Professional Documents
Culture Documents
Answers:
6 (closed, open, vce, -le, r-controlled, double vowel)
V&J
EA double vowel different sounds
Schwa: salad, seven, lesson, Alaska, compliment
Create, violin, reopen
Examples:
homophone: rose & rose - different meanings/pronounced the same
homograph: live & live - pronounced differently/spelled the same
homonym: stalk & stalk- same spelling/same pronunciation/different
meanings
Dyslexia
http://ww2.kqed.org/mindshift/2014/09/11/whats-going-on
-inside-a-dyslexic-students-brain/
My personal experience:
Can be modified to suit the students needs
Can be used to plug holes so to speak, and go on
Teaches both reading and spelling, although spelling skills usually
follow behind the reading skills (Wilson promotes 95% word reading
vs. 75%-80% spelling to continue)
Easy to use as the teachers manual:
gives explicit directions
lists skills that you are teaching and gives a broken down type of verbal
dictation of the entire lesson.
breaks daily lessons into parts to keep the lessons moving
Provides a lesson book page to actually write plans
Getting Started
Use the WADE to assess students (see handout)
Wilson Assessment of Decoding and Encoding
Wilson has all students start with either Book 1, Lesson 1 or Lesson 3
Referred to as Lesson 1.1 or 1.3
Multi-Sensory Part
A large part of the Wilson are the
sound cards:
Multi-Sensory
Wilson recommends tapping-out
sounds
p
map
Lesson Plans
Lesson plan pages are provided and the teacher can
actually take notes on student progress during class and
continue the day to day lesson plans as the lesson
progresses and decide the next days plans.
Spell using
the sound
cards
Read stories
from the
book
My own additions:
The Wilson provides fluency practice in the form of phrases.
I actually use Wilson controlled stories.
Students are tested at the beginning of the year and given the story in a
file folder to take home and practice always carrying the fluency in their
backpack.
I start every class with fluency (which students should have) and actually
time fluency three times a week at the beginning of the year and twice a
week during the second semester.
I have a file box with all the stories accessible for students in case they
forgot their fluency and for obtaining new fluency stories as they
progress.
Students chart their own fluency progress and eventually, they can time
each other.
The very first reading of a story is cold and every other reading is hot.
This is charted in two colors.
Fluency Charting
Fluency
55
50
50
50
40
40
35
30
30
30
25
Book 1
25
Book 2
Book 3
cold
hot
hot2
Book 4
*e kicks the vowel and the vowel says its own name
bathe---reptile---give (v never ends a word)---involve
dissolve---valentine---trombone
Book 5-open syllable-cv (y as a vowel; first syllable/i/, second
syllable /e/ and . . . the schwa sound)
hi---cry---protect---skyline---pantry---comprehend---compliment
Book 6-suffix endings (including 3 sounds of ed) + cle syllable
hopeful---responded---hopelessly---maple---castle
End.