Mnephonics Training 2009


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  • Go right into the Continents actions/chant (repeat after me)… What just happened? This is just a glimpse of what SIOP is all about---engagement, kinesthetic, real, memorable---comprehensible!
  • How many children in a typical first grade class are likely to struggle learning to read. These figures are based on research sponsored by the national Institute of Child and Health and Development (NICHD;Lyon, 1998) About 5 % of students come to school already able to read. These children learn to read naturally without any formal instruction. Another 20-30% of students learn to read with ease, regardless of the approach to reading instruction used. For 20-30% of students, learning to read will take hard work, with some extra support needed. An additional 30% of students will only learn to read if they are given intensive support. These students require explicit systematic phonics instruction and extensive practice reading the new words they are learning. The remaining 5% of students have pervasive reading disabilities and will require explicit, systematic and direct instruction using multisensory strategies. Mastery will take longer for these students. They will require intensive instruction to help them overcome their difficulties.
  • Note: Students who are at risk for reading problems need the same strong basis in reading that we discussed as appropriate for all students but this is not sufficient. Because of their weaknesses in the underlying processes important for reading (refer to unit 2 study of language processes – see if participants recall phonemic awareness, rapid naming/word retrieval, short term memory) at risk students need additional types of instruction. Don’t wait to see if phonemic awareness skills will develop. Teach directly and systematically in kindergarten (or pre-K, if possible) One of the best indicators of risk for poor reading is difficulty with letter-sound associations so teach directly and early (again in pre-K and K) The actual processes of decoding and blending may have to be modeled and practiced much more for at risk students. Decodable text is critical since this is the only way to provide sufficient practice for mastery for many at risk students. Since some of these students will not be able to read age appropriate material independently, reading to them is very important.
  • Phonics =The ability to associate individual sounds with individual symbols, blending sounds together to read words, and breaking spoken words into their constituent sounds to write words (decoding). Knowing the sounds of letters (phonics) is a powerful tool for recognizing familiar and unfamiliar words. Good readers depend heavily on the visual information (letter/word cues) contained in the words themselves to quickly and automatically identify words as they read (not only upon semantic and syntactic clues). The ability to decode words accurately and automatically is crucial to reading with fluency .
  • Go to transparency and do vvwa with evaporation…Explain that this one activity hits on all of the BB Features!!! Link to student, Link to past, Build Key Vocabulary
  • Mnephonics Training 2009

    1. 1. Mnephonics An Intervention Mnephonics 2009
    2. 2. Mnephonics An Intervention <ul><li>We will… </li></ul><ul><li>Evaluate the effectiveness of mnemonic instruction for the at-risk learner via… </li></ul><ul><li>-group activities </li></ul><ul><li>-discussion of research results </li></ul><ul><li>-sharing of case study </li></ul><ul><li>Explore the effectiveness of a proven mnemonic-phonics intervention via… </li></ul><ul><li>-group activities </li></ul><ul><li>-presentation of authentic examples </li></ul><ul><li>-evidence from actual case studies </li></ul>
    3. 3. Continents of the World North America _________ Antarctica South America Africa Europe Asia Australia
