PDFComprehension Level 4 (Am) Sample.pdf

abcdefghijklmnopqrstuvwxyznopqrstuvwxyzabcdefghijklmabcdefghijklmnopqrstuvwxyzMultisensoryn o p q r s t u v w x y z a b c d e f g h i j k l mabcdefghijklmnopqrstuvwxyznopqrstuvwxyzabcdefghijklmReadinga b c d e f g h i j k l m n o p q r s t u v w x y zn o pqr sf gt uhLviejwvkexllm3yAznaobpcqdresftguhviwj kxlymza b cdenopqrstuvwxyzabcdefghijklmabcdefghijklmnopqrstuvwxyznopqrstuvwxyzabcdefghijklm Dr Lillian Fawcett CRACKING THE

Multisensory Reading – Level 3A (American Version) Dr. Lillian Fawcett Illustrator: Kate Mullen [email protected] This book belongs to___________________________

CONTENTS PAGEIntroduction………………………………………………….………. 2Instructions…………………………………………………...……… 3 4• General Knowledge………………….…………………….……... 6• Grapheme and Vocabulary Development…………...…….……… 8• Comprehension………………………….………………….…….. 10• Oral Reading………………….…………………………….…….. 12• Syllabication………………….………………………….….…... 14• Interactive Pictures………………….……………………..……...Unit 1: ay, a-e, ai = /ay/………………..………………………....…. 16Unit 2: er, ir, ur = /er/……………..………….………………..……. 24Unit 3: ar =/ar/ and or, our=/or/..……………..………………..……. 32Unit 4: oa, ow, o-e = /oa/ ……………………………………...……. 42Unit 5: ea, ee, ie, e-e = /ee/…………..………………………...……. 52Unit 6: oy, oi = /oy/ …………………………………………...……. 62Unit 7: ow, ou = /ow/………………………………………...……… 72Unit 8: a, au, aw = /aw/……….………………………………..……. 82Unit 9: u, oo = /oo/…………………………………………..……… 92Unit 10: i-e, ie, i = /ie/………………………………………..……... 102Unit 11: y = /i/, /ie/, /ee/………………………………………..…… 112Unit 12: ge, gi, gy = /j/..…………………………………..……..….. 122Unit 13: ce, ci, cy = /s/….……………………………………..……. 132Unit 14: ew, oo, ue, ui, u-e = /ue/………………………………...…. 142Unit 15: ph, gh = /f/……………………………………………...….. 152Unit 16: ti, ci, si = /sh/…………….…………………………...……. 162Unit 17: ou, o, a = /u/…………………….…………………...……... 172Unit 18: are, air, ear, ere = /air/……….……………………......…… 182Unit 19: ch = /ch/, /sh/, /k/………………………………………...… 192Unit 20: i+vowel …….……………………………………………… 202Unit 21: wo, wor, wa, war………………………………………...… 212Unit 22: ear, eer, ere = /eer/…………………….…………….…...… 222Unit 23: Silent letters……………………………………………...… 232Unit 24: ea-head………………..………………..………………..… 242Unit 25: Tricky words ………………………….……………..……. 252Grapheme Review …..…………………….….…………..……….… 257Extension Unit: Place Names…..…………..…………………….…. 267Code Cracker………………………………………………………… 272References …………………………………………………………... 276 Multisensory Reading 3A p. 1

