Multisensory Structured Literacy
A Research-Based Plan for Teaching Reading
Even students with severe reading disabilities can make substantial progress in word-level reading skills with research-based instruction. This research overwhelmingly supports the use of three key elements in successful reading intervention:
eliminating the phonological awareness deficits and teaching phonemic awareness to the advanced level.
teaching and reinforcing phonics skills and phonic decoding
Providing opportunities for reading connected text (i.e., authentic reading)
Kilpatrick, D. (2015) Essentials of Assessing, Preventing, and Overcoming Reading Difficulties. Hoboken, NJ: John Wiley & Sons Inc., p. 304.
The Foundational Skills: Phonological Awareness, Phonics, Fluency
What's the goal?
Multisensory Structured Literacy in the Foundational Skills (Phonological Awareness, Phonics, Fluency) while providing accommodations to support students' oral vocabulary growth and listening comprehension skills.
Given explicit, systematic instruction in structured literacy strategies, XXX will read XX grade passages at a rate of XXX (e.g., 135) words per minute and XX% (e.g., 97%) accuracy.
Given explicit, systematic instruction in structured literacy strategies, XXX will read XX grade passages and retell the sequence of events with 80% accuracy on 4 of 5 trials.
More resources: International Dyslexia Association handbook for teachers: https://structuredlit.wpenginepowered.com/wp-content/uploads/2015/01/DITC-Handbook.pdf
PART 1: Phonological Awareness (until mastered)
Start lessons with phonological awareness as a warm-up exercise using Heggerty or Kilpatrick books (until mastered.)
Watch a few of these videos to see how it's done. You have to be logged into your Office 365 account to view videos on Sway: https://sway.office.com/bfQrGWJQWtILBUk2?ref=Link
The 6 Syllable Types - Lessons and Resources
Closed
PPT: Introduction Lesson: Short Vowel Hand Signals, CLOVER, Syllable Types, Closed Syllables
(Download the PPT and adapt to your teaching style. Click on Slide Show and From the Beginning to view a recorded version for practice.)
ABCs of OG:
Closed: (Group 2)
Vowel review - p. 157-164
Syllable practice - pp. 171-177
Syllable Division: VC|CV - pp. 179-182
VCCCV - pp. 183-184
Multisyllabic - pp. 185-186
Reader and Workbook: 2.27-2.31
Silent-e
ABCs of OG:
Silent-e: (Group 3) pp. 199-209
Reader and Workbook: 3.8
Open
ABCs of OG:
Open (including Y as vowel - Group 4)
pp. 239-242
Syllable Division: V|CV VC|V pp. 243-246
Review - Closed, Silent-e, Open Syllables pp. 247-248
*Go back and teach y as a vowel on p. 235 and pp. 249-252
Reader and Workbook: 4.7-4.10 & 4.6 and 4.11
Vowel Teams
ABCs of OG:
Vowel Teams: (Group 5) pp. 333-342
Syllable Division: VV
Reader and Workbook: 5.2-5.3
R-Controlled
ABCs of OG:
R-Controlled (Group 5): pp. 343-367
*-tion/-sion pp. 369-376
Reader and Workbook: 5.5-5.11 & 5.12-5.13
Consonant-le
ABCs of OG:
Consonant-le: (Group 6): pp.
Syllable Division: C-le
Reader and Workbook:
Lesson Plan Resources
Make sure you're pronouncing your phonemes correctly: https://sway.office.com/bUahbv3rXivJLGv2?ref=Link
More videos on the 6-syllable types: https://sway.office.com/mB9d7NYWTQ0zTGgH?ref=Link
Part 3: Fluency
Great Leaps - Sight Word Fluency and Passage Fluency
https://sway.office.com/oxHcxgvdebHBvmoY?ref=Link
Make your own FLUENCY DRILLS:
Fluency Charts (including the Sight Word Randomizer)