Topic
5: Designing a reading intervention
Orthographic
activities
Orthographic
activities
• Categorizing,
sorting, matching activities
• Reading unfamiliar
words by analogy
• Memory activities
• Awareness of
word structures Which of these; nam, mna, amn, man could be words?
• Discuss aspects
of the pattern
• Develop the
letter cluster pattern in applied and game activities
• Teach students
how to segment or chunk written words
• What goes with
what? Students predict the likely letters/clusters that might follow
a particular cluster in a word.
For example, n n n a w
• Check readers
can remember the letter cluster
Two
syllable words
Difficulties
reading multi-syllabic words Some readers
• use distinctive
visual features; select some letters and made a
rapid guess
• select
the first few letters after which they 'bog down'.
• have difficulty
handling the unstressed vowels that are softened
and blurred; 'schwa' sound. Develop awareness of it as a vowel
orally initially.
Teach students
to recognise syllabic units by word building
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• combine
syllables, note how they join, how words are built, the building
units.
• use
this to read syllables in words, to compare segmenting words
in different ways.
• look
at how are syllables linked in 2-syllable words. Types:
• those
with an identifiable stem word and prefix/ suffix ('jumping',
'beside')
• those
in which stem is not a familiar word ('insect', 'predict',
'begin')
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Teach the
syllabic structure of words
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Unstress syllable.
Readers learn how to use different stress patterns and to handle
unstressed or silent sounds.
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Become aware
of the syllable structure of words
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• recognise
each syllable Students segment 2-syllables word in 2 ways,
Pre-tend Pr-etend
Which
one sounds better ? Why ? Students suggest their definition
of 'syllable'.
• saying
either part, They can
break
words into syllables. "Listen to how I say wander. Wan-der.
hear 2 or
3 separate syllables said with equal stress and blend them into
a word.
hear 2- and
3- syllable words and say the unstressed syllable, for example,
attract, flannel, happen, customer, permanent. Was unstressed
syllable/ first, second or third ?
• making
a gesture for each syllable they hear in a word, for example,
they can clap, tap the table, stamp, click fingers, or shake
a musical instrument such as a tambourine.
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Combining
two or more syllables to make a word.
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Many reading
underachievers can't move from 1 to multiple syllabic units. They
say the first part of a word and then can't progress. They can
practise holding the first part in short term memory, say the
second part, blend them into a word and then alter the stress
pattern to match what they say with a word they know. cap ture
mix ture man age gar age.
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Experience
the use of having words syllabified
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Help them
see the value of syllabifying; a word may be easier to read when
it is syllabified.
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Teaching each
type of multi syllabic word
Multi syllabic words vary on several dimensions
• whether
the word consists of a stem or root word + prefix and /or suffix,
two smaller words or less common segments (for example, 'chaos').
• whether
the stem is an identifiable, familiar root word (such as 'jumping',
dived', 'unfit') or is not an identifiable, familiar root word
(such as 'happy', 'receive')
• the syllable/s
that are and are not stressed.
Explore different
2-syllable patterns and how you segment these in different ways
To segment words, note where the two separate vowels are. Thee patterns
arise and that affect how easily the word can be segmented
words
with 2 or more separate consonants (not part of a digraph) between
the two vowels; in confuse, consent or lantern. Split between
the two consonants.
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words
with 1 separate consonant between the two vowels; decide, protect,
eject, tropic, serious, payment, label and total . These have-vcv-
structure and are called 'open syllables'
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words
in which the two vowels, though separate, are adjacent as in 'create',
'chaos'.
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words
with a repeated consonant, for example, traffic, summer, accept,
cabbage, pretty, gallop, tennis and collect.
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Students can experiment
with segmenting these words in different ways and see which ways help
them read them most easily.
The sequence for
learning each type of 2-syllable word is similar to that for 1-syllable
words:
• learn the
prerequisite sound knowledge by segmenting spoken words into syllables.
• build 2-syllable
words from known root words by adding a prefix or suffix
hop -----> hopping jump
-----> jumping tap -----> tapping
stop -----> stopping come
-----> coming
and discuss
how
• the
2-syllable word differs from the 1-syllable word
• the
letter cluster that is shared by all of them
• the
'stem' telling you what the words mean and the 'added part'
• in
some of the stem words the last letter is doubled.
