1. Reading remediation using concepts from PROJECT READ PHONOLOGY & LINGUISTICS and other best practices from the literature
Presented by
Jarice Butterfield
sbcselpa.org
Project Read
Founded by Victoria Greene &
Mary Lee Enfield, Ph. D.

2. Background on Project Read
Project Read is based on Orton Gillingham - Scope and Sequence of learning to read letter sounds/phonemes – words/blending – phrases –passage reading)
Systematic, Direct Instruction
Recommended for students who require intensive phonemic awareness, blending /decoding remediation
Multi-sensory (VAKT)
Components - Phonemes, phonics, Red Words (high frequency irregular), Syllabication Bonnie Kline Stories
Includes instruction in Phonology and Linguistic

3. How research Defines Intensive reading instruction
Experience of Teacher (#1 variable in research)
Frequency (3-5 times weekly)
Duration (30 to 60 minutes daily)
Ratio of adult to student / group size (1-5 students per group)

4. Materials Needed
Phonics Guide Volume 1, 2, & 3 or original “Phonology Manual” and/or “Linguistics Guide”
Alphabet stars / Vowel Sound Visuals
Jewel box word cards
Phonics sound pack “do and say” cards
Memory box (multisensory strategies such as sand paper letters, glue cards, etc.)
Treasure chest sentence strips
Practice sheets
Bonnie Kline Stories
Master tests (optional)
Writing alphabet book (optional)
Jarice’s Lesson Check Off and Red Word Chart (Optional)
Note: These materials may be made or purchased from Language Circle

5. PHONICS ASSESSMENT
Aligns to Project Read / Orton Gillingham scope and sequence of learning sounds
May be used as a Pre and Post test to determine progress made
May be used as a placement test or to provide knowledge about learning patterns or gaps in learning or for “universal screening of reading”
May be used to generate individualized IEP goals specific to areas of phonetic needs

6. Phonics Guide REFERENCE
At beginning of Manual
Based on Orton Gillingham
Aligned to Jarice’s Phonics Assessment
Represents all phonemes in English language

7. Project Read RED WORDS (DOLCH HIGH FREQUENCY WORDS)
Manual introduces “Red Words” 1-3 per unit
Students typically must know the majority of these words by the end of first grade
Recommend: Introduce redwords at a higher frequency; see Jarice’s “red word lists”
Students learn red words by list and chart progress with “positive reinforcement”
Input: tap as you say each letter on outstretched
arm /t/ - /h/ - /e/ for “the”

8. Example: RED WORDS List 1
you should could said they
have of are what put
would to yours was the

9. GROUP/PARTNER PRACTICE
With partner practice tapping and saying
each letter/word on arm:
you should could said they
have of are what put
would to yours was the

10. Vowel Introduction– Beginning lesson
Input:
Alphabet with circled vowels activity
Star of the show analogy to vowels being the start of the show in our English language – use vowels on stars
Story of each vowel and model vowel sounds and their hand signals with visuals
/a/ - feel Adam’s apple on throat
/e/ Mr. Ed the talking horse (puppet)
/i/ - thumb on chin dot nose with index finger and say “ichy” – “icky” story
/o/ Ms. Odd the Opera Singer (picture/puppet)
/u/ Mr. Umber and the Umbrella – push hand up

11. Diacritical marks on vowels
Input:
Model the diacritical marks for short and long vowels
Short Vowel Example: ă
Long Vowel Example: ā

12. Group/Partner Practice
With partner practice the saying the vowel
sound with the accompanying tactile strategy
/a/ - feel Adam’s apple on throat
/e/ Mr. Ed the talking horse (puppet)
/i/ - thumb on chin dot nose with index finger and say “ichy” – “icky” story
/o/ Ms. Odd the Opera Singer (picture/puppet)
/u/ Mr. Umber and the Umbrella – push hand up

13. Suggested UNIT Teaching steps
Note: Jarice recommends: Review short vowel sounds recommended at beginning of each day
Review previous unit concepts (sounds)
Review RED WORD(s)
Input: Introduce new sound / VAKT
Word Building – Jewel Box Words
Finger Spelling
Treasure Chest Sentences (phrases)
Bonnie Kline Stories
Mastery Tests (optional)
See Jarice’s sample check off sheet

14. Introductory Lesson 1 – Vowels(all) and a, t, s, m, p
Input: Concept of Vowel with expanded short vowel demo
VAKT (“finger scissors”, “do and say”, “get your motor going”, “Table and Sky Writing” “consonant sound analogies”
Word building – decoding/blending
Concept of “Jewel Box Words” – words used for spelling
Finger spelling
Treasure Chest Sentences
Bonnie Kline Stories

15. Input: teach new sound concepts using
Project Read VAKT
Input: teach new sound concepts using
visual, auditory, kinesthetic and Tactile
strategies (VAKT)
Visual – present letter /t/
Auditory – clip and say sound /t/ (finger scissors)
Kinesthetic – skywrite letter sound /t/
Tactile – trace and say letter /t/ using a glue card, sand paper, dippety-doo in baggie, salt or sand tray, etc.
(memory box)

16. VAKT GROUP/PARTNER PRACTICE
In partners, do each of the activities for each other and provide feedback
VAKT for each letter sound Practice clipping sounds a, t, s, m, b, c, and f
Practice do and say – finger blend, sweep, and tap
/m/- /o/ - /m/ and sweep the following words:
mom
can
bat
top