IntroductionThe 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 thatlanguage. Therefore, once the relationship between symbols and sounds are learned (i.e., the codeis broken) any text can be decoded (read) or encoded (written down). In English, it is generallyagreed that that there are approximately 44 different phonemes, although there are some variationsdue to accent and articulation. These 44 phonemes are represented by the 26 letters of thealphabet either individually or in combination. However, problems arise in English becausenumerous letters or letter 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 HistoryThe different graphic representations for a phoneme arise from the fact that English has developedfrom the integration and influence of several languages. The base or root words have arisen overtime and can be divided into distinct phases. In 55BC the Romans conquered England and duringtheir 400 year occupancy many Latin words (and consequently French and Greek words whichhad 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 onEnglish language and culture. They inhabited England between the 5th and 9th centuries and mostbase 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 explainreligious and philosophical ideas (e.g., bible, chapter). Between 700 and 900AD Danish Vikingsinvaded and later settled in England bringing with them Old Norse words which had their originsin German (e.g., sun, skin, want). In 1066, William the Conqueror from Normandy (now a regionof modern day France) defeated King Harold of England at the Battle of Hastings and Frenchbecame 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 thespelling and pronunciation of words throughout England and this resulted in many of theirregularities found in the spelling of English words. Exploration led to the discovery of newcountries, new foods and new words (e.g., tobacco, kayak, and kangaroo). Similarly, theIndustrial Revolution in the 18th century and ongoing discoveries and inventions all led to thedevelopment and inclusion of new words. These words were either adopted from other languagesor 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 forstudents is to break this complex code.The Stages of Literacy DevelopmentAccording to Frith’s Literacy Acquisition Model (as cited in Heath, Hoben & Tan, 2008), we firstbegin to read and spell using logographic strategies whereby we focus on the visual appearance ofwords and remember words as single units. The problem with this as a long-term strategy is youcan only read and spell words that you have seen and remembered.The next stage in literacy development is the alphabet phase. This has two components. The firstis having good phonological awareness. This involves identifying, manipulating and thinkingabout 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 candelete phonemes (e.g., take the /l/ out of ‘clap’ to make ‘cap’) and can substitute one phoneme foranother (e.g., change the /a/ in ‘cat’ to /o/ to make ‘cot’). The research consistently shows aMultisensory Reading 3A p. 2

positive link between good phonological awareness and reading and spelling competency (e.g.,McNamara, Scissons & Gutknecth, 2011).The second component is learning the alphabet code. This requires learning to match graphemeswith specific phonemes. Students with this knowledge are able to decode words they have not seenbefore and to more accurately and automatically encode and decode a large number of words.Mastery of this stage is readily tested by having students read nonsense words (e.g., trinneeth). Theresearch consistently shows that direct, specific instruction in phonics is not only the most effectiveway of improving the reading and spelling skills of students having literacy difficulties, but alsoleads 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 byHolmes & Quinn, 2008). Students competent in the last stage of literacy acquisition (theorthographic 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 themeaning of a word, rather than simply a direct sound-symbol relationship, can provide keyinformation as to the graphemes to choose for the 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 memorize 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 which have beendeveloped over many years and tried and tested on numerous students with excellent results. Inaddition, the programs utilize a range of memory techniques and a multisensory approach tomaximum retention of the information taught (see for example Krafnick et al.’s 2011 study for thebenefits of such an approach).InstructionsThe Multisensory Reading Level 3A program is a 24 week course (requiring a 5 days a weekcommitment) which systematically introduces around 60 graphemes. It consists of 6 interlinkingsections: General Knowledge, Phoneme and Vocabulary Development, Comprehension, OralReading and Syllabication. The program has been designed so that each section complements andreinforces the others. Repetition and meeting time goals is integral to this program as manychildren require numerous repetitions for learning to occur so information is retained in long-termmemory 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 recognizethe common graphemes to enable the rapidly decoding of familiar and unfamiliar words. Studentsare then in a position to use their ‘mental energy’ in understanding the text. It is assumed thatstudents 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 6.06 to7.00 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 asmarkers helps strengthen this skill. Using two or three fingers helps increase eye span and researchhas 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 anddown and backwards and forwards over the page) commonly occur when reading. Each of thesefactors impinges on reading fluency and accuracy. Moving your fingers under words while readingreduces these inhibiting eye movements (e.g., Miyata et al., 2012). Multisensory Reading 3A p. 3

