CC1-Am-2nd Edition-sample

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Multisensory Reading – Level 1 (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://crackingtheabccodeusa.com/course/online-multisensory-reading-level- 1-workshop-parents OR https://bit.ly/32Q7mwi This book belongs to ____________________________

SAMPLECONTENTS PAGE Introduction…………………………………………….……...……. 2 Instructions……..……………………………………………………. 3 Key Word and Picture ……………….…………………..……... 4 Letter Identification…….………………………..……...………. 6 Vocabulary Development……………….…………………….... 8 Auditory Processing & Phonological Awareness.………..…….. 10 Oral Reading…..…………………….…………………..….…... 12 Extension Words……………….………………………..….…... 14 Unit 1 a-apple…………………………………………………………..…….. 16 p-pig…..………………………………………………………..….….. 18 n-nut…………………………………………………………..………. 20 c-cat..…………………………………………………………...….….. 22 t-tent…………………………………………………………...…….... 24 Unit 2 e-egg….………………………………………………………...….….. 30 v-vase.…………………………………………………...……..….….. 32 y-yoyo…………………………………………………...……..….….. 34 s-snake…………………………………………………………..…….. 36 b-ball…………………………………………………….…………….. 38 Unit 3 i-insect………………………………………………….………..……. 44 w-water……………………………………………………..…..…….. 46 l-lollipop…………………………………………………….…...……. 48 z-zip……………………………………………………...…….……… 50 k-king………………………………………………………………….. 52 Unit 4 o-octopus..…………………………………………………………….. 58 f-feather…………………………………………………..………….... 60 d-dog…………………………………………………………………... 62 x-box……………………………………………………….………….. 64 g-goat………………………………………………………………….. 66 Unit 5 u-umbrella.…………………………………………………...……….. 72 h-horse ……..………………………………………………...……….. 74 r-road ..……………………………………………………………….. 76 j-jellybean.…………………………………………………………….. 78 m-mountain..……………………………………………………...…... 80 Unit 6 q-queen…………………………………………………………..……. 86 Music: Skip to My Lou……………………………………….……… 92 Review ..………………………...……………………………….…... 93 Alphabet Cards ……...………...……………………………….…... 95 References ..………………………...……………………………….. 115 Multisensory Reading 1 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 and manipulating 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 1 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 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 of memory and multisensory strategies. It consists of 5 interlinking sections: Key word and picture, letter identification, vocabulary development, oral reading and auditory processing/phonological awareness. The program has been designed so that each section complements and reinforces the others. Repetition 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 1 program is to enable students to instantly recognize the common pronunciation of the 26 letters of the alphabet so they are able to rapidly decode familiar 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 the text. In addition, 12 high frequency words (from the Dolch word list) are introduced in the program and used frequently throughout the reading exercises, 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 1 p. 3

Key Word and Picture aA 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. apple SAMPLE Multisensory Reading 1 p. 4

This section is the key to the success of the program. Five letters are introduced each week. Each letter is linked to a key word and an accompanying picture to assist in retention and recall. The key word begins with the most common pronunciation of the letter and the accompanying picture of the word incorporates the shape of the letter as this assists in retention (Shmidman & Ehri, 2010). 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. mat = /m/-/a/-/t/). Ask: What is the first sound? Answer: /m/. Write it down. What is the next sound? Answer: /a/. Write it down. What is the last 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. What sound can you hear?”) Each day, practice the 5 letters being learned that week by singing the song to the tune of ‘Skip to 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 the fingers 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/, SAMPLE [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 that the focus is on the basic 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 the student is being taught at school. This has purposely been left blank because different countries, states and schools teach letter formations differently. It is preferable that the student practices 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 been learned in the previous weeks while saying the sounds of the letters and the accompanying key word (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 in 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. x a ll i a a e q ak u r a SAMPLEajpssgaaycavbkhfaaaaataaopamwnhvexfabaaal wgaaai qmaydtj Multisensory Reading 1 p. 6