    4. 4. Differences in Learning to Read <ul><li>Able to read: </li></ul><ul><li>Learn with ease: </li></ul><ul><li>Learn with support: </li></ul><ul><li>Learn with intensive support: </li></ul><ul><li>Have pervasive reading disabilities: </li></ul>Adapted by B. Bursuck based on Lyon, 1998
    5. 5. <ul><li>Teach phonemic awareness skills early. </li></ul><ul><li>Teach sound-spelling associations explicitly and systematically </li></ul><ul><li>Teach sounding out and blending directly. </li></ul><ul><li>Use decodable text for practice. </li></ul><ul><li>Read good literature to students for language comprehension . </li></ul><ul><li>Use the “big 5” : Phonemic Awareness , Phonics , Vocabulary, Fluency and Comprehension + (oral language proficiency). </li></ul>Teaching At-Risk Children To Read Felton & Lillie, 2001 a
    6. 6. Targeted Instruction Focus on Learning <ul><li>Explicit – nothing is left to chance; all skills are taught directly </li></ul><ul><li>Systematic – sequential steps are followed to take the student from limited or no mastery to complete mastery of a skill </li></ul><ul><li>Direct – The teacher defines and teaches a concept, guides students through its application, and arranges for extended guided practice until mastery is achieved </li></ul><ul><li>Strategic – teaching students efficient ways to acquire, store and express information and skills </li></ul><ul><li>(FCRR Glossary of terms, 2005) </li></ul>
    7. 7. Phonemic Awareness Instruction <ul><li>Phoneme Blending - listening to separate phonemes and combining them to form a word </li></ul><ul><ul><li>What word is /p/ /e/ /n/ ? </li></ul></ul><ul><li>Phoneme Segmentation -breaking a word into separate sounds </li></ul><ul><ul><li>How many sounds are in the word: flag? </li></ul></ul><ul><li>Phoneme Deletion - recognizing the word that remains when a phoneme is removed from the word </li></ul><ul><ul><li>What is farm without the /f/ ? </li></ul></ul><ul><li>Phoneme Substitution - substituting one phoneme for another to make a new word </li></ul><ul><ul><li>The word is sip. Change the /p/ to /t/. What is the new word? </li></ul></ul>
    8. 8. Phonics Instruction <ul><li>“ Phonics instruction teaches children the relationship between the letters of written language and the individual sounds of spoken language” </li></ul><ul><li>“ The goal of phonics is to help children learn and use the alphabetic principle… the understanding that there are systematic and predictable relationships between written letters and spoken sounds.” </li></ul>
    9. 10. Systematic and Explicit Phonics Instruction <ul><li>Improves word recognition and spelling for students in grades K-1 </li></ul><ul><li>Improves reading comprehension </li></ul><ul><li>Is effective for students from varying social and economic levels </li></ul><ul><li>Increases reading skills in students who are having difficulty learning to read </li></ul><ul><li>Most effective when introduced early </li></ul><ul><li>Should not stand alone as the entire reading program </li></ul>
    10. 11. Vocabulary Help Understand and Never Forget <ul><li>Punctuation! </li></ul><ul><li>. , ! “ ” ? </li></ul>Mnemonics!
    11. 12. Research says… Kathy Nunley: Semantic Memory Intentional Episodic Memory Unintentional
    12. 13. Research says… Kathy Nunley: Semantic Memory “I tell, you choose to remember.” Episodic Memory “ I give you meaningful experiences, and you remember, whether you meant to or not.”
    13. 14. LEP Interventions Convince Students That They Can <ul><li>I went to the store the other. Day with my mom. And. I had a great time with. Her because she bought me some. Chocolate. </li></ul><ul><li>Are you sure your periods are in the correct place? </li></ul>
    14. 15. Teach to the Student’s Learning Style <ul><li>Multiple Modalities </li></ul><ul><li>-movement, physical, tactile, </li></ul><ul><li>hands-on… </li></ul><ul><li>-illustrations, diagrams, </li></ul><ul><li>realia notes… </li></ul><ul><li>-verbal representations, </li></ul><ul><li>student-made definitions, </li></ul><ul><li>dialogue, games </li></ul>Kinesthetic Visual Auditory