GENERAL KNOWLEDGERoot wordgraph=to writebiography paragraph phonograph stenographerPrefixmis=wrongmisdeed misjudge mistake misspell misdemeanourSuffixable/ible=can bemoveable eatable incredibleCollective nounA group of musician=bandProverbA miss is as good as a mile=If you miss bya little or a lot, it’s still a miss.IdiomKicked the bucket=diedSimileAs blind as a bat • On the first day discuss the information on the page. • On subsequent days, the adult says the words in italics and the student reads the underlined words. • On the last day, see if the student can say the underlined words from memory. Multisensory Reading 3A p. 4

The 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 words to the student and discuss their meaning and some of the examples. Prefixes are fixed in front of a word (pre=before). The prefix changes or adds meaning to the root word. For example, trans=across. Therefore, transcontinental=across continents. Introduce the prefix to the student and discuss its meaning and some of the examples. Note: To remember that pre=before, think “You go to preprimary before Year 1.” Suffixes are fixed to the end of a word (suf=end). A suffix can be added onto a verb to change the tense (e.g., ‘ed’ indicates past tense). An ‘s’ added onto nouns indicates the plural form. Alternatively, a suffix can be used to change a word from one part of speech to another. For example, ate=to make. Therefore, activate=to make active (i.e., it is changing the adjective ‘active’ into a verb). Introduce the suffix to the student and discuss its meaning and some of the examples. Note: To remember that suf=end, think “You suffer to the end of (something the student dislikes doing, but has to do).”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 pluralised. A collective noun is the word given todescribe 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 and discuss.A proverb is a short traditional saying that expresses a common belief or truth based on commonsense 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 Englishlanguage.Discuss the meaning of the proverb and if possible relate it to an experience in the student’slife.An idiom is a phrase or expression that means something different to the literal meaning and usuallydevelops among a particular group of people. Consequently, new idioms are constantly beingintroduced into the English language. Discuss idioms used by the student and his/her peers.Introduce the idiom and discuss its meaning.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. Itshould be stressed that although similes provide interest and clarity in creative writing, they shouldbe original comparisons.Introduce and discuss the simile. Multisensory Reading 3A p. 5

GRAPHEME & VOCABULARY DEVELOPMENT ai a-e ay ai ea-steak a-e ey-greyay (cake) (tray) (rain) ei-eight a-table e-crochetstale craze play/ing hes/i/tatecom/plain dis/play pave/ment raiseland/scape ex/claim wai/tress es/taterail/way saint ex/plain pain/tingtrail Craig es/tim/ate mis/takelem/on/ade sub/way dis/may es/capestray pay/ment mis/lay cray/onDay 1 Day 2 Day 3 Day 4 7 7 sec sec 7 7 sec secDay 5 30 sec• If the last sound in a base word is /ay/ use ‘ay’. If /ay/ is not the last sound 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, de/lay).Multisensory Reading 3A p. 6

