CC3A - Am-2nd Edition-Sample

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Multisensory Reading – Level 3A (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-3- workshop-parents/ This book belongs to ___________________________

CONTENTS PAGE Introduction………………………………………………….………. 2 Instructions…………………………………………………...……… 3  General Knowledge………………….…………………….……... 4  Grapheme and Vocabulary Development…………...…….……… 6  Comprehension………………………….………………….…….. 8  Oral Reading………………….…………………………….…….. 10  Syllabication………………….………………………….….…... 12  Interactive Pictures………………….……………………..……... 14 Unit 1: ay, a-e, ai = /ay/………………..………………………....…. 16 Unit 2: er, ir, ur = /er/……………..………….………………..……. 24 Unit 3: ar, a = /ar/………...…………………..………………..……. 32 Unit 4: oa, ow, o-e = /oa/ ……………………………………...……. 42 Unit 5: ea, ee, ie, e-e = /ee/…………..………………………...……. 52 Unit 6: oy, oi = /oy/ …………………………………………...……. 62 Unit 7: ow, ou = /ow/………………………………………...……… 72 Unit 8: or, au, aw = /or/………………………………………..……. 82 Unit 9: u, oo = /oo/…………………………………………..……… 92 Unit 10: i-e, ie, i = /ie/………………………………………..……... 102 Unit 11: y = /i/, /ie/, /ee/………………………………………..…… 112 Unit 12: ge, gi, gy = /j/..…………………………………..……..….. 122 Unit 13: ce, ci, cy = /s/….……………………………………..……. 132 Unit 14: ew, oo, ue, ui, u-e = /ue/………………………………...…. 142 Unit 15: ou, o, a = /u/…………………….…………………...……... 152 Unit 16: ti, ci, si = /sh/…………….…………………………...……. 162 Unit 17: ph, gh = /f/……………………………………………...….. 172 Unit 18: are, air, ear, ere = /air/……….……………………......…… 182 Unit 19: ch = /ch/, /sh/, /k/………………………………………...… 192 Unit 20: i+vowel …….……………………………………………… 202 Unit 21: wo, wor, wa, war………………………………………...… 212 Unit 22: ear, eer, ere = /eer/…………………….…………….…...… 222 Unit 23: Silent letters……………………………………………...… 232 Unit 24: ea-head………………..………………..………………..… 242 Unit 25: Tricky words ………………………….……………..……. 252 Grapheme Review ……………………….….…………..……….… 257 Extension Unit: Place Names…..…………..…………………….…. 267 Code Cracker………………………………………………………… 272 References …………………………………………………………... 276 Multisensory Reading 3A 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 3A 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 3A program is a 25 week course (requiring a 5 days a week commitment) which systematically introduces around 60 graphemes. It consists of 6 interlinking sections: General Knowledge, Phoneme and 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 3A program is to enable students to instantly recognise the common graphemes to enable the rapidly decoding of familiar and unfamiliar words. Students are then in a position to use their ‘mental energy’ in understanding the text. It is assumed that students know the basic sound-symbol relationship of the alphabet and the more common digraphs (sh, ch, ng and th). Consequently, it is recommended that students have a reading age of at least 6½ years. 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 3A p. 3

GENERAL KNOWLEDGE Root word Root word application bio=life→biography=write about graph=to write life para=break→paragraph=break in (Prefixes are fixed before the word because pre- writing eme=unit of→ grapheme=unit of Prefix primary is before Year 1 OR you prepare before writing (that has meaning) ______.) homo=same→homograph=words written the same (but with different mis=wrong meanings) ology=study of→graphology=study of writing (Suffixes are fixed to the end of the word because you Prefix application suffer until the end of _________.) Suffix misunderstand=understand wrongly able/ible=can be misjudge=judge wrongly misspell=spell wrongly SAMPLE miscopy=copy wrongly mislead=lead wrongly Collective noun Suffix application chewable=can be chewed A group of musicians=band affordable=can be afforded flexible=can be flexed Proverb fixable=can be fixed accessible=can be accessed A miss is as good as a mile= If you miss by a little or a lot, Collective noun application it’s still a miss. Use ‘band’ in a different sentence each day (e.g., The band played at Idiom the concert). Kicked the bucket=died Proverb application Given an example of the proverb each day (e.g., just missed a goal, just missed the bus by a second). Idiom application Use the idiom in a different sentence each day (e.g., My goldfish kicked the bucket). Simile Simile application Use the simile in a different sentence As blind as a bat each day (e.g., My mum is as blind as a bat without her glasses).  On the first day, discuss the information on the page.  On subsequent days, the adult says the words in italics and the student provides the answer (i.e., the underlined words).  If the student can’t immediately remember, point to the answer for him/her to read.  Follow each response with one of each of the application activities. Multisensory Reading 3A p. 4

