllables and put word word parts together to to read words Instructional Software -s
fans cats
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consonant digraph Word Sorts
Children read and group words by in in ectional endings pre xes xes or su xes xes Targeted Lessons and Practice
Teachers have access to targeted lessons instructional routines downloadables and much more dogs
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iRead_PG_FrontCVR_HMH_FINAL indd 1 9/11/15
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WORD LAB
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Professiona ide IWB Select Mr Sounders and Consonant Digraphs
MODEL LESSON: /sh/ shark
IWB Select Mr Sounders and Consonants A Guide for Planning and Teaching Found•a TwPe
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thatn-gandtchoccurattheendsofwordsandw-h occurs at the beginning of words ) Connect letters and sounds • Give children an an active viewing task and play the DirectInstructionVideo Encouragechildrento sing along with the ditty if applicable • Display the the keyword and and image and and underline the the consonant digraph spelling (trigraph for tch) • Point to the consonant digraph (two fingers together) in words and ask children to to say the the sound and read the word (Use three fingers for tch ) • Wrap up with a a quick review of the bsyoAurnledn-esBploecllking IMlliucshteralleteBdabrybera
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2 Instructional Strategies and Practices 189 4/16/13
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a a a a a a n n n n n y y d d d d / / / / s
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The City Mouse Mouse and the Country Mouse Mouse 2 2 Identify the the the sound in wordsS cholastic cholastic Central Keyword: The The City City Mouse Mouse Mouse Mouse and and the the the Country Country Mouse Mouse Mouse Mouse Use with Topic 28 6 6 Page 1 of 6 6 TM
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& © Scholastic Inc All rights reserved • • • Introduce the the the phonemic awarenB•eSostoespk123w:ACAFosusalstdsearemllmapmbcalhegb-peuaslygcaheploIfanonlgoladsnedgtndortbptudleadcgkectuciwtoeilntihntebsrsla i:ncek LfCoeuldt tloinv’sesraogpne lthaifenyreigcheats sFarsroyn ot ot cuovnerdandgodadmpages!shLouilsd ftaecenup carefully while I I I I say words words explain how to listen for the soun• dStepin4: Bwindoborodk sby stapling 2-3 times along twhe iletfht sidteh Ceovesr sotauplens wdith/strihp o/f tape (optional) • Say
several words with the sound and ask children tforsehnodwintghusmoubnsdfso r(bFeogringn intgchs oaundwsha npdopinintkoieust
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upmythumbbecausethewordCshitoyeMbeoguinssewlitkhe/sha/ cNtoiown! Country youdoit Listen:push shop shoMCwiot yufisMeh odluikasesehs asanhdisnleoC woeurntpryacMe ouse are cousins Watch this video about the sound /sh/ Listen and put your athlounmgb (uWpe’vrergyotnimnaenyeoeudsetweot htewsohlestpterllsin gNofotron/sehb/ uStitnwgo two two letters letters Put them together It takes two two letters letters to to make one sound: /sh/ shark
/ch/ cheese /th/ thumb ) The two letters s-h make one sound /sh/ as in shark
What sound? (/sh/) What What sound Ollie? (/sh/) What What word? (shop)
We learned that the the two letters s-h make the the /sh/ sound What What two letters? (s-h) What What sound? (/sh/) Now let’s say it together one more time really quietly (/sh/) TM
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