This section is the key to the success of the program. One phoneme (sound unit) and its commongraphic representations (graphemes) is introduced each week. Each grapheme is linked to a keyword and picture and these are combined into an integrated picture for each phoneme. The keywords and integrated picture both assist in retention and recall. Introduce the phoneme, theaccompanying graphemes, key words and integrated picture to the student.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., drain=/d/-/r/-/ay/-/n/). Think of the/ay/ picture (e.g., the rain falling on the cake on the tray). Write the word using each of the differentgraphemes (e.g., drain, drane, drayn). Eliminate any word which doesn’t agree with the rules(e.g., ‘ay’ is only used at the end of base words so ‘drayn’ must be wrong).It is common in English for any one phoneme to be represented by numerous graphemes. The lesscommon graphemes are listed for information and future reference. Draw the student’s attentionto the various graphemes for the phoneme being studied.There are four columns of words each containing the phoneme and the different graphemes to belearned so the student is able to see the graphemes in context. The words have also been syllabifiedto reinforce the strategy of breaking words into syllables to assist with decoding.The student underlines each grapheme being learned using a different color (e.g., underline‘ai’ in blue, ‘ay’ in green and ‘a-e’ in red). Color-coding the words will accentuate the visualcomponent of learning.The goal is for the student to learn to read one column of words in 7 seconds or less each day.On the 5th day the student should practice reading all 28 words until the 30 second goal is reached.Research shows that reading the words at this rate (i.e., around 1 word per second) is an indicatorthat the words have been stored in long-term memory, and that the student will be able to return tothese words and still read them accurately several weeks later.Begin the session by helping the student work out how to pronounce each word in the column.Give the student strategies for working out unknown words (e.g., Work out each syllable; look fordigraphs; find root words, suffixes and prefixes; etc.). Discuss the meaning of each word. Keepthis short and quick.Have the student learn the words until every word can be read confidently and correctly. If thestudent is finding a few words difficult to remember, spend time on just those words – circle thesyllable or letter that is causing difficulty, draw a picture, put the word into a sentence, repeat theword several times, practice reading the word with the words on either side, etc. Once the studentcan read the words accurately, time how long it takes to read the whole column. Correct errors asthey occur and this should be included in the time. Record the time taken in the boxes under thecolumn. Continue until the student can read the column in 7 seconds or less (remember to practicewords causing difficulty before re-timing). Ensure the student places two or three fingers ofhis/her writing hand under each word.Each day, before learning the next column of words, revise the previous column(s) by quicklyreading through the words, without timing.The 5th day is spent practicing to read all 60 words in 1 minute. Before retiming, remember topractice words the student has difficulty reading.Rules associated with the reading (decoding) or spelling (encoding) of the phonemes or graphemesare highlighted in a box. Discuss the rules with the student. Multisensory Reading 3A p. 7

COMPREHENSIONSet 1 (Column 1):1. To be scared ____________________2. To pay back money ____________3. Serves food in a restaurant _________4. Whatever is left _________________5. A person who betrays someone ____________6. A fizzy drink made from lemons ___________7. A boy’s name _____________8. To put up with _____________Set 2 (Column 2):1. There was rain and __________s falling all day.2. You should pay attention and not ___________ out the window.3. The prisoners could not _________ from the prison.4. You must _________ your hand if you want to ask the teacher a question.5. The children had to draw a ____________ line using their ruler.6. The naughty boy had to ____________ why he was late for class.Multisensory Reading 3A p. 8

The comprehension exercises are designed to reinforce the meaning of the words being learnedin the previous section as increase vocabulary is linked to increased comprehension (Shany, &Biemiller, 2010). Each set relates to a column of words from the previous page. The studentcompletes one set each day.The student should read the sentence saying ‘something’ or a nonsense word like ‘burb’ in placeof the missing word. Return to the columns of words and have the student find the correct wordfrom the list corresponding to the comprehension exercise.When the student finds the correct word, identify the letters of the sound being studied and thelinking picture (e.g., ‘ay’ for ‘tray’). Point out any unusual letter combinations that may makecorrect spelling of the word difficult.Return to the comprehension page and say the syllables and then the sounds within the syllablesas the student writes the word (e.g., repayment: re=/r/-/ee/, pay=/p/-/ay/, ment=/m/-/e/-/n/-/t/).Orally modelling the process the student should be using when spelling will help make thestrategy more instinctive for the student.These are definitions. For the student to understand the text, it is important to not only be ableto decode a word, but also understand the meaning of that word.These are cloze exercises. Cloze exercises are useful for identifying a student’s knowledge andunderstanding of the reading process. They help extend the student’s vocabulary, encouragehim/her to monitor for meaning, and encourage the critical and analytical interpretation of thetext. Multisensory Reading 3A p. 9