SAMPLEThe General Knowledge section provides the knowledge required for Stage 3 literacy development (see Frith’s Literacy Acquisition model cited in Heath, Hoben & Tan, 2008). The ‘sophisticated’ words in English are often those derived from Greek and Latin. An understanding of the meaning of key root words enriches the student’s knowledge of English, making spelling and reading easier Introduce the root word to the student and discuss its meaning. Each day discuss an example. Prefixes are fixed in front of a word (pre=before). The prefix changes or adds meaning to the root word. For example, mis=wrong. Therefore, misunderstand=understand wrongly. Introduce the prefix to the student and discuss its meaning. Each day discuss an example. Note: To remember that pre=before, think “You prepare your bag before going to school. Suffixes are fixed to the end of a word (suf=end). Suffixes have a range of functions. They can change word from one part of speech to another part of speech (e.g. chew=verb, chew+able=can be chewed=adjective). Suffixes are also used to indicate number (book+s), tense (paint+ed), gender (lion+ess), possession (child’s) or for comparison (tall-taller-tallest). Introduce the suffix to the student and discuss its meaning. Each day discuss an example. Note: To remember that suf=end, think “You suffer to the end of (something the student dislikes doing).” A noun is a word that names an object, a person, an animal, a place, a ‘thing’ or a feeling. ‘A’ (or ‘an’) and ‘the’ can be placed in front and it can be pluralized. A collective noun is the word given to describe a group of nouns (e.g., a group of students=a class; a group of wool or hay=a bale). Introduce the collective noun to the student. Each day use it in a different sentence. A proverb is a short traditional saying that expresses a common belief or truth based on common sense or practical experience. Proverbs often have a different meaning to their literal meaning. Thus, an understanding of a range of proverbs increases the student’s understanding of the English language. Discuss the meaning of the proverb and if possible relate it to an experience in the student’s life. Each day apply the proverb to a different situation. An idiom is a phrase or expression that means something different to the literal meaning and usually develops among a particular group of people. Consequently, new idioms are constantly being introduced into the English language. Discuss idioms used by the student and his/her peers. Introduce the idiom and discuss its meaning. Each day use it in a different sentence. A simile is used to compare two things that have something in common and contains the word ‘as’ or ‘like’ in the phrase. The similes in this workbook have been in common usage for many years. It should be stressed that although similes provide interest and clarity in creative writing, they should be original comparisons. Introduce and discuss the simile. Each day use it in a different sentence. Multisensory Reading 3A p. 5

GRAPHEME & VOCABULARY DEVELOPMENT ai a-e ay ai ea-steak a-e ey-fey ay (cake) (tray) (rain) ei-eight a-table e-crochet stale play/ing rail/way pave/ment trail wai/tress lem/on/ade ex/plain stray es/tim/ate Day 1 Day 3 5 secs 5 secs SAMPLEcraze dis/may dis/play pain/ting ex/claim mis/take Craig es/cape sub/way cray/on Day 2 Day 4 5 secs 5 secs Day 5 0 errors 25 secs play(time): Adult: “Say ‘playtime’… Now leave off /time//” (i.e., the syllable in brackets). Student says=pl;ay. Student does NOT read. play(time) birth(day) race(track) day(dream) nick(name) grape(fruit) high(way) (rain)drop (day)break (gate)way (home)made (snow)flake (air)mail (earth)quake play(ing) (dis)may ex(plain) pave(ment) (sub)way (mis)take com(plain) Day 1 Day 2 Day 3 Day 4 Day 5 60 secs  If the last sound in a base word is /ay/ use ‘ay’. If /ay/ is not the last sound, we most commonly use ‘ai’ or ‘a-e’.  As a general rule, if the syllabication line is after a vowel (rather than a consonant), then the vowel is pronounced as a long (rather than short) vowel sound (e.g., re/pay/ment, con/tent). Multisensory Reading 3A p. 6

