CC2A - Am -2nd Edition Sample

abcdefghijklmnopqrstuvwxyz nopqrstuvwxyzabcdefghijklm abcdefghijklmnopqrstuvwxyz nopqrstuvwxyzabcdefghijklm Multisensorya b c d e f g h i j k l m n o p q r s t u v w x y z nopqrstuvwxyzabcdefghijklm Readinga b c d e f g h i j k l m n o p q r s t u v w x y z n o pqr s gt uhLviejwvkexllm2yAzn:aoSbepccqodnredsftEgudhvitiwioj knxlymz a b cde f nopqrstuvwxyzabcdefghijklm abcdefghijklmnopqrstuvwxyz nopqrstuvwxyzabcdefghijklm Dr Lillian Fawcett CRACKING THE

Multisensory Reading – Level 2A (American Version Second Edition) Dr Lillian Fawcett Ph.D., B.Ed., B.A. Psychology (Honours) Illustrator: Kate Mullen [email protected] Please note that there is an online workshop providing step-by-step instructions for implementing this program: https://crackingtheabccode.com/course/on-line-multisensory-reading-level-2- workshop-parents OR https://bit.ly/36YzdhE It is strongly recommend that this program be used in conjunction with the  Cracking the ABC Code Learn to Read books  Cracking the ABC Code Sound Hearing book to develop phonological awareness and manipulation  Cracking the ABC Code Level 2A Spelling Worksheets. This book belongs to ____________________________

CONTENTS PAGE Introduction……………………………………………….…….……. 2 Instructions………………………………………………….…..……. 3  Key Word & Picture ……………….…………………..………..... 4  Vocabulary Development………………………..……………..…. 6  Comprehension………………………….…………..………..….... 8  Oral Reading………………….……………………..……....…….. 10  Extension Words…………………….………………....……...…... 12  Syllabication………………….……………………….………..... 14 SAMPLEsh-ship………………………………………………………….…….. 16 ch-chick.…………………………………………………………..….. 22 th-three………………………………………………………….……. 28 ee-tree……………………………………………………………..….. 34 a-e cake………………………………………………………….….... 40 i-e kite…………………………………………………………….….. 46 o-e bone.………………………………………………………….….. 52 oo-moon…………………………………………………………..….. 58 ng-ring……………………………………………………………….. 64 er-flower………………………………………………………..…….. 70 ck-duck……………………………………………………….………. 76 all-ball…………………………………………………………….….. 82 y-sunny……………………………………………………….………. 88 ar-car………………………………………………………….….…… 94 oa-boat……………………………………………………….……….. 100 ay-tray……………………………………………………………..….. 106 ow-cow…………………………………………………………..….... 112 ir-girl……………………………………………………………..…... 118 ea-leaf……………………………………………………………..….. 124 ai-rain……………………………………………………………..….. 130 oy-boy…………………………………………………………….….. 136 or-fork…………………………………………………………….….. 142 ur-church………………………………………………………….….. 148 oi-coin…………………………………………………………….….. 154 ou-house………………………………………………………….…... 160 aw-paw………………………………………………………….……. 166 ow-bow………………………………………………………………. 172 oo-book………………………………………………………………. 178 y-sky ….…………..…………………………………………….…..... 184 ew-screw.……………………………………………………….…..... 190 Extra Vocabulary…………………………………………………...... 196 Grapheme Review …..………………………………………….…… 198 References …………………………………………………………… 204 Multisensory Reading 2A p. 1