SAMPLEThis exercise is designed to reinforce the student’s instant recognition of a letter and also to recognize the different ways the letter may be represented in text. 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 by that letter and the key word/picture associated with that letter sound. For example, every time the letter ‘a’ is circled, the student would say, “/a/ for apple”. Complete one page of these exercises each day. An extension of this activity would be to have the student find other letters that they have previously been learned. For example: “Put a triangle around a /d/ for dog. Put a square around a /n/ for nut. Put a line above a /t/ for tent.” Multisensory Reading 1 p. 7

SAMPLE Vocabulary Development at Day 1 capDay 2 Day 3 Day 4 panDay 5 cat napDay 1 Day 2 canDay 3 Day 4 Day 5 pat tap Day 1 antDay 2 Day 3 Day 4 pantDay 5 Read 3x every day. Practice 3 or 4 words before reading the list. 10 words Multisensory Reading 1 p. 8

SAMPLEAt the end of each unit, there is a list of 10 words. The words only contain the letters that the student is currently learning or has previously learned. In addition, only words containing the basic pronunciation of the letters are used. In the first session, the student is required to say the sound represented by each of the letters in the word and then blend the sounds together to form the word (e.g., /n/ /a/ /p/ /nap/). As each letter is read the student can trace over the letter with his/her finger. In this way the student is using his/her sense of sight (while looking at the word), sense of hearing (while saying the sounds) and sense of touch (while tracing over the letters). Research shows that this type of multisensory learning aids in retention and recall. Once the student has decoded the word, provide a definition of the word, put it into a sentence or provide an example to demonstrate the meaning of the word Next, spend a few minutes helping the student decode and then to remember the first three words. Do not spend too 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 some level of fluency. Ideally, the student should read the words three times. Place a tick in the boxes to the left each time the group of words are read. The student will then read through the list of 10 words. Help the student decode any word that is not instantly recognized. Keep a record of how many words were instantly recognized without decoding. Write that number in the top box in the first column. Now help the student decode then practice reading the next 4 words. Again, do not spend too much time on this activity. Then ask the student to read the whole list and record the number of words read correctly in the middle box in the first column. Repeat with the last three words in the list, recording the words read correctly in the last box in the first column. Remember: Do not just tell the student the words causing difficulty, rather help him/her to decode the words. Ensure the student places two or three fingers of his/her writing hand under each word. This helps develop eye tracking skills. The goal is for the student to learn to read the ten words fluently without needing to sound out the words. However, you might find that by the end of the week there are still some words that the student can’t instantly recognize. This is not uncommon. As long as the student is remembering the sounds of the alphabet taught, then go onto the next unit. Color in the star when the student can read the list without sounding and without help. It is strongly recommended that the student is also taught the spelling of these words using the Cracking the ABC Code spelling technique. The spelling worksheets for these words can be downloaded from www.crackingtheabccodeus.com (https://bit.ly/3lKdO0S). 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. Se a o i An s c a ftld pbdq at Mg q a p eaop mgnt cap paen dcrt pan ncta topa ptqb cat apnt tnca nap Pm a n p eatn can LEa n m c gqpb reat tads dcta eoat apbq naoe ntmp lntd pabq east tnmp lntf Multisensory Reading 1 p. 10

The first stage in literacy acquisition is the development of good phonological awareness and auditory processing skills (see Frith as cite 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 in that particular word. SIn this exercise students are required to firstly identify the sounds in each of the words currently being learned. It is very important that the student does NOT look at the written text, but relies completely on his/her auditory processing skills. AIf the student has difficulty identifying the individual sounds, together say the word and then gradually say the word slower and slower, drawing out the individual sounds until the student can successfully ‘hear’ each sound. MPOnce each sound in the word has been identified, ask the student for the first sound (e.g., “What is the first sound in ‘at’?”). After the student has given the correct response (e.g., /a/ NOT /ay/), he/she chooses the letter representing that sound from a choice of LEfour 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 written that the student says the sound it is representing. Multisensory Reading 1 p. 11