SAMPLEThis section is the key to the success of the program. Two phonemes (sounds) and their common graphemes (letters or letter combinations) are introduced each week. Each grapheme is linked to a key word and picture combined into an integrated picture story for each phoneme. The key words and integrated picture both assist in retention and recall. Introduce the phoneme, the accompanying graphemes, key words and integrated picture story. Note: Teach and encourage the student to use the following strategy when working out the spelling of unfamiliar words. Say the sounds in the word (e.g., drain=/d/-/r/-/ay/-/n/). Think of the /ay/ picture and story (e.g., the rain is falling on the cake on the tray). Write the word using each of the different graphemes (e.g., drain, drane, drayn). Eliminate any word which doesn’t agree with the rules (e.g., ‘ay’ only used at the end of base words -‘drayn’ must be wrong). The less common graphemes are listed for information and future reference. Draw the student’s attention to these graphemes, but they should not be the focus of study. There are two columns of words containing the graphemes to be learned so the student is able to see the graphemes in context. The words have been syllabified according to how they are pronounced to encourage the student to focus on the syllables rather than the whole word. The student color-codes each word by underlining the grapheme(s) being learned (e.g., ‘ai’ might be blue). Color-coding accentuates the visual component of learning. The goal is for the student to learn to read each column of words accurately in 5 seconds. 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. The student first reads just the syllables in bold in the first column (i.e., the syllable containing the grapheme being learned). Next, help the student decode each word in the column and discuss the meaning of each word. Keep this short and quick. The student learns the words until every word can be read confidently and correctly. If the student is finding a few words difficult to remember, spend time on just those words – circle the syllable or letter that is causing difficulty, draw a picture, put the word into a sentence, repeat the word several times, practice reading the word with the words on either side, etc. Once the student can read the words accurately, time how long it takes to read the whole column. Correct errors as they occur and this should be included in the time. Record the time taken in the boxes under the column. Continue until the student can read the column in 5 seconds or less (remember to practice words causing difficulty before re-timing). Ensure the student places two or three fingers of his/her writing hand under each word. Each day, before learning the next column of words, revise the previous column(s) by quickly reading through the words, without timing. The 5th day is spent practising to read all 20 words accurately in 20 seconds. Before retiming, remember to practice words the student had difficulty reading. Kilpatrick’s (2015) research shows that proficiency in phoneme manipulation is an important component of fluency. Each day the student attempts to complete as many of these examples as possible in one minute. Remember the student completes the activity orally without reading. An adult says the whole word (e.g., daytime) and the student repeats. The adult asks the student to leave off the part in brackets (e.g., leave off ‘time’). The student responds ‘day’. Once the student is correct, go immediately onto the next word. The same process is used for substitution activities (e.g., “Say ‘spot’.” Student repeats. “Change /o/ - i.e., say the sound - to /a/”). Student says, “Spat.” If the student is having difficulty, use counters to represent each component and manipulate the counters to demonstrate the process. Rules associated with the reading (decoding) or spelling (encoding) of the phonemes or graphemes are highlighted in a box at the top or bottom of the page. Discuss the rule(s). Multisensory Reading 3A p. 7

SAMPLECOMPREHENSION Set 1 (Column 1): 1. An animal without a home ______________________ 2. A track for trains ______________________ 3. Small track ______________________ 4. Not fresh ______________________ 5. A cool drink ______________________ Set 2 (Column 2): 1. We will ______________________our art on the wall. 2. You should use the ______________________to go under busy roads. 3. There was a new yoyo ______________________. 4. ______________________ gave his friend some lemonade. 5. “You must make the payment now,” ______________________ the waiter. Set 3 (Column 3): 1. Lady who brings food to your table ______________________ 2. To tell how to do something ______________________ 3. Footpath ______________________ 4. Enjoying a game ______________________ 5. To make a guess ______________________ Set 4 (Column 4): 1. I am ______________________ my room red. 2. We saw the bird ______________________from its cage. 3. Put a cross, if you make a ______________________. 4. To my ______________________ mum sent Craig away. 5. Use a green ______________________for the trees. Multisensory Reading 3A p. 8