SAMPLEIntroduction The written form of a language is a code. Each language has its own set of phonemes (sounds). The symbols used to represent these phonemes (graphemes) are the written code of that language. Therefore, once the relationship between symbols and sounds are learned (i.e., the code is broken) any text can be decoded (read) or encoded (written down). In English, it is generally agreed that that there are approximately 44 different phonemes, although there are some variations due to accent and articulation. These 44 phonemes are represented by the 26 letters of the alphabet either individually or in combination. However, problems arise in English because numerous graphemes (letters or letter combinations) can be used to represent one phoneme (e.g., a-ball, au-sauce, aw-paw) and the same grapheme may represent more than one phoneme (e.g., ow-cow, show, bowl). A Brief History The different graphic representations for a phoneme arise from the fact that English has developed from the integration and influence of several languages. The base or root words have arisen over time and can be divided into distinct phases. In 55BC the Romans conquered England and during their 400 year occupancy many Latin words (and consequently French and Greek words which had been absorbed into Latin) were incorporated into the English language (e.g., wall, castle, servant). The next invaders, the Anglo-Saxons, are said to have had the greatest influence on English language and culture. They began inhabiting England between the 5th and 9th centuries and most ‘common, every day’ words in English are from this period (e.g., lady, lord, song). Between 700 and 900 Danish Vikings invaded and later settled in England bringing with them Old Norse words which had their origins in German (e.g., sun, skin, want). In 1066, William the Conqueror from Normandy (now a region of modern day France) defeated King Harold of England at the Battle of Hastings and French became the language of the ruling classes (e.g., mutton, peasant, gentry). With the invention of the printing press, in the 15th century, attempts were made to standardize the spelling and pronunciation of words throughout England and this resulted in many of the irregularities found in the spelling of English words. Exploration led to the discovery of new countries, new foods and new words (e.g., tobacco, kayak, and kangaroo). Similarly, the Industrial Revolution in the 18th century and ongoing discoveries and inventions all led to the development and inclusion of new words. These words were either adopted from other languages and/or described the invention (e.g., tele (from afar) + phone (sound) = telephone). The intermingling of languages and cultures has resulted in many synonyms (e.g., sad, upset, unhappy, miserable) and a range of ways of representing the same phoneme. The challenge for students is to break this complex code. The Stages of Literacy Development According to Frith’s Literacy Acquisition Model (as cited in Heath, Hoben & Tan, 2008), we first begin to read and spell using logographic strategies whereby we focus on the visual appearance of words and remember words as single units. The problem with this as a long-term strategy is you can only read and spell words that you have seen and remembered. The next stage is the alphabet phase. This has two components. The first is having good phonological awareness. This involves identifying, manipulating, and thinking about the sounds in speech. Students proficient in this area can break words into syllables (e.g., den-tist) and individual phonemes (e.g., d-e-n-t-i-s-t) and blend them back into words. They can delete phonemes (e.g., take the /l/ out of ‘clap’ to make ‘cap’) and can substitute one phoneme for another (e.g., change the /a/ in ‘cat’ to /o/ to make ‘cot’). The research consistently shows a positive link between good phonological awareness (especially Multisensory Reading 2A p. 2

SAMPLEproficiency in phoneme manipulation) and reading and spelling competency (e.g., McNamara, Scissons & Gutknecth, 2011, Kilpatrick, 2015). The second component is learning the alphabet code. This requires learning to match graphemes with specific phonemes. Students with this knowledge are able to accurately and automatically decode and encode a large number of words, including words they have not previously seen. Mastery of this stage is readily tested by having students read nonsense words (e.g., trinneeth). The research consistently shows that direct, specific instruction in phonics is not only the most effective way of improving the reading and spelling skills of students having literacy difficulties, but also leads to changes in brain functioning (e.g., Eden et al., 2004, Odegard et al., 2008). However, competence in the third orthographic phase is necessary for true literacy (see research by Holmes & Quinn, 2008). Students competent in the last stage of literacy acquisition (the orthographic phase) are able to use their knowledge of spelling rules, syllabication strategies, affixes, and root words in the encoding and decoding process. At this stage, students realize that the meaning of a word, rather than simply a direct sound-symbol relationship, can provide key information as to the graphemes to choose for the correct spelling or reading of a word. This is particularly true of words of Latin and Greek origin which are often found in higher levels of education. All of these stages are incorporated into the Cracking the ABC Code programs which have been developed over many years and tried and tested on numerous students with excellent results. In addition, the programs utilize a range of memory techniques and a multisensory approach to maximum retention of the information taught (see for example Krafnick et al.’s 2011 study for the benefits of such an approach). Instructions The Multisensory Reading Level 2A program consists of 30 units and is designed to teach early readers, who know the basic common sounds of the letters of the alphabet, the 30 most common digraphs (sh, ch, th, ee) using multisensory strategies. It consists of 5 interlinking sections: Key Word and Picture, Vocabulary Development, Comprehension, Oral Reading and Syllabication. The program has been designed so that each section complements and reinforces the others. Repetition and meeting time goals is integral to this program as many children require numerous repetitions for learning to occur so information is retained in long-term memory and to develop fluency (e.g., Vadasy & Sanders, 2008; Sukhram, 2008). The aim of the Multisensory Reading Level 2A program is to enable students to instantly recognize the common digraphs so they are able to rapidly decode familiar and unfamiliar words. Students are then in a position to use their ‘mental energy’ in understanding the text. In addition, 20 high frequency words (based on the Dolch word list) are introduced every two units. Although new words are added, previously introduced words are continually included in the text throughout the whole program, providing students with ongoing practice. Students are required to place two or three fingers of their writing hand under the words being read. Poor eye tracking is not uncommon among students with reading difficulties and using fingers as markers helps strengthen this skill. Using two or three fingers helps increase eye span and research has long shown that proficient readers process more than one word at a time (see Miller & O'Donnell, 2013). In addition, studies in eye movement while reading (e.g., Rayner, Pollatsek, & Reichle, 2003) show fixations (visual pausing), regression (rereading) and skipping (moving up and down and backwards and forwards over the page) commonly occur when reading. Each of these factors impinges on reading fluency and accuracy. Moving your fingers under words while reading reduces these inhibiting eye movements (e.g, Miyata et al., 2012). Multisensory Reading 2A p. 3

