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Vowel Sounds

The W is a Vowel Sometimes

Save the W!

Save the w! (As a vowel, that is)

Wow, it’s rare for me to disagree with Grammar Girl… As a reading specialist, we love rules. If a word doesn’t fit, we figure a way to make it do so:) My speech therapist colleagues will back me up on this generalization.
 
In a related article, Grammar Girl reminds us that a vowel is a sound, not a letter. Nicely done! We form these sounds into two ways. 1. Some vowel sounds are made with the mouth in one position and with one sound. These vowel sounds are called monophthongs. Examples: got, go, know 2. Other vowel sounds start with the mouth in one formation as one vowel sound and slide into another formation as two vowel sounds. These vowel sounds are called diphthongs. Examples: coin, joy, out, and cow.
 
Grammar Girl states that “you could argue that W does indeed represent a vowel.” She cites the diphthong /ow/ as her example. But then she continues, “maybe to you the word ‘cow’ sounds like it ends with the consonant ‘wuh’ instead of the vowel ‘oo.’” Just as with the diphthong ‘oy,’ phoneticians disagree.”
 
Yikes! Houston, we’ve got a problem. In fact, we have a few. To be picky, it’s not the consonant, “wuh.” All consonants have clipped sounds. When we teach students, we blend /w/ /e/ /s/ /t/ (four sounds), not “wuh” est. Also, the vowel “oo” does not have the /ow/ sound, it has the /oo/ as in rooster or /oo/ as in foot sound.
 
Now the to meat of the matter regarding the w vowel sound. Okay, vegetables for my vegan friends.
 
To say that “…phoneticians disagree that the w is not a vowel, but may indeed be a consonant” is news to me. If so, these phoneticians are certainly making exceptions to our cherished rules. In fact, they have now added a new sound-spelling for the /ow/ sound: the _o or o_ as in /c/ /o/ /w/. They also have violated our CVC syllable rule, because their new /o/ is certainly not a short vowel sound.
 
Furthermore, Grammar Girls offers this solution to the problem of identifying a w as a vowel at the end of the diphthong: “So my recommendation is just to say that the combination O-W represents the diphthong “ow,” and stop there, just like we did for the O-Y and the diphthong ‘oy.’”
 
This solution seems an “easy out” to the argument as to whether or not the w can serve as a vowel, but in the real world of teaching students to read, this solution is counterproductive.
 
Somehow, Grammar Girl took us back to letters, not sounds, for vowels. Grammar Girl recommends saying, “The O-W represents the dipthong ‘ow’ …the O-Y… the diphthong ‘oy.'” No. We’ve already established that vowels are sounds and that the diphthong /ow/ has two distinct sounds. It really does matter that the w is a vowel.
 
Practically speaking, beginning readers, remedial readers, students with auditory processing challenges, and ESL, EL, and ELD students need to learn not only the a, e, i, o, u, and sometimes y monophthongs, but also the diphthongs as well. Again, a vowel sound may actually have two sounds and students have to practice their mouth formations, sounds, and the sound-spelling options.
 
When students read cow, we want to hear three separate sounds: one consonant /c/ and two vowel sounds distinctly pronounced as /ow/. Without all the mumbo-jumbo, we teach students that cow has two vowel sounds spelled as a vowel team.
 
Now that we’ve saved the w as a vowel sound, let’s stir stir up the pot a bit more. Other letters (in addition to our cherished w) may also serve as vowels. Examples: h and y as in rhy/thm, l as in bu/gle, r as in mur/der, ar/mor, mir/ror, m as in bottom, and n as in mutton.
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Intervention Program Science of Reading

The Teaching Reading Strategies (Intervention Program) is designed for non-readers or below grade level readers ages eight–adult. This full-year, 55 minutes per day program provides both word recognition and language comprehension instructional resources (Google slides and print). Affordable and evidence-based, the program features the 54 Sam and Friends Phonics Books–decodables for each lesson and designed for older students. The digital and print word recognition activities and decodables are also available as a half-year (or 30 minutes per day) option in The Science of Reading Intervention Program. Both programs include the easy-to-teach, interactive 5 Daily Google Slide Activities.

PREVIEW TEACHING READING STRATEGIES and THE SCIENCE OF READING INTERVENTION PROGRAM RESOURCES HERE

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Decodable Books for Older Readers

Let’s face it. We just have not figured out how to “fix” every kid’s reading problems. And despite my “Decodable Books for Older Readers” title, decodable books aren’t the magic beans that will solve the different reading problems that struggling readers face. Our vulnerable older readers in reading intervention classes don’t always catch up to grade-level reading.

The research confirms this sad state of affairs. So few of our students who fall behind are ever able to “catch up” to grade level. Especially in reading. Only one in six students reading two or more grade levels behind by sixth grade ever catches up to reading at grade level.

Yes, we teachers aren’t the only ones to blame. However, we do have the tools to fix reading deficits for most of our older children, teenagers, and adults. Yes, reading is a complicated process. Dr. Louisa Moats labels it as “rocket science.”

Much of what we do is based upon what we think we can do.

I teach a seventh grade reading intervention class. My principal calls it ELA Support; however, we all know why students are in this class: they just don’t read or read well. Our district continues to promote a myriad of tracked classes and pull-out programs. At our site we have eight different ELA classes with fancy labels. Needless to say, we have not exactly bought in to the Response to Intervention model. Believe me, I’ve tried, but our district and site have not yet adopted my Reading Manifesto.

Last night at Back to School Night, a parent who has a child in this class, lingered after my presentation to express concerns about his child.

Having completed an initial round of diagnostic assessments just to determine whether or not my students should remain in this remedial class, I assured the parent that I knew some of his child’s reading issues and that we would make significant progress this year.

