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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 System 44 Personalized Instructional Software and Teacher-Facilitated Instruction System 44 delivers explicit sca olded systematic instruction in in the phonological structures of of English Adaptive software activities and teacher-led lessons provide intensive training in in in in in in letter-sound relationships segmenting and blending Instruction and modeling help students to build aural discrimination between sounds sounds and and to to match those sounds sounds to to their spellings Audio and and visual e e e e e ects such as images animations context sentences and Spanish translations provide support for students as they blend and read new words System 44 is designed to sca old struggling readers in in in in applying decoding skills to connected text from the the start Thus the the scope and sequence rst introduces grapheme–phoneme combinations that are the the most most stable the the most most useful for making words and the most frequent in in in occurrence The software transfers routines and teacher-led instruction then sca olds students in in in transferring newly acquired decoding skills to novel words and and connected text on on the the computer and and in in the the 44Book library books and Decodable Decodable Digest Digest The Decodable Decodable Digest Digest provides students with with additional opportunities to read decodable text with with independence There
are two passages for every sound/spelling correspondence taught in in the program o o o o o ering at at least 75% decodable text designed in in graphic novel format to engage reluctant readers Teacher-led SMART lessons build metacognitive decoding knowledge and word strategies by directly teaching foundational phonics principles and essential concepts 026-027_S44NG_TS_M1_SL2 indd 26 26 1/24/13 2:58 PM
Module 1 1 SMART Lesson
Segmenting Words Into Sounds
sh ar k The Code Sound it Out
READ TALK WRITE
Do Now
During Small-Group Instruction read aloud the the the examples on on page 26 and explain them using the the the Word Building Kit To segment a a a a a a a a a word word you you you must first break it it it into its individual sounds sounds Once you you you identify all the the the sounds sounds in in in a a a a a a a word word word you you you can blend them to read the the word Count It
Explain that every word word is made up of one or or or or more sounds sounds These sounds sounds are based on on the the the the letters in in in in the the the the words Model segmenting the the the the the word word word sad Use your fingers to count the the the the the number of sounds sounds in in in the the the word word word as as you you say each one: /s/ (one) /a/ (two) /d/ (three) The word word sad has three three sounds sounds • Build Understanding Guide students to to complete the the activity Use your fingers to to count the the the number of sounds in in in the the the word word am as as I say each each one: /a/ /m/ Hold up a a a a a a a a a finger for each each sound sound as as as you segment the the the word word word Then ask students how many sounds sounds are are in in in the the the the word word There
are are two sounds sounds in in in am am Now
write the the the number 2 on the the the line next to am Segment It
Explain that one letter letter can can stand stand for for a a a a a a a a a single single sound sound Two letters letters together can can also stand stand stand for for for a a a a a a a a a a a new single single single sound sound sound For example the the the letters letters sh sh stand stand for for the the the single single sound sound /sh/ • Build Understanding Guide students to complete the the the activity Say the the the the the word an an an an and and and listen for for the the the the the sounds: /a/ 2 /n/ Write the the the the the the letters that stand for for the the the the the the sounds sounds sounds you hear
in the the the the boxes Then blend the the the the sounds sounds to read each word During Whole-Group Introduction write or or or display this list of words words for students students to to copy: stamp map like lost run late Then have students students segment words words into sounds sounds and determine how many sounds sounds make up the word word • Write the the the words in in your notebook Then write how many sounds sounds you you hear
in in the the the word word word For example the the the word word mop /m/ /o/ /p/ has three sounds sounds Share responses with RED Routine 5: Idea Wave Segmenting Words Into Sounds
26 System 44 Module 1 026-027_ MODULE 1 S M A R T Lesson
Student Objectives
Phonics Goals
• Segment words words into individual sounds sounds • • Sort words words words based on the number of sounds sounds sounds • • Listen to to sounds sounds and write letters to to spell words words s s s m a r t lesson Segmenting Words Into Sounds
How do you spell your name?
It’s J-O-N Jon Jon Jon Jon Count It
Segment or break a a word into its sounds Blend the the sounds together to read the word Read each each word word Count the the number of sounds in each each word word Write the the number on the line 1 am 2 2 3 3 it 2 2 5 yes 3 3 2 hat 3 3 4 4 trim 4 4 6 back 3 3 Segment It
Break each each word into its sounds Write each each sound sound in in a a a a box 1 an a a n n 2 sun s s u u n n 3 pot p p o o t t 6 MODULE 1 S44NG_PS_M1_SL2 indd 26 4 went w w e e n n t t 5 if i i f f 6 shop sh sh o o p p *
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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