SAMPLEThe comprehension exercises are designed to reinforce the meaning of the words being learned in the previous section, as increased vocabulary is linked to increased comprehension (Shany, & Biemiller, 2010). Each set relates to a column of words from the previous page. There are two types of activities – cloze and definitions. Each exercise requires a different skill. The student completes one set each day. The student should read the sentence saying ‘something’ or a nonsense word like ‘burb’ in place of the missing word. Return to the columns of words and have the student find the correct word from the list corresponding to the comprehension exercise. When the student finds the correct word, identify the letters of the sound being studied and the linking picture (e.g., ‘ay’ for ‘tray’). Point out any unusual letter combinations that may make correct spelling of the word difficult. Return to the comprehension page and say the syllables and then the sounds within the syllables as the student writes the word (e.g., lemonade: lem=/l/-/e/-/m/, on=/o/-/o/, ade=/ay/ as in cake- /d/). Orally modelling the process the student should be using when spelling will help the student internalise the strategy. Do NOT let the student copy the word or write the word incorrectly. This is not a spelling activity, but it is a good opportunity to model the process of spelling words. 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 the text, it is important to not only be able to decode a word, but also understand the meaning of that word. Multisensory Reading 3A p. 9

ORAL READING Day 1 1. Craig walked along the trail 0 errors and gazed at the landscape. From the top of the hill, Day 2 he could see the railway and Saint Raymond’s church. 20 secs “ I think it’s crazy giving that stray cat lemonade,” exclaimed Craig. Main idea: ________________________________________________________ Circle the sentence that doesn’t belong. Part of speech of underlined word: _______________ Circle 2 more. Substitute word: ______________ 2. Jake did not hesitate to Day 3 raise the alarm when he saw a waitree spraying paint on the pavement. Jake liked playing on the trail that goes to the estate. To his dismay, the police were late and the waitress escaped. SAMPLE 0 errors Day 4 20 secs Main idea: ________________________________________________________ Circle the sentence that doesn’t belong. Part of speech of underlined word: _______________ Circle 2 more. Substitute word: ______________ BONUS PASSAGE Day 5 0 errors 3. The police will investigate the stowaway who drew with crayon on the estate wall. 20 secs “We will inflate the balloons and decorate every available space,” exclaimed Jane. When they catch the stowaway, they should make him eat stale bread covered in mayonnaise.  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.  Ask some questions about the passage and complete the exercises in the box. 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 3A 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 (i.e., passage 1=column 1). Using the same words 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. The student is required to complete one oral reading exercise each day. Ensure the student uses two or three fingers of his/her writing hand to track the words being read. The student reads through the passage starting at the end and reading to the beginning. This is to ensure the student’s focus is on decoding and not guessing (Kilpatrick, 2015).  Underline any unknown words.  Together work out unknown words by placing in syllabication marks.  The student practices reading the underlined words several times in isolation and in the line. 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, practise 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.  After the time target is reached, the student rereads the passage silently (without timing) to ensure there is full comprehension of the text. If the student’s lips are moving during silent reading, have the student place a finger on his/her lips and concentrate on just ‘using his/her eyes’. This type of verbalization reduces silent reading speed.  Ask the student two or three comprehension questions about the passage to assess understanding. The student should be encouraged to refer back to the text to both find and justify the answer and to answer using full sentences (e.g., Question: What could Raymond see? Answer: Raymond could see a railway and Saint Raymond’s church.).  Each passage contains one sentence that doesn’t address the same subject matter as the other sentences. Identifying and circle the sentence that does not belong encourages the student to move beyond a basic understanding of the text and to make inferential judgements.  In determining the sentence that doesn’t belong, the student needs to establish the main idea of the other sentence.  In the final task, the student identifies whether the underlined word is a verb, noun, adverb, adjective, etc. and finds meaningful substitute words (these words do not have to have the same meaning but just make sense from a grammatical perspective). This exercise is designed to develop the student’s understanding of the grammatical structure of English. Multisensory Reading 3A p. 11

Multisensory Reading 3A p. 12 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.  Remember the syllabication line goes after ‘twin’ consonants (e.g., tt) and when two consonants represent one sound Sgrep/sunn/ant fon/dail/ay (e.g., sh, th, ng) .  Don’t separate the ‘e’ at the end of split digraphs (e.g., con/tem/plate). Adish/oft daib/afe resh/ai/day Mblattemox thamtain ith/ush/ay dap/sait plain/ang implicate bethame clappailay laipane Poffending unchimase raitethake ashtray sacremmint contemplate LEat ate ade ad an ane ape ap (mat) (mate) (made) (mad) (ban) (bane) (cape) (cap) aim am ang aith aid ad ath aint (claim) (dam) (rang) (faith) (faint) (maid) (bad) (maths) day may ray lay say stay stray strays 0 errors 10 secs 0 errors 10 secs