• read instances
of the 2-syllable words, eg., for the re- word family: repeat,
remark, refuse, receipt, receive, recur, refine They
• link
each word both with what they know about similar words and how
it is said
• segment
each written word into two letter clusters that match how they
segmented the spoken word into syllables.
• visualise
writing each word, predict how to spell and read similar words
and gradually automatise this knowledge
• explore
the prefix-stem structure of 2-syllable words .
• teach the
meaning of the prefix/ suffix, for example,
What people
can do
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law
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tour
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run
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teach
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drive
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work
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Person who
does it
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lawyer
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tourist
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runner
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teacher
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driver
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worker
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• using
2-syllable reading strategies Students
practise reading sets of words by segmenting them into syllables as
they go. They say each syllable aloud and blend and if necessary modify
the stress pattern.
• reading
words by using analogy strategies
A
developmental orthographic program needs to include
• teaching functional letter clusters directly.
• an integrated
approach across the year levels .
• an assessment
device to test orthographic knowledge on program entry and at various
stages.
• that students
be familiar with the notion of orthographic knowledge, what it means
and the journey that they are taking through learning it.
The focus is on
students' ability to process each orthographic pattern relatively automatically
in prose. Students will read a clusters in individual words before they
develop the general pattern.
A
sequence for teaching orthographic patterns
Development = learning to read larger letter
clusters at once
Types
of orthographic awareness.Each
awareness involves students being able to:
Awareness
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of individual
letter-sound patterns
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- individual
sounds map into a letter
- each letter
has a name
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a short string
of letters can be recoded to spoken word
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Recode words
with c-short vowel-c
Each letter
linked with a sound
Example: hot,
cat, dog
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consonant
clusters processed at once; a letter-cluster and matching sound
pattern shared by several words
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Develop first
for onsets and rimes in 1-syllable word
Example: 'hot'
as h-ot and 'stop' as st-op
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one-syllable
simple word structure
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Words consisting
of the cvc, ccvc or cvcc
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two or more
consonants can be linked with the same sound
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Example: Patterns
- shell, chop, them
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words with
long versus short vowel sound
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Two types
of sounds associated with vowels; long and short vowel sounds
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vowel-vowel
and vowel-consonants digraphs
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Example: tree,
seem, star, far
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different
letter groups linked with same sound
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Example: the
long 'a' sound is linked with 'ay', 'ai', or 'a-e' as in may,
main & mate
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same letter
cluster can be linked with different sound
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Example: stool
versus foot, farm versus fare
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one-syllable
more complex form of digraphs and trigraphs
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syllables
and syllable-like units
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Example: con
+ cert, in + side, out + side
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'silent letters'
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Example: write,
lamb, know
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how to read
two-syllables, one after the other
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Example: button
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stress patterns
in two-syllable words
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two-syllable
word structure
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letters surrounding
a letter influence how it is said
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Options for
pronouncing 'g' - gentle, grid
Options for
pronouncing 'c' - cigar, current
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letter cluster
- meaning patterns
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Example: micro,
phone
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how meaning
is carried by particular letter clusters
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Example: adding
'ing', 's' or 'ed' to a verb
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syllabic structure
of multi-syllabic words
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Example: prefixes,
suffixes and root words that aren't said how they are written;
tion, ance, ble, er
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Part
3:
Linking
phonological and letter cluster knowledge
grade
5
phonological
outcomes
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phonemic
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letter-cluster
outcomes
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orthographic
outcomes
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•
say the syllable /s shared by two or more spoken 3-syllable
words
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segment 3-syllable words into morphemes
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say how many syllables are in common morphemes
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delete, substitute morphemes in 3-syllable words
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•
compare two 3-syllable words in terms of shared morphemes
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say the sound in a 3-syllable word that comes after / before
a morpheme.
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•
read 3-syllable words by segmenting them into morphemes and
say each morpheme
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read 3-syllable words by using analogy with known words
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recall the meanings of particular stems, prefixes and suffixes.
