PDFComprehension Level 3 (Am) Sample.pdf

abcdefghijklmnopqrstuvwxyz nopqrstuvwxyzabcdefghijklm abcdefghijklmnopqrstuvwxyznnopqrstuvwxyzabcdefghijklma 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 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 o pqr sf gt uhLevi vjwkelxl 1my znaobpcqdresftguhviwj kxlymz b cdenopqrstuvwxyzabcdefghijklmabcdefghijklmnopqrstuvwxyznopqrstuvwxyzabcdefghijklm Dr Lillian Fawcett CRACKING THE

Multisensory Reading – Level 1 Dr. Lillian Fawcett Ph.D., B.Ed., B.A. Psychology (Honours) (American Version) Illustrator: Kate Mullen [email protected] This book belongs to____________________________

CONTENTS PAGE 2Introduction…………………………………………….……...……. 3Instructions……..……………………………………………………. 4• Key Word and Picture ……………….…………………..……... 6• Letter Identification…….………………………..……...………. 8• Vocabulary Development……………….…………………….... 10• Auditory Processing & Phonological Awareness.………..…….. 12• Oral Reading…..…………………….…………………..….…... 14• Extension Words……………….………………………..….…...Unit 1 16a-apple…………………………………………………………..…….. 18p-pig…..………………………………………………………..….….. 20n-nut…………………………………………………………..………. 22c-cat..…………………………………………………………...….….. 24t-tent…………………………………………………………...……....Unit 2 30e-egg….………………………………………………………...….….. 32v-vase.…………………………………………………...……..….….. 34y-yoyo…………………………………………………...……..….….. 36s-snake…………………………………………………………..…….. 38b-ball…………………………………………………….……………..Unit 3 44i-insect………………………………………………….………..……. 46w-water……………………………………………………..…..…….. 48l-lollipop…………………………………………………….…...……. 50z-zip……………………………………………………...…….……… 52k-king…………………………………………………………………..Unit 4 58o-octopus..…………………………………………………………….. 60f-feather…………………………………………………..………….... 62d-dog…………………………………………………………………... 64x-box……………………………………………………….………….. 66g-goat…………………………………………………………………..Unit 5 72u-umbrella.…………………………………………………...……….. 74h-horse ……..………………………………………………...……….. 76r-rug…..……………………………………………………………….. 78j-jellybean.…………………………………………………………….. 80m-mountain..……………………………………………………...…...Unit 6 86q-queen…………………………………………………………..……. 92Music: Skip to My Lou……………………………………….……… 93Review ..………………………...………………………………,…... 95Alphabet Cards ……...………...………………………………,…...Multisensory Reading 1 p. 1

Introduction The written form of a language is a code. Each language has its own set of phonemes (sounds) and the symbols used to represent these phonemes (graphemes) are the written code of that language. Therefore, once the relationship between symbols and sound 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 letters or letter combinations (graphemes) can be used to represent one phoneme (e.g., or–fork, au-sauce, aw-paw) and the same grapheme may represent more than one phoneme (e.g., ow–cow, show). 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 nine 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 inhabited England between the 5th and 9th centuries and most base or root words in English are from this period (e.g., lady, lord, song). The spread of Christianity from 596 resulted in the introduction of more Latin words to explain religious and philosophical ideas (e.g., bible, chapter). Between 700 and 900AD 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, 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 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 (e.g., oa-boat, ow- blow, o-e bone, o-no, ou-though, ew-sew, oe-hoe, oo-brooch and eau-beau). The challenge for students is to ‘crack’ this complex code. The Stages of Literacy Development The first stage in literacy development is 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’) to produce a different word.Multisensory Reading 1 p. 2