KEY WORD & PICTURE three /t/ and /h/ make /th/ for three /th/ for three /th/ for three /t/ and /h/ make /th/ for three /th/, /th/, /th/ SAMPLE th Note: ‘th’ can be pronounced as a voiced (e.g., them) or voiceless (e.g., three) sound. Compare to /f/. ‘th’ is the rudest sound because you poke out your tongue! Multisensory Reading 2A p. 4

SAMPLEThis section is the key to the success of the program. One grapheme (a letter or combination of letters) is introduced each week. Each grapheme is linked to a key word and an accompanying picture to assist in retention and recall. Note: Teach and encourage the student to use the following strategy when trying to work out the spelling of unfamiliar words. Say the sounds in the word (e.g., sheet = sh-ee-t). Ask: What makes the /sh/ sound? Answer: ‘s’ and ‘h’ as in ‘ship’. Write it down. Ask: What makes the /ee/ sound? Answer: ‘e’ and ‘e’ as in tree. Write it down. What is the last sound? Answer: /t/. Write it down. (If student answers ‘e’ and ‘a’ make ‘ea’ for leaf, say, “Yes, that’s correct. What else makes the /ee/ sound?”). Each day, practice the grapheme currently being learned using the following clapping pattern and an appropriate action (e.g., /ch/ for chick – make a beak using one hand, /th/ for three - hold up 3 fingers, i-e for kite – make the shape of a kite by joining the thumb and pointer finger of each hand to form a kite shape, etc). /t/ and /h/ make /th/ for three [slap] [clap] [slap] [clap] [slap] [clap] [put up 3 fingers] /th/ for three [slap] [clap] [put up 3 fingers] /th/ for three [slap] [clap] [put up 3 fingers] /t/ and /h/ make /th/ for three [slap] [clap] [slap] [clap] [slap] [clap] [put up 3 fingers] /th/ /th/ /th/ [slap] [clap] [slap] * Please note: The letters in between the slashes indicate the sound. For example, ‘oo’ in moon, ‘u-e’ in flute, ‘ui’ in suite all represent the same sound and would all be written as /ue/. Similarly, /t/ should be pronounced as in ‘tap’ and /h/ as in ‘hat’. * We remember best when we link new knowledge to existing knowledge. So by saying /t/ and /h/ rather than the letter names not only is previously learned knowledge reinforced but the new sound is linked to existing knowledge of sounds. * See website for a demonstration of the actions: http://crackingtheabccode.com THIS IS VERY IMPORTANT: At the beginning of each session, ask the student to trace over each grapheme that has already been learned while saying the sounds of the letters, the phoneme and the accompanying key word (e.g., /s/ and /h/ make /sh/ for ship, /c/ and /h/ make /ch/ for chick, /t/ and /h/ make /th/ for three). When introducing the grapheme, discuss other information provided on the page. This provides the student with ‘orthographic’ knowledge which assists developing proficiency in reading and spelling. Multisensory Reading 2A p. 5

