In the book, SEEING STARS, by Nanci Bell, she explains how to help students develop imagery for simple and complex syllable types (open and closed syllables). The process goes as follows: cap 1. Teacher shows a syllable card, one second for each letter , and then take it away. 2. After the card has been taken away students say each letter name, image them air write them. 3. The student reads the word from his orthographic memory. 4. The teacher asks the student to recall a specific letter by it's number in the syllable. 5. The teacher manipulates the letters within the word for the student to image and read. 6. Saying the letter names and air writing should be done simultaneously. 7. Student air writes in lowercase letters. The syllable card choices shown to students continue with similar words, then move into random words, with nearly all real words. Since you are developing symbol imagery for reading and spelling (and orthographic processing), it is better to place real words rather than nonwords in your student's sensory system. NOTE** Error handling is very important. Here's an example: Teacher: Here's another word (holding up the syllable card ap, then taking it away. What letter's do you see? Student: a - t Teacher: A good start. If it was an A and a T, it would look like this... (writing at on paper, then taking it away. Now let's look at the word card again and see if that matches what you saw. (showing the syllable card card ap again, then taking it away.) Student: Oh, it was A - P Teacher: Good. Air write that and tell me the last letter you saw. Student: P Teacher: Right! What would that word say? Student: Ap. By handling the error in this manner, the student is required to compare his response to the stimulus. This is a very different interaction and sensory experience that if the teacher said, "No, that's not A-T, that's A-P." Appropriately handling errors develops the hold-and-compare process, monitoring, to teach the student to self-correct in word and contextual reading. Sample words: cap, it, plea, east, flip, smup, mask, snaps, spoil Sound/symbol associations are easily tracked on this chart. The Seeing Stars sounds and symbols chart presents 10 rows of sounds and letters based on their ease and frequency and reading and spelling.
I am reading a book called SEEING STARS, by Nanci Bell. Based on years of research, she has come up with strategies to help students with learning disabilities. Her strategies apply symbol imagery to reading and spelling.
Here is a strategy called Hear, Say and Image.
THE SET Teacher: I'm going to say a letter sound and I want you to say the sound and write the letter in the air. Just like you did when I showed you a letter on a card. Student: Okay. Do I write it in the air just like before, not on paper? THE LESSON Teacher: Yes. Write in lowercase, not gigantic, but not teeny. Try to see it in your imagination before you write it. Here is the sound: /f/. Student: /f/. (Saying the sound, the student writes the letter F in the air.) Teacher: What is the letter nae for that? Student: "F" |
Dawn TushInstructional Facilitator @ PC Archives
February 2022
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