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Phonological Awareness Training and Reading fluency Training

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Phonological Awareness Training and Reading fluency Training BES PUBLICATIONS 3648 Eltham Way Owings Mills, Maryland 21117 Copyright© 1994 Fran Levin Bowman, Ed.D. Certificate of Copyright #650,526 All rights reserved, which includes the right to reproduce this book or any portion thereof in any form whatsoever. Copyright© BES PUBLICATIONS; August, 1994; January, 2013 (e-book edition); March, 2017 (9th edition); June, 2018 (10th edition); September, 2019 (11th edition); January, 2020 (12th edition) Printed in the U.S.A. To my family— John, Katie and Michael, who endured this process with love. To my students— who have enriched my life. To Karen Potter— who worked tirelessly and patiently to help produce this manual. To Robert Diener— who carefully edited and revised the e-book version with diligence and humor. Fran Levin Bowman, Ed.D. Phase One CONTENTS Pages I. Introduction to Phase One 3 II. Linkages and Rules Record Forms 5 III. Irregular Word List Record Forms 13 IV. Affixes Record Forms 21 V. Decodable Stories Record Forms 23 VI. Lesson Plan Steps 27 VII. Description of Steps in the Lesson Plans 29 VIII. Lesson Plans 37 IX. Decodable Stories 425 X. Phase One Closing Thoughts 441 XI. Introduction to Phase Two 445 XII. New Skills Record Form 447 XIII. Irregular Word List Record Form 451 XIV. Affixes Record Form 453 XV. Sample Daily Plan 455 XVI. Lesson Plans 459 XVII. Phase Two Closing Thoughts 573 XVIII. Appendix One: 575 "Triple-Read" Fluency Selections XIX. Appendix Two: 577 Additional Syllables for Practice XX. Bibliography 579 Introduction Phase One Orton-Gillingham is a highly systematic, multisensory, synthetic, phonetic approach, which simultaneously builds reading, writing, and spelling skills. In the Orton- Gillingham "Plus" Program, the essentials of Orton-Gillingham are combined with phonological awareness training and reading fluency training. Phase One is used to develop early reading, writing, and spelling skills, with little emphasis on comprehension or extended written language skills. During this phase, children are only reading recommended, controlled materials with a) phonetically-regular words containing those phonemes which have been introduced to them as multisensory "linkages", and b) phonetically-irregular words which have been introduced to them as whole multisensory units. It is essential for the teacher to concomitantly develop phonological awareness skills, on an oral level, while using this program. These activities need to address: sound and syllable segmentation; sound and syllable blending; sound and syllable deletion; comparisons of initial, medial and final sounds in words; and sequencing of sounds and syllables within words. It is equally important for the teacher to develop the student's ability to read with adequate fluency. Students need to learn to read text in an accurate and fluid manner, at an appropriate rate. Development of fluency depends upon repeated oral reading of controlled materials, timed exercises to raise a student's awareness of reading speed, prior knowledge of vocabulary within text, and appropriate phrasing and prosody while reading. After a student has completed the lessons contained within this manual, it is necessary for the student to then practice these skills in longer, more complex reading, spelling, and written language contexts. Students need to "lock in" these skills, by incorporating these new learnings into more difficult educational materials. Naturally, dyslexic students using this program will also need to be simultaneously developing their oral vocabularies via appropriate audiobooks and electronic, computerized readings (text which has been scanned into computerized formats and is then highlighted and read aloud to the student by an electronic voice). This development of oral vocabulary is essential for these students because a) it assists in the development of word-retrieval skills, b) it helps them to continue to develop their oral vocabulary skills at a level commensurate with their intellectual (as opposed to simply their decoding) ability, and c) it ultimately aids students in reading comprehension skills. Intensive instruction and guided observations are necessary in order to properly utilize the information in this book. This program is unique in that it combines traditional Orton-Gillingham training with oral phonological awareness and reading fluency exercises. This combined program enhances the highly systematic Orton-Gillingham approach, with procedures based on recent