VOCABULARY DEVELOPMENT th SAMPLE thin Day 1 withDay 2 Day 3 thisDay 4 Day 5 thank mathDay 1 Day 2 thudDay 3 Day 4 mothDay 5 then Day 1 thatDay 2 Day 3 thinkDay 4 Day 5 Read and time 3x every day. Practice difficult words in between. 10 secs Multisensory Reading 2A p. 6

SAMPLEThere are ten words each containing the grapheme to be learned so the student is able to see the grapheme in context. The words have also been syllabified to reinforce the strategy of breaking words into syllables to assist with decoding. The student is required to trace over the letters forming the grapheme being learned using a coloured marker. As the letter is traced, the student should also be saying the letters, sound and picture cue (e.g., /t/ and /h/ make /th/ for three). In this way the student is using the sense of sight (as the grapheme is colour-coded), the sense of hearing (as the letters and sound are spoken) and the sense of touch (from the movement of the marker as the letters are traced). Research shows that this type of multisensory learning aids in retention and recall. The goal is for the student to learn to read the ten words in 10 seconds (or less). Research shows that reading the words at this rate (i.e., 1 word per second) is an indicator that the words have been stored in long-term memory and that the student will be able to return to these words and still read them accurately in several weeks’ time. In the first session, help the student work out how to pronounce each word in the column by saying the sounds represented by the letters and letter combinations (graphemes) in the word and then blending. Discuss the meaning of each word as it is decoded. Keep this short and quick. Ensure the student places two or three fingers of his/her writing hand under each word as it is being read. Step 1: Spend a few minutes helping the student remember the first three words. Do not spend long on this activity and do not expect perfection. The student will be doing this every day, so hopefully by the end of the week there will be instant recall of the words. Ideally, the student should read the three words three times. Place a tick in the boxes to the left each time the group of words are read. Step 2: Time the student reading through all 10 words. Help the student decode any word that is not instantly recognised and this is included in the time. Do not just tell the student the words causing difficulty. Record the time taken in the top box in the first column. Step 3: Help the student decode and remember the next 4 words. Again, do not spend too much time doing this activity. Place a tick in the boxes to the left each time the words are read. Step 4: Retime the student reading all 10 words. Record the time taken in the middle box in the first column. Step 5: Help the student decode and remember the last 3 words. Tick the boxes to the left. Step 6: Retime the student reading all 10 words and record the time in the last box and circle the best of the three times. Colour in the star when the student can read the list without help in 10 seconds or less. Multisensory Reading 2A p. 7

SAMPLE COMPREHENSION  Complete 2 exercises each day (one of each type). These exercises relate to the 10 ‘Vocabulary Development’ words from the previous page.  When the student finds the correct word, say the sounds in the words as you point to the letters representing those sounds.  As the student writes the word, say the sounds (e.g., thin: /th/, /i/, /n/). 1. Pam is ____________ Ben at the shop. 2. ____________ Ben went to the shed. 3. “____________is a big cat,” said Pam. 4. “ ____________ you for the fish and chips,” said Ben. 5. Can ____________ chick go in the shed? 6. An insect: _____________ 7. School subject: ______________ 8. Not fat: ______________ 9. Bang: ________________ 10. Use your brain: _______________ Multisensory Reading 2A p. 8

SAMPLEThe comprehension exercises are designed to reinforce the meaning of the words being learned in the previous section. Complete one comprehension exercise from each section each day (i.e., two a day in total). The student should read the sentence saying ‘something’ in place of the missing word. Return to the list of words and have the student find the correct word from the list. When the student finds the correct word, identify the letters of the sound being studied and the linking picture (e.g., /th/ for three). Say the sounds in the word as you point to the letters representing those sounds. Highlight any unusual letter combinations that may make the correct spelling of the word difficult. Return to the comprehension page and as the student writes the word, say the sounds (e.g., thin: /th/, /i/, /n/). Orally modelling the process the student should be using when spelling will help make the strategy more instinctive for the student. Note: DO NOT expect students to read the comprehension sentences independently. These are cloze exercises. Cloze exercises are useful for identifying a student’s knowledge and understanding of the reading process. They help extend the student’s vocabulary, encourage him/her to monitor for meaning and encourage the critical and analytical interpretation of the text. These are definitions. For the student to understand text, it is important that he/she is not only able to decode a word, but also understands the meaning of that word. Multisensory Reading 2A p. 9