The next stage is to learn the alphabet code. This requires learning to match individual letters andletter combinations with specific phonemes. Students with this knowledge are able to decodewords they have not seen before and to more accurately and automatically encode and decode alarge number of words. Mastery of this stage is readily tested by having students read nonsensewords (e.g., trinneeth).Students competent in the last stage of literacy acquisition are able to use spelling rules, wordmeaning, and knowledge of typically occurring letter sequences (which are indicators ofgrammatical information) in their encoding and decoding of words. At this stage, students realizethat the meaning of a word, rather than simply a direct sound-symbol relationship, can providekey information as to the graphemes to choose for correct spelling or reading of a word. This isparticularly true of words of Latin and Greek origin which are often found in higher levels ofeducation. Students at this stage also need to memories the approximately 20% of English wordswhich do not fit the common alphabetic or orthographic patterns.All of these stages are incorporated into the Cracking the ABC Code programs. In addition, theprogram utilizes a range of memory techniques and a multi-sensory (visual, auditory and tactile)approach to learning to ensure maximum literacy development. The techniques used in theprograms have been developed over many years and tried and tested on numerous students withexcellent results. InstructionsThe Multisensory Reading Level 1 program consists of 6 units and is designed to teach non-readers the basic sound-symbol relationship of the 26 letters of the alphabet using a range ofmemory and multisensory strategies. It consists of 5 interlinking sections: key word and picture,letter identification, vocabulary development, oral reading and auditory process/phonologicalawareness. The program has been designed so that each section complements and reinforces theothers. Repetition is integral to this program as many students require numerous repetitions forlearning to occur and for information to be retained in long-term memory. Research indicates thata recall of at least one word a second is a fair indicator that information has been transferred intolong-term memory. Hence, many of the activities require students to achieve a time based goal.This requirement has the additional benefit of improving processing speed generally.The aim of the Multisensory Reading Level 1 program is to enable students to instantly recognizethe common pronunciation of the 26 letters of the alphabet so they are able to rapidly decodefamiliar and unfamiliar words which use letters that have a direct sound-symbol correlation (e.g.,cat, men, rug). Students are then in a position to use their ‘mental energy’ in understanding thetext. In addition, 12 high frequency words (from the Dolch word list) are introduced in theprogram and used frequently throughout the reading exercises, providing students with ongoingpractice.Students are required to place the index finger of their writing hand under each word being read.Poor eye tracking is not uncommon amongst students with reading difficulties and using a fingerhelps strengthen this skill. In addition, the first lesson in speed reading is to place your finger onthe page to reduce fixations (visual pausing), regression (rereading) and skipping (moving up anddown and backwards and forwards over the page). Each of these factors impinges on readingfluency and accuracy.The following pages provide a detailed explanation of how to implement each section of theprogram. Multisensory Reading 1 p. 3

Key Word and PictureaA Ants on the apple /a/, /a/, /a/ Ants on the apple /a/, /a/, /a/ Ants on the apple /a/, /a/, /a/ Learning sounds is easy.appleMultisensory Reading 1 p. 4

This section is the key to the success of the program. Five letters are introduced each week. Each letteris linked to a key word and an accompanying picture to assist in retention and recall. The key wordbegins with the most common pronunciation of the letter and the accompanying picture of the wordincorporates the shape of the letter6KPLGPDQ (KUL.Note: Teach and encourage the student to use the following strategy when trying to work out thespelling of unfamiliar words. Say the sounds in the word (e.g. mat = m-a-t). Ask: What is the firstsound? Answer: /m/. Write it down. What is the next sound? Answer: /a/. Write it down. What is thelast sound? Answer: /t/. Write it down.(If the student tells you the letter name (e.g., /em/ or /ay/), say, “That is the name of the letter. Whatsound can you hear?”)Each day, practise the 5 letters being learned that week by singing the song to the tune of ‘Skipto My Lou’ (music on page 92) while using the following movements and an appropriate action(e.g., ‘ants on the apple – make a fist with one hand to represent an apple and then run thefingers of the other hand over the ‘apple’ to represent the ants).Ants on the apples /a/, /a/, /a/,[Action resembling ants on an apple] [trace over the letter* with finger]Ants on the apples /a/, /a/, /a/,[Action resembling ants on an apple] [trace over the letter]Ants on the apples /a/, /a/, /a/,[Action resembling ants on an apple] [trace over the letter]Learning sounds is ea - sy.[clap] [slap] [clap] [slap] [clap] [slap]* Trace over the lower case version of the letter written in the style used by the school.* Please note: The letters in between the slashes indicate the sound. It is important thatthe focus is on the most common sound represented by that letter (NOT the letter name).So ‘a’ should be pronounced /a/ like in ‘apple’ not /ay/ as in ‘Asian’.Using a black marker, neatly print the letter using the correct letter formation and shape that thestudent is being taught at school. This has purposely been left blank because differentcountries, states and schools teach letter formations differently. It is preferable that the studentpractices the letter formation that is taught in the classroom.At the beginning of each session, ask the student to trace over each letter that has already beenlearned in the previous weeks while saying the sounds of the letters and the accompanying keyword (e.g., /a/ for apple, /d/ for dog).Each day the student practices writing the lower case version of one letter along the line. • Make sure the student is using the correct pencil grip. This can be achieved by using a specially designed pencil grip. Alternatively, have the student make a fist and then put up the thumb and pointer finger. The student picks up the pencil using this finger and the thumb making sure the pencil rests on the valley between the thumb and finger and not the palm of the hand. The remaining fingers are then released so they sit comfortably under the pencil. • Make sure the student begins the letter in the correct position, moves in the correct direction and positions the letter correctly on the lines. Multisensory Reading 1 p. 5

