2. October 3, 2011

3. Quiz Review Quizzes: *One – all *Seven - #3

4. Class Goals/Expectations:  To review Seeing Stars steps from Setting the Climate thru single syllable decoding practice with opportunities to observe and practice each step.  Having real time diagnosing and differentiating instruction for each step, error handling, maintaining sensory language, and purposeful instruction to guide students towards independence.  Course attendees will be expected to relate each task to the Venn diagram and reading cascade to guide future instruction and pacing.

5. Step 1: Set the Climate p. 59-61 cat

6. Step 2: Imaging Letters: pp. 63-71 (can be called Letter Imagery) Receptive: (teacher gives symbol through card or teacher saying letter) Expressive (teacher gives sound, student airwrites and expresses letter simultaneously) Goal: To develop the ability to image, say, and write single letters by name and sound (p. 274)

7. Letter Imagery with the Card pp. 63-71 Teacher shows the letter card for two to three seconds. Student(s) sees, says, and writes in the air, giving sound and/or letter. Saying and air-writing should be done simultaneously. Student(s) air-write in lower case letters. Student(s) air-writes large enough to see a “shadow” effect. Digraphs—sh, sh, th, wh, etc.– are considered a single unit (one sound) and included in single letter stimulation.

8. Letter Imagery without a Card Teacher says a sound or a letter. Student(s) says and writes in the air, gives sounds and/or letter. Saying and air-writing are done simultaneously. Student(s) air-writes in lower case letters. Student(s) air-writes large enough to see a “shadow” effect.

9. You want students to be able to feel and label the sound first and then connect it to the symbol imagery of that letter. Students with Articulation Weaknesses

10. Let’s refer to the triangles: Imagery LetterSound LabelSymbol/Letter Seeing Stars LiPS Receptive (sound first) Expressive (give symbol first) Expressive (give sound 1 st ) Receptive (give symbol 1 st )

11. For example: p. 68 (Expressive Practice) Teacher: “I’m going to show you a letter, tell me its sound and label, and after I take it away, write it in the air and tell me the letter name.” Student: “Like those lip poppers and things?” Teacher: “Right. Here we go. What is the sound and label for this letter?” Example: Tip Tappers

12. t

13. For example: p. 68 (Receptive Practice) Teacher: “I’m going to show you a letter, tell me its sound and label, and after I take it away, write it in the air and tell me the letter name.” Student: “Like those lip poppers and things?” Teacher: “Right. Here we go. What is the sound and label for this letter?” Student: “/t/, tip tapper.” (He writes in the air as he says the sound and label.) Example: Tip Tappers

14. For example: p. 68 (Receptive Practice) Teacher: “I’m going to say a sound. I want you to say the sound and label, and write it in the air…../t/.” Student: “/t/, tip tapper.” Student(s) should be airwriting saying sound and label simultaneously. Example: Tip Tappers

15. Error Handling Four Basic Principles: VVM p. 51 Note the student’s response. Find a spot in her response from which to positively engage her. Question to help her analyze her response. Question to help her compare her response to the stimulus. Independence Self-correct Monitor Sensory Input

16. Letter Games Letter Ladder Slap Jack Bingo Bumblebee Sticks Red light/green light Around the world Tic-tac-toe Star Word Games with SI exercises (more in the future) Tip: Have the kids be the caller

17. th g g ai k k f f oi

18. BINGO (boards found on p.88-90 in LiPS book) aithtaeo owawkboa douaufae orperarh ireashueur

19. p p sh b b o o

20. Practice and Pacing Your students are ready to move on when they are at proficiency.

21. Reading READING COMPREHENSION READING COMPREHENSION Sensory- cognitive PA, SI, CI Sensory- cognitive PA, SI, CI Word Attack Word Attack Word Recognition Word Recognition Accuracy & Fluency Accuracy & Fluency Sound/Symbol Tracking sound/letter Application to decoding FAST s Decoding Practice Sight Words Practice Reading in Context READING COMPREHENSION READING COMPREHENSION

22. Expectancies: Teach by Discovery Method Use Socratic questioning to tap into their imagery and sensory cognitive functions Use posters as a reference once introduced It is helpful to have the posters behind the students. This will prevent them from becoming a crutch.

23. Final e

24. Final E Say your name!

25. Final e 2VGW

26. I say my name! 2 Vowels go Walking the 1 st one does the Talking!

27. Final e 2VGW C Rule

28. C-Train C-Train Examples: face city bicycle

29. Final e 2VGW C Rule G Rule

30. G-Train The G-Train Conductor can choose to stay on the /g/ track, or to switch to the /j/ track. G- Train /g/ track: get give /j/ track: gem giant gym

31. ck vs. ke tch vs. ch dge vs ge

32. Final e ck vs. ke tch vs. ch dge vs ge 2VGW C Rule G Rule

33. Independence Self-correct Monitor Sensory Input

34. Reading READING COMPREHENSION READING COMPREHENSION Sensory- cognitive PA, SI, CI Sensory- cognitive PA, SI, CI Word Attack Word Attack Word Recognition Word Recognition Accuracy & Fluency Accuracy & Fluency Sound/Symbol Tracking sound/letter Application to decoding FAST s Decoding Practice Sight Words Practice Reading in Context READING COMPREHENSION READING COMPREHENSION

35. Step 3: Imaging and Decoding Syllable Cards: Can Be Called a Subcategory of: Sensory Exercises Decoding Can also be called: Syllable Cards x Quantity Syll Cards x Quantity

36. Goal of Imaging Syllables The goal of the Imaging and Sequencing Syllables step is to develop the hold and compare process necessary for self-correcting and fluency in reading and spelling. Seeing Stars, p. 91

37. Imaging & Decoding Syllable Cards p. 77 Teacher shows syllable card to all students, then takes it away Students see, say letter names, and airwrites (saying letter names and airwriting should be done simultaneously) Continue to airwrite in lower case letters that are large enough to see a “shadow” effect. Students read the “word” from memory Error Handle: no more than 3 times Teacher asks students SI questions specific to students’ needs

38. Symbol Imagery Questions: (SI?s) p. 105 to 106 Decode the Syllable: “Say what you see.” or “Read the word.” Identify a Specific Letter: “What is the 3 rd letter you picture? Say Letters Backwards: “Tell me the letters you see backwards.” Manipulate Letters: “Take out the T and put in a K. Now, say what you see.” “Add an S to the end of the word. Now, say what you see.”