ORAL READING Day 1 1. “Thank you for the 0 errors moth,” said Pam. “This moth is big. Day 2 I like this big moth very much. This big moth must come 20 secs in with me.” What did Pam think about the moth? What size in the moth? Is ‘moth’ a noun? Yes or No Circle another noun. Substitute word: ______________ 2. “I think that I like math,” said Ben. You must think when you do math. Do you like to do math very much? SAMPLE Day 3 0 errors Day 4 20 secs What does Ben think about math? Do you agree or disagree? Why? Is ‘like’ a noun? Yes or No Circle a noun. Substitute word: ______________ BONUS PASSAGE Day 5 0 errors 3. “That cat is very thin,” said Pam. 20 secs Then I must get it some fish and chips,” said Ben. When can a cat have fish and chips?  The aim on the first day is to read the text accurately with no mistakes.  The aim on the second day is to learn to read the passage fluently (i.e., meet the time goal).  Remember to cover the whole line when the student says the second last word on that line. A noun is a ‘naming word’. It is something you can see, hear, touch, or think about. You can usually place ‘the’ in front (except for proper nouns which begin with a capital letter). Multisensory Reading 2A p. 10

SAMPLEThe Oral Reading section has been developed to increase the student’s ability to rapidly and accurately decode text. The text has been divided into eye span lengths to encourage the student to look at chunks of text and move away from a word by word focus (see Rayner et al.’s, 2010 research). Each passage includes vocabulary from the corresponding column of words being learned. This provides additional practice in the learning and retention process as well as further developing the student’s understanding of the words by placing them in context. In addition, 20 high frequency words (based on the Dolch list) are introduced every two units and used throughout the passages. The Dolch words and the vocabulary related to the graphemes learned are the only words used in the passages and once introduced these words are continually revised. This ensures maximum success for the student. These additional words can be freely downloaded in a flash card format from www.crackingtheabccode.com. The student is required to complete one oral reading exercise over two days. Ensure the student uses two or three fingers of his/her writing hand to track the words being read. On the 1st & 3rd day, the student reads through the passage.  Underline the unknown words and together decode the word.  After the entire passage has been read, the student practices reading the underlined words several times in isolation and in the line.  The goal on day 1 is for the student to be able to read the passage accurately.  You may find for some students that it is beneficial to break the task into smaller units so that they focus on just one sentence at a time, rather than the whole passage. On the 2nd & 4th day, the student aims to read the passage fluently and accurately.  The student reads the passage and the time is recorded in the boxes to the side. Meeting time goals assists in the development of processing speed which results in increases in the student’s ability to read fluently and accurately (Stevens et al., 2017).  A fluent oral reader decodes the text ahead of the words that are being spoken. To help develop this skill, place a piece of card above the line the student is reading. As the student reads the second last word in the line slide the card down so it covers the words in that sentence and sits above the words in the next line. If the student can’t remember the last word, quickly raise the cardboard and then lower it again.  Encourage the student to concentrate on both accuracy and fluency.  Errors should be corrected as they occur and included in the total time.  If the student doesn’t reach the time target, practice difficult words before retiming.  The student continues rereading the passage until the target time of 20 seconds or less is reached. The amount of repetitions required to meet this goal will vary considerably between students and between passages.  There is one additional passage for those students who would benefit from the challenge. It is more effective for a student to spend a whole week on learning to read one passage with fluency rather than attempting all passages and not being able to read any fluently.  After the time target is reached, ask the student the comprehension questions.  Next, the student identifies the part of speech of the underlined word (verb, noun, adverb, or adjective).  Finally, the student finds meaningful substitute words (these words do not have to have the same meaning but just make sense from a grammatical perspective) and one of these words is recorded. This exercise is designed to develop the student’s understanding of the grammatical structure of English. Multisensory Reading 2A p. 11

EXTENSION WORDS th with SAMPLEwithinwither think rethink thinker thank thanks thanking throb throbbed throbbing thud thuds thudded thin thinner thinned thump thumped thumping moth mothball moths pith piths pithy  The student sounds out the first word on the left.  Draw the student’s attention to the location of the first word within the second word to the right.  Tell the student the suffix.  The student blends the base word and suffix smoothly.  Repeat with the third word.  Complete two rows each day. Multisensory Reading 2A p. 12