ORAL READING 20 sec1. Craig walked along the trail and gazed at the landscape. 20 From the top of the hill, sec he could see the railway and Saint Raymond’s church. “ 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: _______________ Substitute word: ______________2. Jake did not hesitate to 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. Main idea: ____________________________________ Circle the sentence that doesn’t belong. Part of speech of underlined word: _______________ Substitute word: ______________ BONUS PASSAGE 203. The police will investigate sec the stowaway who drew with crayon on the estate wall. “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.• Underline unknown words and help the student to decode by breaking them into syllables.• Help the student practice difficult words in isolation and within the text.• 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 (i.e., before the last word is read).• Ask some questions about the passage and complete exercises in the box.Multisensory Reading 3A p. 10

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 (see Rayner et al.’s, 2010research). A fluent oral reader decodes the text ahead of the words that are being spoken. Todevelop this skill, place a cardboard strip above the line being read and cover the line completelyonce the student says the second last word.Each passage includes vocabulary from the corresponding column of words being learned. Thisprovides additional practice in the learning and retention process as well as further developing thestudent’s understanding of the words by placing them in context.The student is required to complete one oral reading exercise over two days. Ensure the studentuses two or three fingers of his/her writing hand to track the words being read.On the 1st (& 3rd) day, the student reads through the passage.• Underline the unknown words.• Together work out unknown words by placing in syllabication marks.• The student practices reading the underlined words several times in isolation and in the phrase.• The goal on day 1 is for the student to be able to read the passage accurately.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.• Place a piece of card above the line the student is reading. As the student reads the second last word in the line slide the card down so it covers the words in that sentence and sits above the words in the next line. If the student can’t remember the last word, quickly raise the cardboard and then lower it again.• Encourage the student to concentrate on both accuracy and fluency.• Errors should be corrected as they occur and included in the total time.• If the student doesn’t reach the time target, practice difficult words both in isolation and as part of a phrase.• The student continues rereading the passage until the target time of 20 seconds or less is reached.• There is one additional passage for those students who are easily able to read the first two passages.• 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: Where did Raymond sprain his ankle? Answer: Raymond sprained his ankle walking along the trail.).• 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 judgments.• 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 pronounce ‘a’. ‘e’, ‘i’ , ‘o’, and ‘u’ as the short vowel sound /a/ apple, /e/ egg, /i/ insect, /o/ orange and /u/ umbrella, unless it is combining with another letter to make a different sound (e.g., ‘ay’, ‘ir’). grep/sann/at mon/dail/ay dir/bafe rett/ur/day dip/saff claif/ang itt/ur/ay dirm/ait nadd/em/dop taim/hane as/taff/ing ber/take gladdempop discriminate clapirlay laipane nittemlox camtain raitenner furnish contracting stepsimwail sommurtade ackirpave sacrimmant mayonnaise properly astirper roddiggat crimsain thirstily advertise mandoblat unclimped splaitwer purdattap offending pitaitang pathirner tashirpray • Syllabify and read one column each day. • Read the first 3 words of each column. Draw in the syllabication lines on the next 4 words one at a time, reading the syllable before drawing the next line. The student tries to syllabify and read the last 3 words without drawing in the lines. • Find the two real words. • On day 5, read the words in the last column 3 times. Encourage the student to blend the syllables smoothly into a word.

