This training presented on July 14, 2014 at CKEC. Strategies for teaching the five essential components of reading identified by the National Reading Panel. Focus on Multisensory Instruction

1. Engage My Senses!
Multisensory Instructional Strategies
for Struggling Students
Summer 2014

2. Session Overview
• Components of Multisensory Reading
Instruction
• Strategies for Phonics and Phonemic
Awareness
• Strategies for Vocabulary
• Strategies for Comprehension

4. A
V
K/T

5. What Kind of
Learner?
• Visual Learners 60%
• Auditory Learners 30%
• Kinesthetic Learners 10%

6. DIAGNOSTIC

7. Five Essential Components of Reading
7

8. 8
Phonics
Comprehension- constructing meaning from text
Decoding
Word Identification
VocabularyComprehension
P A
Phonics
Fluency
DecodingFluency
P A

9. Children Most at Risk of
Reading Failure
• Raised in poverty
• Have phonological processing
and memory difficulties
• Have speech and hearing
impairments
• Are English Language
Learners
What percentage of your
population fall into one of
these categories?

10. MULTISENSORY INSTRUCTION

11. “Language is not an isolated sphere of
activity but our fundamental human
instrument for dealing with the world.”
E.D. Hirsch, Jr

12. Receptive vs.
Expressive Language

13. Text Seen
DOG
Decoding
“duh-aw-guh”
Word
Identification
Vocabulary
Reasoning
Concept formation
Meaning
How the Brain Reads
David Sousa, “How the Brain Learns”

14. Phonological Deficits

15. Differences in Processing Speeds

16. Working Memory Deficits

17. Exercises that get the brain ready to
read

18. 5 Step Review
• ____% of learners are kinesthetic.
• ______language includes reading and
listening.______language includes writing and
speaking.
• Multisensory instruction includes these three
pathways:
• We must work to ______the weaker
pathways.

19. Phoneme= Smallest Unit of Sound

20. 23
Phonological Awareness Continuum
Type Description Examples
RHYME Matching the endings of words cat, hat, bat, sat
ALLITERATION Producing groups of words that begin
with the same initial sound
ten tiny tadpoles
SENTENCE SEGMENTATION Segmenting sentences into spoken
words
The dog ran away.
1 2 3 4
SYLLABLES Segmenting words into smaller parts
moving to syllabication
/mag/ /net/
/pa/ /per/
/el/ /e/ /phant/
ONSETS AND RIMES Blending and segmenting the initial
consonant or cluster (onset) and the
vowel and consonant sounds spoken
after it
/m/ /ice/
/sh/ /ake/
PHONEMES Blending phonemes into words,
segmenting words into
individual phonemes and
manipulating phonemes in
spoken words
VC, CV, CVC, CCVC, CVCC
/k/ /a/ /t/
/sh/ /i/ /p/
/s/ /t/ /o/ /p/
23

21. Alliteration Activation

23. Egg Cited About Phonemes

24. Sound Bracelets

25. Tap Lights

26. Think Sounds

27. Phonics

28. Phonics Continuum
Letter Names and Sounds
Beginning, Ending and Middle Sounds
Short Vowels (VC, CVC)
Consonant Digraphs (ch, th, sh, wh, ng, nk, ph, ck)
Consonant Blends (e.g., sk, pr, pl, bl, sl, gr, dr, sw)
Long Vowel, Silent ‘e’ (CVCe)
‘r’ Controlled Vowels (ar, er, ir, or, ur)
Advanced Consonants (-tch, -dge, -x, qu, soft c, soft g, kn, gn,
wr)
Vowel Teams [Diphthongs & Digraphs] (oo, oa, ea, ai, ay, ou, oi,
oy, au, aw, oe, ew, igh)
Multi-Syllable (2 Syllable, 3 Syllable, 4 Syllable)
Prefixes and Suffixes

29. Why Teach Spelling?
“ How Spelling Supports Reading”
Louisa Moats

31. The Power of Decoding
350 4,320
21,000

32. Finger Spelling
Now Practice!

33. Red Words
Now Practice!

34. Let’s Make and Take

35. Vocabulary

36. Reading
Vocabulary
Speaking
Listening
Writing

37. Less Than
8%
Of word learning carries over to
long term memory when
students look up words and
write definitions.
Active Engagement

38. 2,000-3,000

39. Word Recognition
The cognitive level of a student is a factor in the
number of exposures required for word recognition.
42
120-129………………..…….... 20
110-119……………..……….....30
90-109………………………......35
89- 80……………………………40
79- 70……………………….…..45
69- 60……………………..…….55
Dr. Bonnie
Armbruster
University of Illinois
Urbana-Champaign

40. 20 = 2,000,000
1 = 8,000
The Numbers Speak for Themselves

41. Strategy
• Students pair up with a partner. They will
create a sentence from the starter the teacher
gives them with at least seven words. One
student makes up the sentence and the other
counts the words. Then they switch.
• Let’s Give It a Try!

42. delighted
de light ed

43. Bare Bones

45. Let’s Make and Take

46. Comprehension:
Making
Meaning from
text

47. 51

48. Directed Listening Thinking

49. Can you visualize it?

50. Monitoring Strategies
• Set a Purpose
• Headings into
questions
• Bookmarks, cue cards
or strategy notebook

52. Question
Wheel

53. Get the Gist and Sum it up

54. Props for Paragraphs

55. “The Claw”

56. Let’s Make and Take

57. 62

58. ADAPT, ADOPT, APPLY

59. Lisa King
lisa@cksec.org