Page 5 - Demo

Program Design
Multisensory (visual auditory tactile kinesthetic)
5
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Tennessee Dyslexia-Speci c c c Intervention Checklist
iRead Personalized Instructional Software and Teacher-Facilitated Instruction iRead o o o o o o o o ers a a a a a a a multisensory approach to foundational literacy skills instruction through interactive software activities that encompass sight hearing and touch audiobooks and teacher-led multisensory activities The iRead multimedia software helps young children develop essential sound-to-text and text-to-sound associations while also learning to comprehend the meaning of words in in in text iRead also incorporates images to ensure that students acquire the meaning of word parts and and words they encounter Thus iRead ’s lessons and and exercises embody the the multimedia principle drawing on sounds images and text to promote reading with understanding For example to build phonemic awareness through phoneme addition subtraction and and manipulation and and to build segmentation skills through encoding students move the the letters to build words words and they manipulate words words by changing letters to to transform one word into another Away from the computer student engagement routines such as Thumbs Up or Down
and and Pick and and Point help children reinforce skills by prompting them to engage in in in in active physical responses such as pointing or or gesturing To build letter formation skills through kinesthetic reinforcement for for instance as students learn each new letter at the the alphabetic stage the the the the iRead program encourages them to trace the the the the letter with their nger in the the the air or on the the the screen In other cases children are prompted to generate a a a a a a letter name or or or letter sounds orally after hearing or or or seeing a a a a model The iRead Professional Guide also includes Learning Center ideas that promote foundational skills development through the use of games and manipulatives Additionally many of the downloadable resources encourage interacting and manipulating letters sounds and words Instructional Software Word Changer Children move letters to manipulate words reinforcing the concept that every letter matters when decoding and connecting to meaning Interactive Learning Tools
Articulation Models Video models demonstrate how to accurately produce the 44 sounds of English Instructional Software eBooks Children see vocabulary words high- lighted as they move through the the text They can hear hear it it read aloud and also hear hear de nitions of target words d • Say several words with the sound and ask children 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 ) 3 Lsoisutennd: sHholde uHpoyldourppyinokuyrTMtifh/usmh/bisift/hseh/einsdthinegbseoguindn inIgheld
up my thumb because the wordCshitoye Mbeoguinssewlitkhe/sha/ cNtoiown! Country you do it Listen: push shop shoMwo ufiseh dlikaeshs sahisnleo wer pace City Mouse Mouse and Country Mouse Mouse 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/)
Teacher Support
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Professional Guide Guide Say AGuideforPlanningandTeachingFound•aTwetitlhlicothwilondrleatntetlrhsa Rt(tFhoerytacwhi ldlilnediainrcnagtaebtohuSreteskoleutintledlrss )pelled • Pronounce the sound and have children repeat it IWB Select Mr Sounders and Consonant Digraphs MODEL LESSON: /sh/ shark tSoogmetehesrosuanyds/sahr/ eWweri’trtengowinitghtowloealertntetros reLaedttewrosrsdsanwdiths-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/)
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Targeted Lessons and Practice
Teachers have access to targeted lessons instructional routines downloadables and much more TM Consonant Digraphs Decoding and Spelling
M1IN0UTES
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consonant digraph ScholasticCentral Targeted Lessons 1 the soun Learning Outcome Monitor Learning • /ch/ cheese catch (trigraph) • /ng/ ring /sh/ shark ROUTINE
• Panodinat stok tchheildcorennsotonasnatydthigeraph
sound and read the word • /th/ this feather • /w/ wheel
two times chorally • Play the the Articulation Video and describe the the mouth position when you make the sound The City Mouse Mouse and the Country Mouse Mouse 2 2 Identify the the the the sound in wordsBS cohoklasAticsCsenmtrbalyKeIynwosrdt:rTuhecCtityioMnouse:and the the the the Country Country Mouse Mouse Mouse Use with Topic 28 6 6 Page 1 of 6 6 TM ®
& © Scholastic Inc All rights reserved • • • Introduce the the phonemic awaren•eSstesp 123w: CAFousalstdearemllmapbcalheg-peuasgcaheplofanolgoladnedgndotbptdleadcgkecucwteilntihntebrsla incek LfCoeuldt tloinv’sesraogpne lthaifenyreigcheats sFarsroyn ot ot ot cuovnerdandgodadmpages!shLouilsd ftaecenup carefully while I I I say 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) • CGoivnencehciltdrlenttaenrascativnedvsieowuingdtsa sk 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
Follow this routine with Decode Words: Sound-by-Sound (p 196) See ScholasticCentral Targeted Lessons for Scaffolded Support
2 Instructional Strategies and Practices 189