Letter Identification Circle all the different ways of writing the letter ‘a’. Say, “/a/ for apple” every time the letter ‘a’ is circled.q a lz u a a k arajpssgaaycavbckhfaaaaataaopamwnhvexfabaaal wgaaai qmaydtj o a zrd u a nMultisensory Reading 1 p. 6

This exercise is designed to reinforce the student’s instant recognition of aletter and also to recognize the different ways the letter may be represented intext.The student is required to circle all the different ways of writing the letter.Each time a letter is circled, the student should say the sound represented bythat letter and the key word/picture associated with that letter sound. Forexample, every time the letter ‘a’ is circled, the student would say, “/a/ forapple”.Complete one page of these exercises each day.An extension of this activity would be to have the student find other letters thatthey have previously learned.For example: “Put a triangle around a /d/ for dog. Put a square around a /n/ fornut. Put a line above /t/ for tent.” Multisensory Reading 1 p. 7

Vocabulary Development at cap pan cat nap can pat tap ant pantRead and time 3x every day. Practice difficult words in between. 10 secsMultisensory Reading 1 p. 8

At the end of each unit, there is a list of 10 words. The words only contain the letters that thestudent is currently learning or has previously learned. In addition, only words containing thecommon pronunciation of the letters are used.In the first session, the student is required to say the sound represented by each of the letters inthe word and then blend the sounds together to form the word (e.g., /n/ /a/ /p/ /nap/). As eachletter is read the student should trace over the letter with his/her finger. In this way the studentis using his/her sense of sight (while looking at the word), sense of hearing (while saying thesounds) and sense of touch (while tracing over the letters). Research shows that this type ofmultisensory learning aids in retention and recall.The student is required to read the list of 10 words 3 times each day. Each time the list is read,the time taken is recorded in the boxes below the words. Circle the best of the three times.Correct errors as they occur by helping the student sound out the word (and this is included inthe total time). Do not just tell the student the words causing difficulty.Practice poorly read words between each time trial. For some students, it is beneficial toconcentrate on 3 different words each time. If the student is finding a few words difficult toremember, spend time on just those words (e.g., repeat the word several times, put the wordinto a sentence, practice reading the word with the words on either side, etc). Sometimes it isuseful to supply additional cues (e.g., circle the letter(s) causing difficulty or draw a picturecue).Ensure the student places tZRRUWKUHH fingerV of his/her writing hand under each word as it isbeing read. This helps develop eye tracking skills.The goal is for the student to learn to read the ten words in 10 seconds (or less). Researchshows that reading the words at this rate (i.e., 1 word per second) is an indicator that the wordshave been stored in long-term memory and that the student will be able to return to these wordsand still read them accurately in several weeks’ time.Color in the star when the student can read the list in 10 seconds or less, without help.It is strongly recommended that the student is also taught the spelling of these wordsusing the Cracking the ABC Code spelling technique. The spelling worksheets for thesewords can be freely downloaded from www.crackingtheabccode.com. Multisensory Reading 1 p. 9

Auditory Processing & Phonological Awareness• The student says the first word in the list and then separates it into the individual sounds.• As each sound is identified, the student circles the letter representing the sound (one letter is circled in each cell).• Once all the letters have been correctly identified, the student writes the whole word in the blank space at the end of the row.• It is import that the student says the sound as the letter representing that sound is written. eaoi ftld pbdq atnsca eaop mgnt capgqap paen dcrt panncta topa ptqb catmanp apnt tnca napanmc eatn tads cangqpb reat apbqdcta eoat lntd lntfnaoe ntmp tnmppabq eastMultisensory Reading 1 p. 10

The first stage in literacy acquisition is the development of good phonological awareness and auditory processing skills (see Frith ascite in Heath, Hogben & Tan, 2008). One component of this is being able to identify the individual sounds contained within a word.To be able to read or spell a word, it is necessary to link the individual sounds to the letter or letters representing those sounds inthat particular word.In this exercise students are required to firstly identify the sounds in each of the words currently being learned. It is veryimportant that the student does NOT look at the written text, but relies completely on his/her auditory processing skills.If the student has difficulty identifying the individual sounds, together say the word and then gradually say the word slower andslower, drawing out the individual sounds until the student can successfully ‘hear’ each sound.Once each sound in the word has been identified, ask the student for the first sound (e.g., “What is the first sound in ‘at’?”). Afterthe student has given the correct response (e.g., /a/ NOT /ay/), he/she chooses the letter representing that sound from a choice offour in the first cell. Repeat this process for each of the sounds in the word.The final step is for the student to write the word in the box at the end of the row. It is important that as each letter is writtenthat the student says the sound it is representing. Multisensory Reading 1 p. 11