17. Techniques for teaching Decoding/Blending
Word building - Jewel Box Words Decoding/Blending adapted from project read
Techniques for teaching Decoding/Blending
Option 1 - Using “ finger scissors” clip each consonant sound and use the tactile strategy for each vowel – bring fingers together to blend the word and bring back to the whole and catch the word in your fist
Option 2 – Tap each letter sounds with your fist and sweep across all letters to bring the sounds to the whole “tap and sweep”
Option 3 – Use your fingers starting with your thumb to sound out each letter and then bring all fingers back together to bring the word back to the whole and catch the word in your fist

18. Adapted Project Read “Finger Spelling”
Techniques for “Finger Spelling” from Project Read
Teachers says the word
Students repeat the word
Teacher uses word in a sentence
Starting with the thumb, students finger spell and students write each letter or symbol as they say each sound

19. Project Read Treasure chest sentences
Techniques for reading “treasure chest sentences”
Students sound out each word in the treasure chest sentences (using tap and sweep or hands) bringing each word back to the whole
Student then reads the sentence fluently
Note: You may keep the sentences in a “treasure chest container”

20. LINGUISTICs

21. Concepts: CONCEPT OF A SYLLABLE Identifying syllables in a word
Each “talking vowel” represents a syllable
Example: ran traf fic
A syllable is a word or part of word with one “talking vowel”
traffic = two talking vowels – two syllables
ran = one talking vowel – one syllable
Why is it important to understand and hear syllables
in a word? It helps our brain process words as
chunks of sounds to be blended together

22. CONCEPT OF OPEN SYLLABLE
Concepts:
Diacritical marks Ă short vowel sound Ā long vowel sound
A syllable gets its name from the position of the vowel in the syllable
When one talking vowel ends a syllable the vowel is long and the syllable is called an “open syllable”
Example: băn / j ō

23. CONCEPT OF CLOSED SYLLABLE
Concepts:
Diacritical marks Ă short vowel sound
A closed syllable is a vowel that is closed in at the end by a consonant
Example: băn in banjo
Or tr ă ff in traffic
Think of the consonant at the end of the syllable as a CLOSED DOOR!

24. LINGUISTICS / SYLLABICATION
Concepts:
Every word has a vowel
Every “talking” (vowel you hear in a word) represents a syllable in a word
Example: ba – na – na How many vowels to hear? three, so banana has 3 syllables
What is a “talking vowel”?
Why is it important to understand and hear syllables
in a word? It helps our brain process words as
chunks of sounds to be blended together

25. SYLLABLE PATTERNS Every word follows a syllable pattern
VCCV = VC / CV
VCV = V / CV if long vowel sound
or try if long vowel sound is not correct; try with short vowel sound VC/V
3) VCCCV = VC / C CV
4) VV = V / V
5) Cl = “talking vowel” is invisible and is between the consonant and the L (controlled by the schwa ap / ple
NOTE: I make chart like the one above of all the patterns

26. SYLLABLE PATTERN VCCV VCCV = VC / CV Steps: Underline vowels trumpet
Swoop vowel to vowel
Label letters trumpet
vccv
4) Divide between two C/C trum / pet
5) Tap and Sweep and sound out first syllable and bring back to whole t r u m (trum) and then tap and sweep second syllable p e t (pet) and bring back to whole and then say whole word (trumpet)

27. GROUP/PARTNER PRACTICE
In partners, write and follow the syllabication steps in order to sound out the following VCCV pattern words as per the rule:
(VCCV = VC / CV)
bombastic
drastic
invest
after
Gossip
impact

28. SYLLABLE PATTERN VCV VCV = V / CV if long vowel sound
or try if long vowel sound is not correct; try with short vowel sound VC/V
Steps:
Underline vowels silent
Swoop vowel to vowel
Label letter pattern silent
VCV
4) First divide after first vowel and sound out with a LONG VOWEL _
SOUND out to see if it is a recognizable word si / lĕnt
If not, try dividing after the first consent which makes the vowel a closed syllable with a SHORT Vowel sound pĕd / al

29. GROUP/PARTNER PRACTICE
In partners, write and follow the syllabication steps in order to sound out the following VCV pattern words as per the rule:
VCV =V / CV if long vowel sound
or try if long vowel sound is not correct; try with short vowel sound VC/V
visit
zero
habit
after
solo
secret

30. SYLLABLE PATTERN VV VV = V / V if long vowel sound
or try if long vowel sound is not correct; try with short vowel sound VC/V
Steps:
Underline vowels neon
Swoop vowel to vowel
Label letter pattern neon
v v
4) First divide after first vowel and sound out with two LONG VOWEL sounds _

31. GROUP/PARTNER PRACTICE
In partners, write and follow the syllabication steps in order to sound out the following VV pattern words as per the rule:
V V = V / V
neon
crayon
mayor
memorize (note there are two patterns)
mayonnaise (note there are two patterns)

32. SYLLABLE PATTERN VCCV VCCCV = VC / CCV Steps:
Underline vowels embroider
Swoop vowel to vowel
Label letters embroider
v ccc vcv
4) Divide between two C/C em / broi / der
5) Tap and Sweep and sound out first syllable and bring back to whole
e m (em) and then tap and sweep second syllable b r oi (broi) and then the third syllable d er (der) bring back to whole and then say whole word embroider

33. GROUP/PARTNER PRACTICE
In partners, write and follow the syllabication steps in order to sound out the following VCCCV pattern words as per the rule:
VCCCV = VC / C CV
comprehend
investment
contract
Electronic (note there are two patterns)
contrast
apprehend (note there are two patterns)

34. GROUP/PARTNER PRACTICE
In partners, write and follow the syllabication steps in order to sound out the following Cle pattern words as per the rule:
Cle = “talking vowel” is invisible and is between the consonant and the L (controlled by the schwa ap / ple
bugle
able
noble
scribble
cable
giggle