MULTISENSORY TEACHING of Basic Language Skills

ACTIVITY BOOK

Contents

• Activity 1 Terms for Research and Multisensory Teaching.....1
• Activity 2 The Brain.....2
• Activity 3 Terms for Oral Language.....3
• Activity 4 Phonemes: Vowels.....4
• Activity 5 Clues for identifying Word Origin.....5
• Activity 6 Identifying Word Origin.....6
• Try This 1 Sorting Words by Origin.....6
• Activity 7 Identifying Word Origin.....7
• Try This 2 Word Origin Concentration Game.....7
• Activity 8 Consonant Phonemes: Place of Articulation.....8
• Activity 9 Consonant Phonemes: Blocked, Partially Blocked, and Unblocked.....9
• Activity 10 Phonemes: Voiced and Unvoiced Consonants.....10
• Activity 11 Consonant Phonemes: Cognates.....11
• Activity 12 Consonant Phonemes: Continuant and Clipped.....12
• Activity 13 Phoneme Checklist.....13
• Activity 14 Phon
• Activity 29 Approach Strokes for Cursive Letters .....30
• Activity 30 Cursive Handwriting Stroke Descriptions .....31
• Activity 31 Handwriting Practice .....32
• Activity 32 Planning Lessons for Handwriting .....34
• Activity 33 Sound–Symbol Correspondences .....35
• Activity 34 Practice Words .....36
• Activity 35 Writing Dialogues to Make Words .....37
• Activity 36 Planning Lessons for Beginning Reading .....39
• Activity 37 Reading Patterns .....41
• Activity 38 Hard and Soft c and g .....43
• Activity 39 Letter Clusters .....44
• Activity 40 How Many Letters and How Many Graphemes? .....45
• Activity 41 How Many Letters and How Many Graphemes? .....46
• Activity 42 Vowel Pairs .....47
• Activity 43 Vowel-r Patterns .....48
• Activity 44 Syllable Type Definitions .....49
• Activity 45 Sorting Syllable
• Activity 72 Checkpoints for the Doubling Rule .....81
• Try This 11 Four-Leaf Clover .....82
• Activity 73 Analyzing Words for Spelling .....83
• Activity 74 Regular, Rule, Irregular for Spelling .....84
• Activity 75 Regular or Irregular for Reading and Spelling? .....85
• Activity 76 Planning Lessons for Spelling .....86
• Activity 77 Morphemes, Origins, Meanings, and Derivatives .....87
• Activity 78 Roots and Combining Forms .....88
• Activity 79 Syllables and Morphemes .....90
• Activity 80 Syllables and Morphemes .....91
• Try This 12 Word Part Concentration Game .....92
• Activity 81 Semantic Word Webs .....93
• Activity 82 Derivative Webs .....94
• Activity 83 Multiple Meaning Webs .....95
• Try This 13 Semantic Webs .....96
• Try This 14 Derivative Webs .....96
• Try This 15 Multiple Meaning Webs
• Appendix F Words for Six Syllable Types Chart.....139
• Appendix G Practice Words for Syllable Division.....141
• Appendix H Suffixes, Prefixes, Roots, and Combining Forms.....143
• Appendix I Rapid Word-Recognition Chart.....149
• Appendix J Four-Leaf Clover.....150
• Appendix K Word Webs.....151
• Appendix L Semantic Feature Analysis.....153
• Appendix M Word Profile.....154
• Appendix N Comprehension Passages.....155
• Appendix O Fraction Lotto.....163
• Appendix P Building Block Checklist for Effective Classroom Management.....164
• Answer Key .....167
• Activities Coordinated with Becoming a Professional Reading Teacher.....192
• References .....193

About the Authors

Suzanne Carreker, Ph.D., is Chief Programs Officer at the Neuhaus Education Center, a non-profit organization in Houston, Texas, that has offered professional development in evidence-based reading methods to more than 60,000 teachers since its inception in 1980. Dr. Carreker is a frequent speaker at regional and national conferences and has authored a number of multisensory curricula and journal articles.

Judith R. Birsh, Ed.D., has an enduring belief that well-prepared, informed teachers are the major influence on effective instruction in the field of reading and dyslexia. After training, she became a Certified Academic Language Therapist and Qualified Instructor, founding and directing the Multisensory Teaching of Basic Language Skills courses at Teachers College in the Department of Curriculum and Teaching. After her retirement in 2000, Dr. Birsh has maintained her commitment to teacher preparation, giving professional development workshops and working with students with dyslexia.

ACTIVITY 5 - Clues for Identifying Word Origin

The Anglo-Saxon, Latin, and Greek languages greatly influenced written English. Students who understand the history of English have additional strategies for reading and spelling unfamiliar words (Henry, 1988, 2010). Identify the language layer that is characterized by the following letter patterns or word structures. Write Anglo-Saxon, Latin, or Greek. Use Chapter 4 in Birsh (2011) for reference.

1. The consonant pairs gn, kn, and wr
2. Roots that end in ct and pt
3. Vowel pairs
4. Initial consonant clusters rh, pt, pn, and ps
5. Chameleon prefixes
6. Common, everyday words
7. The consonant cluster ch pronounced /k/
8. The letters c, s, and t pronounced /sh/
9. Medial y
10. Consonant digraphs ch, sh, th, and wh
11. The affixing of roots
12. Compound words
13. Combining forms
14. The affixing of base words
15. The consonant cluster ph pronounced /f/

ACTIVITY 6 - Identifying Word Origin

Identify the origin—Anglo-Saxon, Latin, or Greek—of the following words. Use the clues from the previous activity and Chapter 4 in Birsh (2011) for reference.

1. scholar _____________________________
2. that ____
3. phonograph ____
4. made ____
5. excellent ____
6. boat ____
7. conductor ____
8. barn ____
9. microscope ____
10. direction ____
11. transport ____
12. symphony ____
13. photograph ____
14. shipyard ____
15. manuscript ____
16. chloroplast ____
17. water ____
18. spatial ____
19. timely ____
20. respect ____
21. portable ____
22. heart ____
23. introduction ____
24. good ____
25. bad ____

ACTIVITY 7 - Identifying Word Origin

Identify the origin—Anglo-Saxon, Latin, or Greek—of the following words. Use the clues from Activity 5 and Chapter 4 in Birsh (2011) for reference.

1. rhythm ____
2. lotion ____
3. reject ____
4. eruption ____
5. chorus ____
6. thermometer ____
7. gather ____
8. induction ____
9. wait ____
10. destruction ____
11. rhododendron ____
12. helpless ____
13. napkin ____
14. sympathy ____
15. football ____
16. illegal ____
17. conduct ____

TRY THIS - Word Origin Concentration Game

1. Create a concentration game board using the template on page 137.
2. Prepare the game board as an overhead transparency or an interactive whiteboard.
3. Choose two words each of Anglo-Saxon, Latin, and Greek origin (six words total).
4. Write these words randomly in the empty spaces on the game board.
5. Write the languages of origin that represent the six words randomly in the remaining spaces.
6. Cover each of the spaces with small sticky notes.
7. Place the transparency on the overhead projector.
8. Divide students into teams and determine a rotation.
9. Teams take turns calling out pairs of coordinates (e.g., A3 and B3) to search for a word and an origin that match.
10. If the word and origin match, the team gets a point. If the word and origin do not match, cover the two spaces again with the sticky notes.