    15. 16. I Know a Little Hermit Crab! (Tune: I’m a Little Teapot) <ul><li>I know a little hermit crab who lives by the sea, </li></ul><ul><li>Whenever I go out there, he takes a stab at me. </li></ul><ul><li>Out come his pinchers to nab my toe, </li></ul><ul><li>But he never gets to grab me ‘cause he’s so slow! </li></ul><ul><li>-ab Song </li></ul><ul><li>Cherry Carl, 2004 </li></ul>
    16. 17. What is Mnephonics? <ul><li>Mnemonic devices </li></ul><ul><li>Punctuation </li></ul><ul><li>Mnemonics + phonics = mnephonics </li></ul>
    17. 18. Developed by Alisha Das <ul><li>“ During the 2001-2002 school year, I had an LEP student with vision problems.  He began to learn to associate sounds/symbols and connect these with words/meanings using this method.  It was amazing!  After only 1 week, he was able to identify the letters in his name and several words.  He was also able to write them correctly!  This was so amazing because NOTHING else had worked.  When my assistant and I used this method, we were so amazed we actually cried!  For the first time, this student began to show progress and was actually learning!!!!” </li></ul>
    18. 19. Student Productions
    19. 20. Student Productions
    20. 21. Explicitly Teach <ul><li>Lower case letters </li></ul><ul><li>Basic letters </li></ul><ul><li>Pure sounds </li></ul><ul><li>Within words </li></ul><ul><li>Action cues </li></ul><ul><li>Visual cues </li></ul><ul><li>Sound cues </li></ul><ul><li>Writing cues </li></ul>
    21. 22. Sounds in other languages/English <ul><li>a b c d e f g h </li></ul><ul><li>i j k l m n o p q </li></ul><ul><li>r s t u v w x y z </li></ul>/ĕ/ /s/ / á / /ŏ/ /duh/ /wuh/ /ĕ/
    22. 24. Student applications <ul><li>Reading errors </li></ul><ul><li>wet det detuh </li></ul><ul><li>spelling errors </li></ul><ul><li>Wog </li></ul><ul><li>Buatu </li></ul>Dog Bat
    23. 25. What can we do? <ul><li>Wouldn’t it be nice if we had something that could trigger their mind to read and spell correctly without interferences… </li></ul><ul><li>Mnephonics! </li></ul>
    24. 26. Use Mnephonics <ul><li>Within words </li></ul><ul><li>Rehearsed reading </li></ul>
    25. 27. ILL
    26. 28. LEP Interventions Help Understand and Never Forget <ul><li>Non-linguistic Representation… </li></ul>Illustrations, symbols, logographs, actions, signs… 27% overall gain 36% greater gains than definitions from dictionary, or creating sentences with words… Marzano Abstract to Concrete!
    27. 29. Activity ech inated defenestrate
    28. 30. <ul><li>Mnephonics © </li></ul><ul><li>A Literacy Intervention </li></ul>
    29. 39. c-c-city
    30. 43. soft g g-g-giraffe g-g-g
    31. 61. oo-oo-oo
    32. 62. The snake and the horse are fighting s-h-s-h-s sh-sh-sh-sh-sh-sh
    33. 63. The horse is allergic to corn. c-h-c-h-h-h-&quot;ch&quot;
    34. 64. The horse has a tackin his tongue t-h-t-h---&quot;th&quot;
    35. 65. Showing teeth
    36. 66. Mnephonics© A Literacy Intervention <ul><li>Copyright 2008 </li></ul><ul><li>Alisha Das </li></ul><ul><li>Email: </li></ul><ul><li>Web: </li></ul>
    37. 67. Let’s practice!
    38. 71. <ul><li>-ab family _____ab _____ ab </li></ul><ul><li>_____ab _____ ab _____ab </li></ul><ul><li>_____ ab _____ab _____ ab </li></ul>
    39. 72. From
    40. 73. Mnephonics An Intervention <ul><li>Did we… </li></ul><ul><li>Evaluate the effectiveness of mnemonic instruction for the at-risk learner via… </li></ul><ul><li>-group activities </li></ul><ul><li>-discussion of research results </li></ul><ul><li>-sharing of case study </li></ul><ul><li>Explore the effectiveness of a proven mnemonic-phonics intervention via… </li></ul><ul><li>-group activities </li></ul><ul><li>-presentation of authentic examples </li></ul><ul><li>-evidence from actual case studies </li></ul>
    41. 74. Questions or Comments <ul><li>Please record your successes and questions on the Mnephonics web pages whenever possible. </li></ul>Ticket out
    42. 75. Contact Information Thank You! Rosie Turner Griffith Annex 1401 W. Clemmonsville Rd., W-S, NC 27127 Phone: (336) 771-4734 ext. (3203) type rrturner in the search box