Oral Reading the The cat. Day 1 0 errors The cat can nap. Day 2 10 secs Pat, the cat, can nap. Day 3 0 errors The ant. 15 secs The ant can pat the cat. The ant at the tap 0 errors can pat the cat. 15 secs Can the cat pant? Can the ant tap? Can the cat at the tap pant? Can the cat pant at the ant? SAMPLE Day 4 Day 5 0 errors 0 errors 30 secs 20 secs Days 1 to 3:  The student reads one passage each day, decoding unknown words by blending the sounds.  Help the student practice the difficult words in isolation and within the line.  The student reads the passage three times with no errors and then attemps to meet the time goal. Remember all errors need to be corrected by helping the student sound out the word and this 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 passages three times with no errors and then attempts to meet the time goal. Help the student practice reading difficult words in isolation and in a line before rereading.  Remember: It is better for the student to spend all week on the first passage and learn to read that one passage with fluency. Multisensory Reading 1 p. 12

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. Many poor readers have never read fluently and the process may need to be modelled and practiced. The sentences include vocabulary from the list of 10 ‘Vocabulary Development’ words. Using the same words provides additional practice in the learning and retention process of both the words and the basic letter sounds, as well as further developing the student’s understanding of the words by placing them in context. In addition, 1 to 3 high frequency words (based on the Dolch list) are introduced in each unit and used throughout the sentences. The Dolch words and the vocabulary using the letters being learned or previously learned are the only words used in the passages and once introduced these words are continually revised. This ensures maximum success for the student. Ideally, the student completes one Oral Reading exercise each day. On days 4 and 5 the student reads all the sentences. Ensure the student places two or three fingers of his/her writing hand under each word. The student reads through the sentences.  Underline unknown words.  Together work out unknown words by blending the sounds in the word.  The student practices the underlined words several times in isolation and as part of the line.  The student attempts to read the sentences 3x without error. Place a tick in the box each time this occurs.  Once the passage can be read without errors, the student attempts to meet the time goal. Meeting time goals assists in the development of processing speed which results in increases in the student’s ability to read fluently and accurately. However, this is not critical at this level.  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 relower it.  Errors should be corrected as they occur by helping the student sound out the word 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.  If the student has not met the accuracy or time goals after three attempts, work on the same passage the next day. It is better for the student to spend all week on the first passage and learn to read that one passage with fluency, rather than working on all the passages and not being able to read any text with fluency.  Effective reading requires understanding as well as decoding. Therefore, once the student can read a passage fluently, ask two or three questions about the passage to assess comprehension. 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, help the student find meaningful substitute words for the underline word (these words do not have to have the same meaning but just makes sense from a grammatical perspective). This exercise is designed to develop the student’s understanding of the grammatical structure of English. For example, instead of ‘The ant can pat the cat’ you could have, ‘The ant can hit the cat…..kiss the cat…hug the cat…save the cat…scare the cat…..’ Multisensory Reading 1 p. 13

Extension Words hug rug tug rub fun bun must rust just rug run rub hut hum hug bun bug bud SAMPLE jug jog jig mud 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

SAMPLEThis exercise is designed to help the student rapidly recognize common letter strings 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 sequence of letters (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 substituting the letters. Initially, you may need to do this exercise using cards with one letter written on each card. The student can watch as you change the one card to make the new word. Once the student can competently do the exercise in this manner, the letter cards can be substituted for counters (one counter for each sound). The counter representing the letter sound to be changed is then replaced with a different colored counter. The next step is for the student to do the exercise by reading the words in the book. Note: There are three variations. * The first letter changes. * The last letter changes. * The middle vowel changes. For many students it will be sufficient just to focus on the words in which the first letter is changed. It is strongly recommended that students also word through the Cracking the ABC Code Sound Hearing book to help develop phonological awareness. 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/ Learning sounds is easy. apple SAMPLE Multisensory Reading 1 p. 16

Circle all the different ways of writing the letter ‘a’. Say, “/a/ for apple” every time the letter ‘a’ is circled. x a a lz i a a e q k u r a ajpssgadaycavbckuhfaaaaaataaopanmwnhveoxfaabaalawgaaaizqmaydtrjSAMPLE Multisensory Reading 1 p. 17

pP Pretty pink pig /p/, /p/, /p/ pig Pretty pink pig /p/, /p/, /p/ Pretty pink pig /p/, /p/, /p/ Learning sounds is easy. SAMPLE Multisensory Reading 1 p. 18