The ability to quickly and accurately syllabify words is a key to reading mastery. However,traditional rules for syllabifying words can be complex. The syllabication exercise in thisprogram uses a simplified method of syllabication that is easily learned and can be effectivelyapplied to the decoding of unknown words. Although the system is not 100% perfect due tothe exceptions in the English language, with ‘tweaking’, it provides a close enoughrepresentation that the student is easily able to decipher the correct pronunciation.The use of nonsense words in this program requires the student to practice the skill of rapidlybreaking words into syllables and recognizing graphemes (see Diliberto et al., 2009). As aresult, the student is better able to rapidly and accurately decode unfamiliar words. Incontrast, if real words are used, the student tends to rely on a visual memory of the total wordrather than the smaller components within the word. This exercise is also good fordeveloping working memory.Each nonsense word is composed of the graphemes being learned plus graphemes fromprevious units. This constant exposure to the graphemes in different contexts furtherreinforces the learning and retention of sound-symbol relationships.Once the student has learned more than one way in which a grapheme can bepronounced, the use of the alternative pronunciations should be encouraged. Why aparticular pronunciation would not be correct based on the rules should also bediscussed.The student reads and syllabifies one column each day. The first 3 words have alreadybeen syllabified. The student draws in the syllabication lines for the next 4 words, reading thesyllable before drawing the next line. The student mentally breaks the next 3 words intosyllables, ensuring there is a definite break between each syllable. Each column contains tworeal words which the student attempts to locate. On the 5th day, the student rereads the lastcolumn attempting to blend the syllables smoothly into a word. This may require severalsteps: Working out the syllable, blending the sounds represented by each of the letter(s) into asyllable and then blending the syllables. The student may require several attempts tosuccessfully read the word smoothly.Easy Syllabication Rules for Decoding1. 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) and place the slash after the next consonant (e.g., moun/tain).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 and is usually ‘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. When working out the pronunciation of a syllable, be aware of letter combinations (ew, ar, ow, ur) representing one phoneme (e.g., cur/few).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/. Multisensory Reading 3A p. 13

INTERACTIVE PICTURES DAY 1 /oa/ /ar/ /or/ /ay/ /er/Write the correct grapheme next to each picture as you say OUT LOUD the sound it representsand the picture (e.g., Say “/oa/ as in boat” as you write the letters ‘o’ and ‘a’ in the box next to thepicture of the boat).Multisensory Reading 3A p. 14

At the end of each section, the integrated pictures have been reproduced 5 times (one for eachof the 5 days of the program). Next to the pictures is a space for the student to write in theaccompanying grapheme. The student is required to write the grapheme while saying outloud the phoneme and the key picture (e.g., /ar/ for car).The pictures of previously learned graphemes are also included. The student should attemptto write the grapheme and say the accompanying phoneme and key picture from memory. Ifthe student finds this difficult, have him/her complete the known ones and then refer back tothe appropriate page in the text to find the answer to the unknown ones. The student is morelikely to remember the grapheme next time if responsibility is taken for locating the answerrather than just being told.The visual, auditory and tactile input, along with the repetition, ensures that this informationbecomes embedded in the student’s long term memory (see Krafnick et al, 2011; Sjöström etal., 2008). Multisensory Reading 3A p. 15

UNIT SIX GENERAL KNOWLEDGERoot wordmicro=small microphone microscope microbe micrometre Prefixil=not illegal illiterate illegible illegitimate illogical Suffixish=like childish fiendish Collective nounA group of birds/sheep=flock ProverbDon’t count your chickens before theyhatch=Don’t think you have somethingbefore you actually receive it. IdiomIn a stew=in a mess/in trouble SimileAs frisky as a lamb • On the first day discuss the information on the page. • On subsequent days, the adult says the words in italics and the student reads the underlined words. • On the last day, see if the student can say the underlined words from memory.Multisensory Reading 3A p. 62

oy oy oi oi (boy) (coin)coin loy/alen/joy/ingspoil toilroy/alroy/al/ty toi/letoint/menta/void des/troyDay 1 em/broi/der 7 boil/ing sec loi/ter tur/moil Day 3 noise nois/y oy/ster con/voy pa/per/boy point 7 hoist point/ed/ly sec pois/on foy/er moist Day 4 em/ploy em/ploy/ment Day 2 sec 77 sec secDay 5 30 sen• ‘oi’ is never used at the end of words. Multisensory Reading 3A p. 63