SAMPLEThis exercise is designed to help the student ‘see’ words inside of words and therefore make the decoding process easier. Help the student decode the word on the left hand side. Draw the student’s attention to the fact that the same word (written in bold font) is located inside the next two words to the right. Consequently, the student should immediately be able to say that part of the word without ‘resounding’. Then it is just a matter of adding on the accompanying prefix, suffix, or letter(s). The student should complete two rows each day. Note: Once a list or Dolch word has been introduced, in subsequent passages it will often be presented with a suffix or prefix to enable students to practice this skill in context. Multisensory Reading 2A p. 13

Multisensory Reading 2A p. 14 SYLLABICATION  Do not separate off consonants at the ends of words. The only letter that can be by itself is ‘y’ (stim/ant NOT stim/an/t).  Consonant blends do NOT represent one sound and should NOT be joined (e.g., bl, st, nd, lp, mp, etc.). Sex/chott/ist  Remember to keep consonants representing one sound together (in/chish/and NOT in/chis/hand). Aonchiffant chup/dimp crish/att/ent cheb/log in/chish/and tash/ib/rod chubb/in/fox chan/ted chillunpox hanchippish chellashop skentishelp unzishend chunpiglost uncheck chipmunk gumpanchit Mchessmen Pzonshemp LEDay 1 gumpanchit ham hem him hom hum Day 2 bag beg big bog bug Day 3 sap sep sip sop sup Day 4 nat net nit not nut Day 5 lad led lid lod lud

SAMPLEEasy Syllabication Rules for Decoding (see website for demonstration video) 1. Place a dot under the first vowel and place a slash after the next consonant. As a general rule pronounce the vowels as /a/, /e/, /i/, /o/, and /u/ (e.g., con/trac/ted). 2. Join double consonants (twins) and place the slash after the twins (e.g., coff/in). 3. Join vowels representing one phoneme (e.g., ai, ea, oi). The dot only goes under the first vowel and the slash goes after the next consonant (e.g., moon/beam). 4. Join consonant clusters that represent one phoneme (ch, sh, th, ng) and place the slash after the joined consonants (e.g., mash/ing). 5. If there are extra consonants at the end of the word and no vowel, don’t make another syllable (e.g., den/tist). 6. ‘y’ is the only letter that can be left by itself at the end of a word as it is ‘acting’ as a vowel (e.g., un/happ/y). 7. Don’t separate the ‘e’ at the end of the word in split digraphs (e.g., ath/lete). 8. Be aware of letter combinations (ew, ar, ow, ur) representing one sound (e.g., cur/few) and letter(s) representing more than one sound (e.g., slow-cow). 9. Place the slash after the first ‘c’ when double ‘c’ is followed by ‘e’, ‘i’ or ‘y’ (e.g., ac/cid/ent) as the first ‘c’ is pronounced /k/ and the second is /s/. The ability to quickly and accurately syllabify words is an important component of reading mastery. However, traditional rules for syllabifying words can be complex. The syllabication exercise in this program uses a simplified method of syllabication that is easily learned and can be effectively applied to the decoding of unknown words. Although the system is not 100% perfect due to the complexity of English, it provides a close enough representation that the student is easily able to decipher the correct pronunciation if the word is in his/her oral vocabulary (e.g., rem/ed/y versus rem/e/dy). Note: This strategy is for working out words students don’t know and then ‘tweaking’ to pronounce correctly. Using nonsense words prevents the student guessing, compelling him/her to practice the skill of rapidly breaking words into syllables and recognising graphemes (see Diliberto et al., 2009). As a result, the student is better able to rapidly and accurately decode unfamiliar words. This exercise is also useful for developing working memory. Each nonsense word is composed of the grapheme being learned plus graphemes from previous units. This constant exposure to the graphemes in different contexts further reinforces the learning and retention of sound-symbol relationships. Once the student has learned more than one way in which a grapheme can be pronounced, the use of the alternative pronunciations should be encouraged. The student reads one column each day. The first 2 words have already been syllabified. The student should draw in all the dots, syllabication lines, connector lines, and arrows on all words. Each column contains a real word which the student attempts to locate. On the 5th day, the student can attempt reading a few word randomly chosen words from any of the lists. The last activity is designed to improve the student’s ability to rapidly decode letter strings containing the graphemes being learned.  Before beginning the activity show the student the pattern. For example in the first line of this exercise the first and last letter are the same and it is only the middle one that is changing.  Each day the student should read one line 3x. Multisensory Reading 2A p. 15

