Page 14 - Demo

Critical Concepts
Syntax
Tennessee Dyslexia-Speci c c c Intervention Checklist
iRead Personalized Instructional Software and Teacher-Facilitated Instruction iRead models and reinforces the syntax of written English through activities that begin with simple sentences and and that progressively involve longer and and more syntactically complex complex sentences Exposing children to this complexity continuum ensures that that they are engaged in in in in reading and thinking about text that that follows the the syntactic conventions of written language which is so di erent from spoken language In addition many of the the words introduced in in the the iRead Sight Words strand are signals of syntactic units (e g g prepositions) and practice exercises reinforce the form function and meaning of these words In sum iRead helps students build a a a a vocabulary for reading and writing Cloze sentences in in in the the Reading Center of of the the software guide students to think about the meaning and and function of of words Students also build understanding of of syntax and semantics by reading words in in in the context of sentences that gradually increase in complexity 14 | hmhco com/iread
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Instructional Software Instructional Software Julia D Sentence Fill-In
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Where When
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Where are those kids hiding? I do not see them in here Super Sentence Skills Children select the best word to complete a sentence using their knowledge and and understanding of the meaning and function of words Interactive Learning Tools
High-Frequency Words Children read sight words in context sentences that demonstrate their meanings and functions Word Lab Children hear sentences with a a a multiple- meaning word and use sentence context to choose the correct meaning Teacher Support
iRead_PG_FrontCVR_HMH_FINAL indd 1 9/11/15
5:53 PM
Professional Gu Gu Say
IWB Select Mr Sounders and Consonant Digraphs MODEL LESSON: /sh/ shark
tSoogmetehesrosuanyds/sahr/ eWweri’trtengowinitgh towloealertntetros reLaedttewrosrsdsanwdith s-h Wwheicmhaskaeysth/seh/ sh/ sound when we want someone to be quiet Let’s whisper the sound /sh/ /sh/ /sh/ (/sh/) (/sh/) Again (/sh/) (/sh/) When
you you make the sound /sh/ stick your lips out and softly blow air What sound? (/sh/) IWB Select Mr Sounders and Consonants A Guide for Planning and Teaching Found•a
• Pronounce the sound and have children repeat it 188-189_iRead_PG_T5 indd 189 4/16/13
3:21 PM
Targeted Lessons and Practice
Teachers have access to targeted lessons instructional routines downloadables and much more TM
Consonant Digraphs Decoding and Spelling
3 Learning Outcome
Monitor Learning • Panodinat stok tchheildcorennsotonasnatydthigeraph
sound and read the word T 1 M IN hoensdoeunncde-fsoprealling
consonant digraph 1 the soun 0
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ScholasticCentral Targeted Lessons • /ch/ cheese catch (trigraph) • /ng/ ring
/sh/ shark
ROUTINE
t t o o n a R e e a d d i l l l c 2 Identify the the sound in wordsBS
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t d ea in TM
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& © Scholastic Inc All rights reserved tifh/usmh/bisift/hseh/einsdthinegbseoguindn inIgheld
up my thumb because the wordCshitoye Mbeoguinssewlitkhe/sha/ cNtoiown! Country
cwhi l l • /th/ this feather • /w/ wheel ide l l l i i i i l l l ne d d d rcna
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several words with the sound and ask children sh f 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
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/) i i i n n g S k i Follow this routine with Decode Words: Sound-by-Sound (p 196) See ScholasticCentral Targeted Lessons for Scaffolded Support
2 Instructional Strategies and Practices 189 taebtohu
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you do it Listen: push shop shoMwo ufiseh dlikaeshs sahisnleo wer pace City Mouse Mouse and Country
Mouse Mouse are cousins • Give children an an active viewing task and play the DirectInstructionVideo Encouragechildrento athlounmgb (uWpe’vrergyotnimnaenyeoeudsetweot htewsohlestpterllsin gNofotron/sehb/ uStitnwgo to show thumbs for beginning sounds and pinkies 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 e / ! h L / ov ple and ith od s
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d po df ce up pag tape (optional) i es s
t ou Watch this video about the sound /sh/ Listen and put your e n l