research from the National Institutes of Health and the National Reading Panel. Fran Levin Bowman, Ed.D. 3 Linkages and Rules Record Form/Phase One Name: Linkages and Rules Lesson Page Date Not Yet Date Intro- Automatic Mastered duced (✓ box below) m 1 37 a 2 38 f 3 39 b 4 41 t 5 42 h 6 44 j 7 46 c 8 48 i 9 50 p 10 52 k 11 54 r 12 56 g 13 59 o 14 61 l 15 63 u 16 65 ch 17 67 n 18 69 5 Linkages and Rules Record Form/Phase One Name: Linkages and Rules Lesson Page Date Not Yet Date Intro- Automatic Mastered duced (✓ box below) th (voiceless and 19 71 voiced) d 20 74 s 21 77 e 22 80 sh 23 83 w 24 86 wh 25 89 z 26 92 v 27 95 y 28 98 x 29 101 qu 30 104 ff, ss, ll, zz 31 107 2nd sound of s 32 111 ang, ing, ong, ung 33 114 ank, ink, onk, unk 34 117 6 Linkages and Rules Record Form/Phase One Name: Linkages and Rules Lesson Page Date Not Yet Date Intro- Automatic Mastered duced (✓ box below) initial consonant 35 120 blends: bl, br, cl, cr, dr, fl, fr, gl, gr, pl, pr, sc, sk, sl, sm, sn, sp, st, sw, tr, tw initial consonant 36 124 blends: spl, spr, squ, scr, str, shr, thr final consonant 37 127 blends: nd, lt, st, nt, lp, mp, sp, pt, ft, lk, sk, nch old, ost, olt 38 131 ind, ild 39 134 2 syllable words 40 138 a_e 41 142 i_e 42 146 o_e 43 150 e_e 44 154 u_e 45 157 7 Linkages and Rules Record Form/Phase One Name: Linkages and Rules Lesson Page Date Not Yet Date Intro- Automatic Mastered duced (✓ box below) adding "s" to silent 46 160 "e" words 2-syllable words 47 164 with silent "e" syllables ph 48 167 final ck 49 171 kn 50 174 wr 51 178 ai 52 181 ay 53 185 ea 54 188 ee 55 192 igh and ight 56 195 oa 57 199 oe 58 202 ue 59 206 ar 60 209 or 61 213 8 Linkages and Rules Record Form/Phase One Name: Linkages and Rules Lesson Page Date Not Yet Date Intro- Automatic Mastered duced (✓ box below) er - ir -ur 62 216 y (long i) (single 63 221 syllables) long a, e, i, o, u 64 225 (single syllables) ed added to roots 65 228 (/d/, /t/, and /ed/) vc/cv, v/cv, vc/v, 66 232 -cle — ways to divide syllables closed syllable 67 236 concept open syllable 68 240 concept r-controlled 69 244 syllable concept -consonant-le 70 249 syllable concept silent-e syllable 71 253 concept 9 Linkages and Rules Record Form/Phase One Name: Linkages and Rules Lesson Page Date Not Yet Date Intro- Automatic Mastered duced (✓ box below) vowel team 72 258 syllable concept oo (two sounds - 73 263 book and boom) y (long e) 74 268 soft c rule 75 272 soft g rule 76 276 -all 77 281 al (pronounced 78 284 "all") ow (two sounds - 79 288 cow and snow) -ge, -dge 80 292 -ch, -tch 81 297 ou (loud) 82 302 ew 83 307 aw, au 84 312 oi, oy 85 318 "a" as a first 86 323 syllable 10 Linkages and Rules Record Form/Phase One Name: Linkages and Rules Lesson Page Date Not Yet Date Intro- Automatic Mastered duced (✓ box below) "a" as a final 87 328 syllable ie (2 sounds - pie 88 333 and chief) ch (2nd sound - 89 337 school) ch (3rd sound - 90 342 machine) wor 91 347 ea (2nd sound - 92 352 head) ea (3rd sound - 93 357 break) ought, aught 94 362 ei (ceiling, vein) 95 367 eu 96 372 wa 97 377 war 98 382 eigh 99 386 oll 100 390 11 Linkages and Rules Record Form/Phase One Name: Linkages and Rules Lesson Page Date Not Yet Date Intro- Automatic Mastered duced (✓ box below) alk 101 395 y (short i) 102 401 rh 103 405 -erry 104 410 gn and -ign (long i) 105 415 2nd sound of ear 106 420 (heard), 3rd sound of ear (bear) 12 Irregular Word List Record Form/Phase One Name: Words Words Lesson Page Date Not Date Introduced Removed Intro- Yet Mas- duced Auto- tered matic (✓ box below) the* 6 43 and*, good* 7 46 is*, in* 8 48 my*, a* (the 9 50 word), on* said, get*, 10 52 will* had*, got* 11 53 his*, did* 12 56 so*, with* 13 58 does got 14 61 from, to, of 15 63 she*, Mr. 16 65 who, he* 17 67 was, o.k. in, on 18 69 fell*, go* 19 71 again, they had, did 20 73 * Words which are only temporarily "irregular"; when the phonemes in these words are taught as linkages, these words are removed from this list, because they can be treated as "regular" phonetic words. 13 Irregular Word List Record Form/Phase One Name: Words Words Lesson Page Date Not Date Introduced Removed Intro- Yet Mas- duced Auto- tered matic (✓ box below) I*, could 21 77 or* get 22 79 came*, see* 23 82 about*, with 24 86 called*, be* new*, Mrs. 25 89 went*, 26 91 home* over*, too*, 27 94 t.v. are, has* 28 98 want*, day* 29 101 do, you 30 104 me* fell, will 31 107 for* is, his, 32 110 has what, have 33 113 through 34 116 * Words which are only temporarily "irregular"; when the phonemes in these words are taught as linkages, these words are removed from this list, because they can be treated as "regular" phonetic words.
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