ship /s/ and /h/ make /sh/ for ship /sh/ for ship /sh/ for ship /s/ and /h/ make /sh/ for ship /sh/, /sh /, /sh/ SAMPLE sh Multisensory Reading 2A p. 16

sh SAMPLE ship Day 1 wishDay 2 Day 3 shopDay 4 Day 5 fish shedDay 1 Day 2 Day 3 smashDay 4 Day 5 shell brushDay 1 shutDay 2 Day 3 Day 4 cashDay 5 Read and time 3x every day. Practice difficult words in between. 10 secs Multisensory Reading 2A p. 17

SAMPLECOMPREHENSION  Complete 2 exercises each day (one of each type). These exercises relate to the 10 ‘Vocabulary Development’ words from the previous page.  When the student finds the correct word, say the sounds in the words as you point to the letters representing those sounds.  As the student writes the word, say the sounds (e.g., brush: /b/-/r/-/u/-sh/). 1. Pam likes to _____________ with her Mom. 2. “Put the tools in the ____________,” said Dad. 3. Ben found a ____________ on the sand. 4. I rubbed on the magic lamp and made a ____________. 5. I see a _____________ sailing on the sea. 6. Money:_____________ 7. Crush: ______________ 8. Swims in water: ______________ 9. Close: ________________ 10. Used on hair: _______________ Multisensory Reading 2A p. 18

ORAL READING Day 1 1. “I wish I had a cat,” 0 errors said Pam. “I can brush a cat Day 2 and give it fish. I will not shut it in the shed.” 20 secs What did Pam want? Would she be a good owner? Why? Is ‘cat’ a noun? Yes or No Circle another noun. Substitute word: ______________ Day 3 2. “I wish I had a shell,” said Ben. “I can get a shell at the shop. I can give the shop cash.” SAMPLE 0 errors Day 4 20 secs What does Ben think about math? Do you agree or disagree? Why? Is ‘can’ a noun? Yes or No Circle a noun. Substitute word: ______________ 3. “I wish I had a ship,” Day 5 said Pam. 0 errors “Give me a big, big ship. I will not smash 20 secs a big ship.”  The aim on the first day is to read the text accurately with no mistakes.  The aim on the second day is to learn to read the passage fluently (i.e., meet the time goal).  Remember to cover the whole line when the student says the second last word on that line. A noun is a ‘naming word’. It is something you can see, hear, touch, or think about. You can usually place ‘the’ in front (except for proper nouns which begin with a capital letter). Multisensory Reading 2A p. 19

sh shop SAMPLEshopper shopping wishes wish wished shuts shut shutter fishing fish fisher shipped ship shipping wishful wish wishing mashing mash mashed sheds shed shedding brushing brush brushes shells shell shellfish  The student sounds out the first word on the left.  Draw the student’s attention to the location of the first word within the second word to the right.  Tell the student the suffix.  The student blends the base word and suffix smoothly.  Repeat with the third word.  Complete two rows each day. Multisensory Reading 2A p. 20

SYLLABICATION  Remember to use this process: Place a dot under the first vowel, draw a line after the next consonant, join together the letters representing one sound (leave out this step if not relevant), decode the syllable. Repeat until all syllables have been decoded. Read the first two syllables together before adding on the next syllable.  The syllabication line goes after ‘twin’ consonants (e.g., tt).  Pronounce ‘a’, ‘e’, ‘i’ , ‘o’, and ‘u’ as the short vowel sound /a/ apple, /e/ egg, /i/ insect, /o/ orange, and /u/ umbrella, unless it is combining with another letter to make a different sound (e.g., ‘ay’, ‘ir’). Scab/sitt/log Apleff/on/sip opp/en/dig un/dit/rip Mattifsad sac/rim/ut press/op/lag happiness cremstin mandoblat infested crandim Pfantastic yep/sann/ag yensaftip dis/cred/it drogplat nattespod gliffeplop nitteflox LEDay 1 am ag at ad an ap Multisensory Reading 2A p. 21 Day 2 ed ell eg em ess en Day 3 ib im iff in ip it Day 4 oss ob on og ot od Day 5 up ud ut uss um uff