The parent checked my response with his previous experience.

“In fifth grade, his teacher told me that he would never be able to read well. He was tested for special education and qualified for the program. The resource teacher confirmed his fifth grade teacher’s diagnosis and tagged him with auditory and visual processing disorders. The resource teacher said that we should concentrate on developing ‘reading survival skills.’”

As my blood began to boil, I assured the parent that we were not going to band-aid his child. We would go in for surgery and fix the reading issues. I told him I believe in student-centered, assessment-based instruction and that I would individualize instruction for his son. The parent was admittedly skeptical but held onto a glimmer of hope.

He responded, “Well, we’ve tried for so many years. My son just does not believe he will ever be ‘normal’ and read like his peers. His self-concept is at an all-time low, especially after two years of using reading materials that make him feel like an idiot. But, to be fair, he is reading at that level. It’s just that he’s big for his age. I guess he and I just have to be realistic.”

So to summarize: The child, parent, and teachers all have set limits as to what they think the child can do. The child’s educational experience has set those expectations in stone.

I refuse to buy-in to this thinking. I want to make a difference for this student. I want to be an informed realist. It’s going to take work, and it’s going to take the right materials to make it work.

One of the parent’s comments stood out to me: “His self-concept is at an all-time low, especially after two years of using reading materials that make him feel like an idiot.”

That we can fix. According to my initial assessments, this child has severe decoding issues. I’ve developed a series of 54 decodable texts, along with my illustrator, David Rickert. These take home books are decidedly not juvenile. Think the old “Archie and Friends” comic books. Stories about teenagers. Stories with humor. Stories with some depth. But much more…

Here’s a description of these wonderful decodable books for older readers. If you teach non-primary remedial reading, you’ve got to get these 54 economical digital take home books for your students. For less than a buck a book, you can provide targeted practice in what your students need without treating them like “idiots.”

Decodable Books for Older Readers 

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The 54 Sam and Friends Take Home Phonics Books have been designed to supplement a systematic and explicit phonics program for remedial readers. Each illustrated eight-page book focuses on one sound with the most common sound-spelling patterns and two high-utility sight words. The sound-spellings are the same as those used in the Open Court reading program. Pennington Publishing’s remedial reading curriculum, Teaching Reading Strategies uses the same research-based instructional scope and sequence.

The books are illustrated by master cartoonist, David Rickert. The cartoons are designed to be appreciated by older remedial readers. The teenage characters are multi-ethnic and the stories reinforce positive values and character development. Your students (and parents) will love these fun, heart-warming, and comical stories about the adventures of Sam and his friends: Tom, Kit, and Deb. Oh, and also that crazy dog, Pug.

Additionally, each take home book includes five SCRIP comprehension questions (Summary, Connect, Re-think, Interpret, Predict) to promote internal monitoring of text. The comprehension questions are ideal for teacher and/or parent guided reading instruction, readers’ workshop, literacy centers, and literature circles.

Plus, each take home book includes a 30 second word fluency practice on the focus sound-spellings and sight words with a systematic review of previously introduced sound-spellings and sight words.

Teachers are licensed to copy and distribute all 54 of these economical take home books for their own students. Each book has eight pages in 5.5 x 8.5 inch booklet form. Books are formatted to be copied back to back on two separate 8.5 x 11 pages for easy copying and collation. Just one fold creates the take home books. No stapling is needed.

Design and Instructional Components

Four formats are provided for the Sam and Friends Phonics Books: Google slides, tablet/iPad, phone, and print booklet PDFs.

* The Sam and Friends Phonics Books have been organized into five collections:

Collection A: Short Vowels and Consonants Books 1-8
Collection B: Consonant Blends and Digraphs (Part 1) Books 9-16
Collection C: Consonant Blends and Digraphs (Part 2) Books 17-24
Collection D: Long Vowels and Silent Final e Books 25-34
Collection E: r-controlled Vowels and Diphthongs Books 35-44

Collection F: Syllable Juncture and Derivational Influences Books 45-54

* The books are designed with highly decodable text to help readers learn, practice, and develop reliance upon the alphabetic code. Decodable means that a high percentage of words are phonetically regular. Perfect for Tier I and Tier II RtI, special education, ELD and SDAIE classes, and traditional reading intervention classes.

* The SCRIP comprehension strategies (Summary, Connect, Re-think, Interpret, Predict) are embedded within the text pages, not placed at the end of the book.

* The stories use non-predictable, non-repetitious, and non-patterned language to minimize over-reliance upon context clues and knowledge of text structure. The texts limit idiomatic expressions (ideal for English-language learners). Students will learn the alphabetic code with these books.

* The back page of each book introduces the focus sound-spellings and sight words and also includes a 30 second word fluency practice with phonics and sight words review.

* The books do not require a separate teacher’s guide. All instructional activities are included in the books themselves.

* These books are fun to read and fun to teach!

Intervention Program Science of Reading

The Science of Reading Intervention Program

The Teaching Reading Strategies (Intervention Program) is designed for non-readers or below grade level readers ages eight–adult. This full-year, 55 minutes per day program provides both word recognition and language comprehension instructional resources (Google slides and print). Affordable and evidence-based, the program features the 54 Sam and Friends Phonics Books–decodables for each lesson and designed for older students. The digital and print word recognition activities and decodables are also available as a half-year (or 30 minutes per day) option in The Science of Reading Intervention Program. Both programs include the easy-to-teach, interactive 5 Daily Google Slide Activities.

PREVIEW TEACHING READING STRATEGIES and THE SCIENCE OF READING INTERVENTION PROGRAM RESOURCES HERE

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