Circle all the different ways of writing the letter ‘p’. Say, “/p/ for pig” every time the letter ‘p’ is circled. x p lz i p p e q pk u r p pjassgpdpycpvbckuhfpppppptppoapnmwnhveoxfpbppplpwgpppizqmpydtrjSAMPLE Multisensory Reading 1 p. 19

nN Nine brown nuts /n/, /n/, /n/ nut Nine brown nuts /n/, /n/, /n/ Nine brown nuts /n/, /n/, /n/ Learning sounds is easy. SAMPLE Multisensory Reading 1 p. 20

SAMPLE Circle all the different ways of writing the letter ‘n’. Say, “/n/ for nut” every time the letter ‘n’ is circled. ajpsqsgnxdnycnnvbckunhfnknnnnlntnnozpnmawnhuveioxnfnbnnnlnnwrgnnnizqennmydtrj Multisensory Reading 1 p. 21

cC Curled up cat /k/, /k/, /k/ cat Curled up cat /k/, /k/, /k/ Curled up cat /k/, /k/, /k/ Learning sounds is easy. SAMPLE Multisensory Reading 1 p. 22

Circle all the different ways of writing the letter ‘c’. Say, “curly /k/ for cat” every time the letter ‘c’ is circled. x c c lz ic e q k uc r a cjpssgcdcyacvbakuhfcccccctccopcnmwnhveoxfcbccclcwgcccizqmcdytrjSAMPLE Multisensory Reading 1 p. 23

tT Teddy in a tent /t/, /t/, /t/ tent Teddy in a tent /t/, /t/, /t/ Teddy in a tent /t/, /t/, /t/ Learning sounds is easy. SAMPLE Multisensory Reading 1 p. 24

Circle all the different ways of writing the letter ‘t’. Say, “/t/ for tent” every time the letter ‘t’ is circled. x t t lz i t t e q k u r t jptssgtdtyctvbckuhfttttattttoptnmwnhveoxftbttltt wgtttizqmadytrjSAMPLE Multisensory Reading 1 p. 25

SAMPLE at Day 1 capDay 2 Day 3 Day 4 panDay 5 cat napDay 1 Day 2 Day 3 canDay 4 patDay 5 tap Day 1 Day 2 antDay 3 Day 4 pantDay 5 Read 3x every day. Practice 3 or 4 words before reading the list. 10 words Multisensory Reading 1 p. 26

 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 important that the student says the sound as the letter representing that sound is written. eaoi ftld Sp b d q nsca eaop Am g n t gqap paen Md c r t ncta topa Pp t q b manp apnt anmc eatn tnca gqpb reat LEt a d s dcta eoat apbq naoe ntmp lntd pabq east tnmp lntf Multisensory Reading 1 p. 27

at SAMPLEpatcat nap cap tap can nan pan cat cap can tap tan tat  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. Multisensory Reading 1 p. 28

ORAL READING the The cat. Day 1 0 errors The cat can nap. Day 2 10 secs Pat, the cat, can nap. Day 3 0 errors The ant. 15 secs The ant can pat the cat. The ant at the tap can pat the cat. 0 errors 15 secs Can the cat pant? Can the ant tap? Can the cat at the tap pant? Can the cat pant at the ant? SAMPLE Day 4 Day 5 0 errors 0 errors 30 secs 20 secs Days 1 to 3:  The student reads one passage each day, decoding unknown words by blending the sounds.  Help the student practice the difficult words in isolation and within the line.  The student reads the passage three times with no errors and then attemps to meet the time goal. Remember all errors need to be corrected by helping the student sound out the word and this 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 passages three times with no errors and then attempts to meet the time goal. Help the student practice reading difficult words in isolation and in a line before rereading.  Remember: It is better for the student to spend all week on the first passage and learn to read that one passage with fluency. Multisensory Reading 1 p. 29