COMPREHENSION• Complete 1 set each day. Each set relates to a column of words from the previous page.Se•t When the student finds the correct word, identify the letters of the sound being studied 1an(Cd othluemlinnk1in)g picture (e.g., ‘oi’ for ‘coin’).• Say the syllables and then the sounds within the syllables as the student writes the word (e.g., avoid: a=/u/, void=/v/-/oy/-/d/).1. Joy put the ____________________ on her sore.2. The crowd was disappointed that the ____________________ family didn’t wave.3. The spoiled boy lost his ____________________ when he threw it into the lake.4. I’m ____________________ eating this cake.5. It is important to ____________________ strangers offering lollipops.Set 2 (Column 2)1. Wet ____________________2. Give someone a job ____________________3. A shellfish ____________________4. Poke your finger at something ____________________5. Confusion, upheaval ____________________Set 3 (Column 3)1. Boyd made a cup of tea with the ____________________ water.2. My mum will ____________________ a flower on my shirt.3. Ask the teacher before you go to the ____________________.4. Don’t ____________________ on the streets.5. That storm will ____________________ all the houses.Set 4 (Column 4)1. Can make you sick or kill you ____________________2. Group of trucks ____________________3. Young person who sells newspapers ____________________4. Sound ____________________5. Entrance hall or room ____________________Multisensory Reading 3A p. 64

ORAL READING 20 sec1. Joy was enjoying looking at the royal family on the 20 back of the two dollar coin. sec The royal family tried to avoid pointing at the fat people and putting ointment on their long arms. She got the coin when she was employed to open thirty oysters. Main idea: ____________________________________ Circle the sentence that doesn’t belong. Part of speech of underlined word: _______________ Circle 1 more. Substitute word: ______________2. The steam from the boiling water made the whistle shriek noisily. The boy loitering in the kitchen took the silver kettle off the stove and made a cup of black tea. The boy decided to embroider a turquoise Toyota on his jumper. Main idea: ____________________________________ Circle the sentence that doesn’t belong. Part of speech of underlined word: _______________ Circle 1 more. Substitute word: ______________ BONUS PASSAGE 203. Oily water can destroy sec your enjoyment of swimming. The paperboy was employed to drive the Toyota for the royal family. A convoy of noisy trucks blocked the highway and now the royal family will be late for their appointment.• 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).• Ask some questions about the passage and complete the exercises in the box.An adjective adds extra information about the noun.* Ask student to see if the underlined word is a noun or a verb. Once it is determined that theword in not a noun or verb find the word to which it relates (e.g., royal relates to family).Then determine if this word is a verb or noun. From this information the student will be ableto determined that the underline word is an adjective as it ‘adds to the noun’. Multisensory Reading 3A p. 65

Multisensory Reading 3A p. 66 SYLLABICATION choim/ang deen/ith/oy soap/ter/oin ploy/sagg/er etch/oit/ade boy/cott/ed ar/toim/er/oy slir/ner/afe pleb/sir/boy clett/oim/er oy/fol/poy traim/soib impeansoy kettoiplede triemgoifer kistoiling appimmoit joinarstow destroyer pornurtoil unexploited louroilove coilbillote flamboyant wetcheapoy toiletries kifferoyang itchoiling riefroiday screetaidoy noisiness coymendete annoyingly motcharnay aitoinour britheadath boyundete vietnurdoy ockeroiday pinpointed • Syllabify and read one column each day. • Read the first 3 words of each column. Draw in the syllabication lines on the next 4 words one at a time, reading the syllable before drawing the next line. The student tries to syllabify and read the last 3 words without drawing in the lines. • Find the two real words. • On day 5, read the words in the last column 3 times. Encourage the student to blend the syllables smoothly into a word.

DAY 1 /oy/ /ee/ /oa/ /ar/ /or/Write the correct grapheme next to each picture as you say OUT LOUD the sound it representsand the picture (e.g., Say “/oy/ as in boy” as you write the letters ‘o’ and ‘y’ in the box next tothe picture of the boy). Multisensory Reading 3A p. 67