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: The real words in the Vocabulary Development activity have been syllabified according to how they are pronounced. 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 practise 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 graphemes 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. Initially, the student should draw in all the dots, syllabication lines, connector lines and arrows on all words. As the student becomes more proficient, he/she can do the activity using the same process, but without the visual cues. Each column contains a real word which the student attempts to locate. On the 5th day, the student rereads the last column as quickly as possible. The last activity is designed to improve the student’s ability to rapidly decode letter strings containing the graphemes being learned. On day 1 the student learns to accurately read the letter strings in the first box. On day 2 the student learns to read the letter strings in 10 seconds. On days 3 and 4 the student works on the letter strings in the second box. Note: The small words underneath are a guide and NOT read. Multisensory Reading 3A p. 13

SAMPLE INTERACTIVE PICTURES DAY 1 /oa/ /ar/ /or/ /ay/ /er/  There is a bow around a bone that is in a boat.  The car is in the bath.  Say the picture story first, then write the correct graphemes next to each picture saying the sound it represents and the picture out loud (e.g., /oa/ as in boat). Multisensory Reading 3A p. 14

SAMPLEAt the end of each section, the integrated pictures have been reproduced 5 times (one for each of the 5 days of the program). Next to each picture is a space for the student to write in the accompanying grapheme. The student is required to:  Say the picture story before looking at the picture (e.g., The car is in the bath).  Write the graphemes while saying out loud the phoneme and the key picture (e.g., /ar/ for car). The pictures of previously learned graphemes are also included. The student should attempt to do the activity from memory.  First the student says the picture story while the picture is covered.  Then the student writes the grapheme while saying the sound and picture cue out loud. If the student finds this difficult, have him/her complete the known ones and then refer back to the appropriate page in the text to find the answer to the unknown ones. The student is more likely to remember the grapheme next time if responsibility is taken for locating the answer rather than just being told. The visual, auditory, and tactile input, along with the repetition, ensures that this information becomes embedded in the student’s long term memory (see Krafnick et al, 2011; Sjöström et al., 2008). Multisensory Reading 3A p. 15

UNIT ONE GENERAL KNOWLEDGE Root word Root word application bio=life→biography=write about graph=to write life para=break→paragraph=break in (Prefixes are fixed before the word because you writing eme=unit of →grapheme=unit of Prefix prepare before ______.) writing (that has meaning) homo=same→homograph=words mis=wrong written the same (but with different meanings) Suffix (Suffixes are fixed to the end of the word because you ology=study of→graphology=study suffer until the end of _________.) of writing able/ible=can be Prefix application SAMPLE misunderstand=understand wrongly Collective noun misjudge=judge wrongly misspell=spell wrongly A group of musicians=band miscopy=copy wrongly mislead=lead wrongly Proverb Suffix application A miss is as good as a mile= chewable=can be chewed If you miss by a little or a lot, affordable=can be afforded it’s still a miss. flexible=can be flexed fixable=can be fixed Idiom accessible=can be accessed Kicked the bucket=died Collective noun application Use ‘band’ in a different sentence Simile each day (e.g., The band played at the concert). As blind as a bat Proverb application Give an example of the proverb each day (e.g., just missed a goal, just missed the bus by a second). Idiom application Use the idiom in a different sentence each day (e.g., My goldfish kicked the bucket). Simile application Use the simile in a different sentence each day (e.g., My mum is as blind as a bat without her glasses).  On the first day, discuss the information on the page.  On subsequent days, the adult says the words in italics and the student provides the answer (i.e., the underlined words).  If the student can’t immediately remember, point to the answer for him/her to read.  Follow each response with one of each of the application activities. Multisensory Reading 3A p. 16