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assemble a list of bound morphemes (prefixes and suffixes)
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guess the meanings of words by analysing the morphemes in them
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•
categorise written 3-syllable words, match identical words,
words with the same morphemes
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read automatically 3-syllable words in isolation and in prose
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write 3 syllable words in spelling and dictation
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identify the structure of 3-syllable words, distinguish between
letter clusters that are / are not 3 syllable words
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grade
6
•
say the syllable /s shared by two spoken 4- or 5-syllable words
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segment 4-syllable words into morphemes
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delete, substitute morphemes in 4-, 5-syllable words
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•
compare two 4-, 5- syllable words in terms of shared morphemes
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say the sound in a 4- or 5-syllable word that comes after /
before a morpheme.
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•
read 4-, 5- syllable words by segmenting them into morphemes,
say each morpheme
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read 4-syllable words by analogy with known words
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guess the meanings of 4-, 5- syllable words using their morphemes
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•
categorise written 4-, 5-syllable words, match identical words,
words with the same morphemes
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read 4-, 5- syllable words automatically isolated/ in prose
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write 4-, 5- words in spelling and dictation
•
identify structure of 4-, 5- syllable words
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Grade
6 Weeks
3-4
Students work on
the morphographic structure of words, learn the concept of the morpheme
and learn to use morphemes to read longer words. 2 sets of 3-syllable
words. Work on the following sets of words that each shares a morphographic
feature:
• micro- words
such as microscope, microbe, micro-second, microphone.
• video words
such as vision, visible, revision, video, vista,
• 'or' words
such as inventor, governor, editor, actor, instructor, projector
• 'ion' words
such as invention, action, edition, instruction, projection.
• 'dis' words
such as disease, disagree, disease, disarm, disallow, disconnect, distort.
Work on each set
at a time by segmenting words into syllables, practise reading the words
by noting each syllable and learning how to recognise syllables in words.
phonological
outcomes
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phonemic
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letter-cluster
outcomes
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orthographic
outcomes
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Teach
students to
•
identify morphemes in words by identifying shared syllables
in each set, for example, microscope, microbe, micro-second,
microphone all contain the micro- unit.
•
see how all words share a meaning. They guess at what 'micro',
'or' and 'tion' mean by using what they know about the words
in each set. They learn the term 'morpheme'.
•
decide whether a morpheme is the same as a syllable. They say
how many syllables are in the morpheme 'micro'.
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suggest other words that have the morpheme in each set.
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Teach
students to
•
compare two 4-, 5- syllable words in terms of shared morphemes
•
say the sound in a 4- or 5-syllable word that comes after /
before a morpheme.
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Teach
students to
•
read 2-, 3- syllable words by segmenting them into morphemes
and say each morpheme
•
guess the meanings of 3- syllable words by analysing the morphemes
in them
•
recall the meanings of 'micro', video
•
begin to assemble a list of bound morphemes (-or, dis- and ion).
• guess the meanings of words by analysing the morphemes in
them
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Teach
students to
•
categorise written 3-syllable words, with the same morpheme,
match identical words, words
•
read 3- syllable words automatically in isolation and in prose
by noting morphemes
•
write 3- words in spelling and dictation.
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Part
4:
Modifying
instruction in the classroom
In
the classroom
The regular classroom
can demand a high level of literacy for learning. There is a range
of teaching procedures that teachers can use to modify the demand made
on students to be literate while at the same time helping them to improve
their ability to read.
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Modify
the text
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Experiment
with print
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Have
a range of printed materials
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Match
students and texts to be read
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Encourage
students to write.
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Provide
alternative ways of communicating
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Teach
readers how to learn
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Use
learner-friendly questioning techniques. For example, ensure
that you clarify
different purposes of reading/writing
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Have
a systematic feedback schedule
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Model
reading
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Develop
specialist reading strategy areas
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Encourage
readers to work together on reading tasks
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Use
learning centres
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Develop
useful reading evaluation checklists
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Encourage
liaison with students' parents
Visit
the
Online
Discussion Forum.
Tipsheet - How to join the discussion forum
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