Oral Reading Day 1 10 Day 2 sec the Day 3 10The cat. secThe cat can nap.Pat, the cat, can nap. 15 secThe ant.The ant can pat the cat.The ant at the tapcan pat the cat.Can the cat pant?Can the ant tap?Can the cat at the tap pant?Can the cat pant at the ant?Day 4 Day 5 30 20 sec sec Days 1 to 3: • The student reads one passage each day and decodes unknown words by breaking them into syllables. • Help the student practice the difficult words in isolation and within the text. • The student reads the passage repeatedly until the goal time is reached (the correction of errors is included in the time). Remember to cover the whole line when the student says the second last word on that line (i.e., before the last word is read). • Ask some questions about the passage and find substitute words for the underlined word. Days 4 and 5: • The student repeatedly reads all sentences until the time goal is reached. Help the student practice reading difficult words in isolation and in a sentence before rereading.Multisensory Reading 1 p. 12

The Oral Reading section has been developed to increase the student’s ability to rapidly andaccurately decode text. The text has been divided into eye span lengths to encourage the studentto look at chunks of text and move away from a word by word focus. A fluent oral readerdecodes the text ahead of the words that are being spoken. To develop this skill, you are asked toplace a cardboard strip above the line being read and to cover the line completely once thestudent says the second last word.The sentences include vocabulary from the list of 10 ‘Vocabulary Development’ words. Usingthe same words provides additional practice in the learning and retention process of both thewords and the common letter sounds, as well as further developing the student’s understanding ofthe words by placing them in context.In addition, 1 to 3 high frequency words (based on the Dolch list) are introduced each unit andused throughout the sentences. The Dolch words and the vocabulary using the letters beinglearned or previously learned are the only words used in the passages and once introduced thesewords are continually revised. This ensures maximum success for the student.The student is required to complete one oral reading exercise each day. (On Day 4 and 5 thestudent reads all the sentences.) Ensure the student places two or three fingers of his/herwriting hand under each word.The student reads through the sentences.• Underline unknown words.• Together work out unknown words by placing in syllabification marks.• The student practices reading the underlined words several times in isolation and as part of a phrase.• The student reads the sentences 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 students’ ability to read fluently and accurately.• 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 relower it.• 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 both in isolation and as part of the sentence before retiming.• The student continues rereading the passage until the target time is reached. The amount of repetitions required to meet this goal will vary considerably between students and between groups of sentences.• After the time target is reached, the student rereads the sentences silently (without timing) to ensure there is full comprehension of the text. If the student is moving his/her lips during silent reading, have him/her place a finger on the lips and concentrate on just ‘using his/her eyes’. This type of verbalization reduces silent reading speed.• Effective reading requires understanding as well as decoding. Thus you are required to ask the student two or three comprehension questions about the passage to assess his/her understanding. The student should be encouraged to refer back to the text to both find and justify his/her answer and to answer using full sentences (e.g., Question: What is the cat’s name? Answer: The cat’s name is Pat).• In the final task, the student is required to identify whether the underlined word is a verb, noun, adverb, adjective, etc. and find 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 1 p. 13

Extension Wordshug rug tugrub fun bunmust rust justrug run rubhut hum hugmum mug mudjug jog jigmud mad mid • The student sounds out the first word. • Draw the student’s attention to the letters that remain the same in the other two words in the row. Demonstrate how new words can be made by just changing one letter. • Practice reading the words fluently from left to right. Note: There are three variations. * The first letter/sound changes. * The last letter/sound changes. * The middle vowel changes.Multisensory Reading 1 p. 14

This exercise is designed to help the student ‘see’ words inside of words and therefore makethe decoding process easier.Help the student decode the word on the left hand side. Draw the student’s attention to the factthat the same sequence of letters (written in bold font) is located inside the next two words tothe right. Consequently, the student should immediately be able to say that part of the wordwithout ‘resounding’. Then it is just a matter of substituting the letters.Once the student is able to read the list of 10 ‘Vocabulary Development’ words in10 seconds,he/she can practice learning to read this list of extension words (reading the words in rowsfrom left to right, not down the columns) aiming for a time of 1 word per second.Initially, you may need to do this exercise using cards with one letter (or sound) written oneach card. The student can watch as you change the one card to make the new word. Once thestudent can competently do the exercise in this manner, the letter cards can be substituted forcounters (one counter for each sound). The counter representing the letter sound to be changedis then replaced with a different colored counter. The next step is for the student to do theexercise by reading the words in the book.Note: There are three variations. * The first letter/sound changes. * The last letter/sound changes. * The middle vowel changes. Multisensory Reading 1 p. 15

Unit 1 Ants on the apple /a/, /a/, /a/ Ants on the apple /a/, /a/, /a/aA Ants on the apple /a/, /a/, /a/apple Learning sounds is easy.Multisensory Reading 1 p. 16