ai a-e ay ai ea-steak a-e ey-fey ay (cake) (tray) (rain) ei-eight a-table e-crochet stale play/ing rail/way pave/ment trail wai/tress lem/on/ade ex/plain stray es/tim/ate Day 1 Day 3 5 secs 5 secs SAMPLEcraze dis/may dis/play pain/ting ex/claim mis/take Craig es/cape sub/way cray/on Day 2 Day 4 5 secs 5 secs Day 5 0 errors 25 secs play(time): Adult: “Say ‘playtime’… Now leave off /time/” (i.e., the syllable in brackets). Student says=play. Student does NOT read. play(time) birth(day) race(track) day(dream) nick(name) grape(fruit) high(way) (rain)drop (day)break (gate)way (home)made (snow)flake (air)mail (earth)quake play(ing) (dis)may ex(plain) pave(ment) (sub)way (mis)take com(plain) Day 1 Day 2 Day 3 Day 4 Day 5 60 secs  If the last sound in a base word is /ay/ use ‘ay’. If /ay/ is not the last sound, we most commonly use ‘ai’ or ‘a-e’.  As a general rule, if the syllabication line is after a vowel (rather than a consonant), then the vowel is pronounced as a long (rather than short) vowel sound (e.g., re/pay/ment, con/tent). Multisensory Reading 3A p. 17

SAMPLECOMPREHENSION  Complete 1 set each day. Each set relates to a column of words from the previous page.  When the student finds the correct word, identify the letters of the sound being studied and the linking picture (e.g., ‘ay’ for ‘tray’).  Say the syllables and then the sounds within the syllables as the student writes the word (e.g., stray=/s/-/t/-/r/-/ay/ as in tray). Set 1 (Column 1): 1. An animal without a home ______________________ 2. A track for trains ______________________ 3. Small track ______________________ 4. Not fresh ______________________ 5. A cool drink ______________________ Set 2 (Column 2): 1. We will ______________________our art on the wall. 2. You should use the ______________________to go under busy roads. 3. There was a new yoyo ______________________. 4. ______________________ gave his friend some lemonade. 5. “You must make the payment now,” ______________________ the waiter. Set 3 (Column 3): 1. Lady who brings food to your table ______________________ 2. To tell how to do something ______________________ 3. Footpath ______________________ 4. Enjoying a game ______________________ 5. To make a guess ______________________ Set 4 (Column 4): 1. I am ______________________ my room red. 2. We saw the bird ______________________from its cage. 3. Put a cross, if you make a ______________________. 4. To my ______________________ mum sent Craig away. 5. Use a green ______________________for the trees. Multisensory Reading 3A p. 18

ORAL READING * Remember to read backwards first. 1. Craig walked along the trail Day 1 and gazed at the landscape. From the top of the hill, 0 errors he could see the railway and Saint Raymond’s church. Day 2 “I think it’s crazy giving that stray cat lemonade,” exclaimed Craig. 20 secs Main idea: ________________________________________________________ Circle the sentence that doesn’t belong. Part of speech of underlined word: _______________ Circle 2 more. Substitute word: ______________ 2. Jake did not hesitate to raise the alarm Day 3 when he saw a waitress spraying paint on the pavement. Jake liked playing on the trail that goes to the estate. To his dismay, the police were late and the waitress escaped. SAMPLE 0 errors Day 4 20 secs Main idea: ________________________________________________________ Circle the sentence that doesn’t belong. Part of speech of underlined word: _______________ Circle 2 more. Substitute word: ______________ BONUS PASSAGE Day 5 0 errors 3. The police will investigate the stowaway who drew with crayon on the estate wall. 20 secs “We will inflate the balloons and decorate every available space,” exclaimed Jane. When they catch the stowaway, they should make him eat stale bread covered in mayonnaise.  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.  Ask some questions about the passage and complete the exercises in the box. 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 3A p. 19

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.  Remember the syllabication line goes after ‘twin’ consonants (e.g., tt) and when two consonants represent one sound (e.g., sh, th, ng) .  Don’t separate the ‘e’ at the end of split digraphs (e.g., con/tem/plate). SAMPLE grep/sunn/ant fon/dail/ay daib/ake resh/aid/ay ith/ush/ay dap/sait dish/oft plain/ang implicate bethame clappailay faipade blattemox thamtain raitethase ashtray sacrebbint contemplate commitment unchimafe at ate ade ad an ane ape ap Multisensory Reading 3A p. 20 (made) (bane) (cape) (mat) (mate) (mad) (ban) ad (cap) ang (bad) ath aim am (rang) aith aid aint (claim) (dam) (faith) (maid) stay (maths) (faint) ray day may lay say stray strays 0 errors 10 secs 0 errors 10 secs

SAMPLE DAY 1 /ay/ DAY 2 /ay/  The rain is falling on the cake which is on the tray.  Say the picture story first, then write the correct graphemes next to each picture saying the sound it represents and the picture out loud (e.g., /ay/ as in tray). Multisensory Reading 3A p. 21