39. Error Handling with Syllable Cards p. 77 Respond to the Student’s Response The card says same the student says sam. How do you error handle that? Find the Positive Praise What is the response that the teacher needs to respond to? Table Talk

40. Goal of Syllable Cards p. 73 To provide the students with something to see and then image to stimulate symbol imagery.

45. Reading READING COMPREHENSION READING COMPREHENSION Sensory- cognitive PA, SI, CI Sensory- cognitive PA, SI, CI Word Attack Word Attack Word Recognition Word Recognition Accuracy & Fluency Accuracy & Fluency Sound/Symbol Tracking sound/letter Application to decoding FAST s Decoding Practice Sight Words Practice Reading in Context READING COMPREHENSION READING COMPREHENSION

46. Step 4: Imaging & Decoding Syllable Board p. 103 The Syllable Board Shows sounds as units represented by letters, p. 92. Teacher says a nonsense syllable. Students repeat the nonsense syllable. Students say and write imaginary letters simultaneously on the syllable board in lowercase letters large enough to see a “shadow effect”. Students reads the nonsense from memory. Teacher asks SI questions Use decoding level and rule focus on the lesson plan

47. Error Handling with Syllable Board Respond to the Student’s Response The teacher says the letters b-a-i-p, the student airwrites the letters and says bap. How do you error handle that? Find the Positive Praise What is the response that the teacher needs to respond to? Table Talk

48. Goal of Syllable Boards p. 91 The syllable board is a means to an end, a method to stimulate the sensory system and develop the ability to self-correct, but not an end itself.

49. Reading READING COMPREHENSION READING COMPREHENSION Sensory- cognitive PA, SI, CI Sensory- cognitive PA, SI, CI Word Attack Word Attack Word Recognition Word Recognition Accuracy & Fluency Accuracy & Fluency Sound/Symbol Tracking sound/letter Application to decoding FAST s Decoding Practice Sight Words Practice Reading in Context READING COMPREHENSION READING COMPREHENSION

50. Step 5: Imaging and Decoding—Airwriting Read: Teacher gives letters, students say and airwrite, then read the word. Spell: Teacher says word, students say and airwrite letters. Teacher uses English rules and expectancies to teach memory for how words are spelled. Teacher miscalls the imaged word and students judge and note error Teacher does symbol imagery exercises: Students see and say the word from memory. Students recall a specific letter by its order in the syllable. Students say the letters backwards. Students see and say the word after teacher manipulates the letters.

51. Error Handling Four Basic Principles: VVM p. 51 Note the student’s response. Find a spot in her response from which to positively engage her. Question to help her analyze her response. Question to help her compare her response to the stimulus. Independence Self-correct Monitor Sensory Input

52. Goal of Imaging & Decoding— Airwriting: Keep in mind... being able to rapidly image letters allows students to rapidly judge sounds through imagery and match response to stimulus more quickly Seeing Stars, p. 91

53. Reading READING COMPREHENSION READING COMPREHENSION Sensory- cognitive PA, SI, CI Sensory- cognitive PA, SI, CI Word Attack Word Attack Word Recognition Word Recognition Accuracy & Fluency Accuracy & Fluency Sound/Symbol Tracking sound/letter Application to decoding FAST s Decoding Practice Sight Words Practice Reading in Context READING COMPREHENSION READING COMPREHENSION

54. Step 6: Decoding Practice Workbook and/or Syllable Cards: Students read the words quickly with fluency Error Handling: Cover the word, Give specific, positive praise, Respond to the Response Have student match stimulus

55. Error Handling Four Basic Principles: VVM p. 51 Note the student’s response. Find a spot in her response from which to positively engage her. Question to help her analyze her response. Question to help her compare her response to the stimulus. Independence Self-correct Monitor Sensory Input

56. Goal of Decoding Practice: To develop decoding and use of symbol imagery as a primary sensory input for monitoring and self-correction. * Seeing Stars Workshop handout Also, to build fluency of reading words in a rapid manner practicing the expectancies that are on the lesson plan.

57. Reading READING COMPREHENSION READING COMPREHENSION Sensory- cognitive PA, SI, CI Sensory- cognitive PA, SI, CI Word Attack Word Attack Word Recognition Word Recognition Accuracy & Fluency Accuracy & Fluency Sound/Symbol Tracking sound/letter Application to decoding FAST s Decoding Practice Sight Words Practice Reading in Context READING COMPREHENSION READING COMPREHENSION

58. Lesson Plan Activity Get into groups of 4. Determine who will teach 1 st, 2 nd, 3 rd, and 4 th. Teachers, you will have 15 minutes to teach the lesson plan to your “students”. Students, give your teachers opportunities to Error Handle. When the timer goes off, you will have 5 minutes to debrief. When the timer goes off, again, pass your lesson plan to the right, and repeat the process.

59. Extended Learning Opportunities VV Manual, Pages 56-58 65-70 91-93 98-99 106-111 119-120 129-134 146-160 169-171 199-200 211-212 Quizzes: Quiz #2—all questions Quiz # 3—question #2 Quiz #6—Question 1a and 1b