Mnephonics Training 2009

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Information about Mnephonics Training 2009
Education

Published on August 18, 2009

Author: rrturner

Source: slideshare.net

Mnephonics An Intervention Mnephonics 2009

Mnephonics An Intervention We will… Evaluate the effectiveness of mnemonic instruction for the at-risk learner via… -group activities -discussion of research results -sharing of case study Explore the effectiveness of a proven mnemonic-phonics intervention via… -group activities -presentation of authentic examples -evidence from actual case studies

We will…

Evaluate the effectiveness of mnemonic instruction for the at-risk learner via…

-group activities

-discussion of research results

-sharing of case study

Explore the effectiveness of a proven mnemonic-phonics intervention via…

-group activities

-presentation of authentic examples

-evidence from actual case studies

Continents of the World North America _________ Antarctica South America Africa Europe Asia Australia

Differences in Learning to Read Able to read: Learn with ease: Learn with support: Learn with intensive support: Have pervasive reading disabilities: Adapted by B. Bursuck based on Lyon, 1998

Able to read:

Learn with ease:

Learn with support:

Learn with intensive support:

Have pervasive reading disabilities:

Teach phonemic awareness skills early. Teach sound-spelling associations explicitly and systematically Teach sounding out and blending directly. Use decodable text for practice. Read good literature to students for language comprehension . Use the “big 5” : Phonemic Awareness , Phonics , Vocabulary, Fluency and Comprehension + (oral language proficiency). Teaching At-Risk Children To Read Felton & Lillie, 2001 a

Teach phonemic awareness skills early.

Teach sound-spelling associations explicitly and systematically

Teach sounding out and blending directly.

Use decodable text for practice.

Read good literature to students for language comprehension .

Use the “big 5” : Phonemic Awareness , Phonics , Vocabulary, Fluency and Comprehension + (oral language proficiency).

Targeted Instruction Focus on Learning Explicit – nothing is left to chance; all skills are taught directly Systematic – sequential steps are followed to take the student from limited or no mastery to complete mastery of a skill Direct – The teacher defines and teaches a concept, guides students through its application, and arranges for extended guided practice until mastery is achieved Strategic – teaching students efficient ways to acquire, store and express information and skills (FCRR Glossary of terms, 2005)

Explicit – nothing is left to chance; all skills are taught directly

Systematic – sequential steps are followed to take the student from limited or no mastery to complete mastery of a skill

Direct – The teacher defines and teaches a concept, guides students through its application, and arranges for extended guided practice until mastery is achieved

Strategic – teaching students efficient ways to acquire, store and express information and skills

(FCRR Glossary of terms, 2005)

Phonemic Awareness Instruction Phoneme Blending - listening to separate phonemes and combining them to form a word What word is /p/ /e/ /n/ ? Phoneme Segmentation -breaking a word into separate sounds How many sounds are in the word: flag? Phoneme Deletion - recognizing the word that remains when a phoneme is removed from the word What is farm without the /f/ ? Phoneme Substitution - substituting one phoneme for another to make a new word The word is sip. Change the /p/ to /t/. What is the new word?

Phoneme Blending - listening to separate phonemes and combining them to form a word

What word is /p/ /e/ /n/ ?

Phoneme Segmentation -breaking a word into separate sounds

How many sounds are in the word: flag?

Phoneme Deletion - recognizing the word that remains when a phoneme is removed from the word

What is farm without the /f/ ?

Phoneme Substitution - substituting one phoneme for another to make a new word

The word is sip. Change the /p/ to /t/. What is the new word?

Phonics Instruction “ Phonics instruction teaches children the relationship between the letters of written language and the individual sounds of spoken language” “ The goal of phonics is to help children learn and use the alphabetic principle… the understanding that there are systematic and predictable relationships between written letters and spoken sounds.”

“ Phonics instruction teaches children the relationship between the letters of written language and the individual sounds of spoken language”

“ The goal of phonics is to help children learn and use the alphabetic principle… the understanding that there are systematic and predictable relationships between written letters and spoken sounds.”

 

Systematic and Explicit Phonics Instruction Improves word recognition and spelling for students in grades K-1 Improves reading comprehension Is effective for students from varying social and economic levels Increases reading skills in students who are having difficulty learning to read Most effective when introduced early Should not stand alone as the entire reading program

Improves word recognition and spelling for students in grades K-1

Improves reading comprehension

Is effective for students from varying social and economic levels

Increases reading skills in students who are having difficulty learning to read

Most effective when introduced early

Should not stand alone as the entire reading program

Vocabulary Help Understand and Never Forget Punctuation! . , ! “ ” ? Mnemonics!

Punctuation!

. , ! “ ” ?

Research says… Kathy Nunley: Brain.org Semantic Memory Intentional Episodic Memory Unintentional

Research says… Kathy Nunley: Brain.org Semantic Memory “I tell, you choose to remember.” Episodic Memory “ I give you meaningful experiences, and you remember, whether you meant to or not.”

LEP Interventions Convince Students That They Can I went to the store the other. Day with my mom. And. I had a great time with. Her because she bought me some. Chocolate. Are you sure your periods are in the correct place?

I went to the store the other. Day with my mom. And. I had a great time with. Her because she bought me some. Chocolate.

Are you sure your periods are in the correct place?

Teach to the Student’s Learning Style Multiple Modalities -movement, physical, tactile, hands-on… -illustrations, diagrams, realia notes… -verbal representations, student-made definitions, dialogue, games Kinesthetic Visual Auditory

Multiple Modalities

-movement, physical, tactile,

hands-on…

-illustrations, diagrams,

realia notes…

-verbal representations,

student-made definitions,

dialogue, games

I Know a Little Hermit Crab! (Tune: I’m a Little Teapot) I know a little hermit crab who lives by the sea, Whenever I go out there, he takes a stab at me. Out come his pinchers to nab my toe, But he never gets to grab me ‘cause he’s so slow! -ab Song Cherry Carl, 2004

I know a little hermit crab who lives by the sea,

Whenever I go out there, he takes a stab at me.

Out come his pinchers to nab my toe,

But he never gets to grab me ‘cause he’s so slow!

-ab Song

Cherry Carl, 2004

What is Mnephonics? Mnemonic devices Punctuation Mnemonics + phonics = mnephonics

Mnemonic devices

Punctuation

Mnemonics + phonics = mnephonics

Developed by Alisha Das “ During the 2001-2002 school year, I had an LEP student with vision problems.  He began to learn to associate sounds/symbols and connect these with words/meanings using this method.  It was amazing!  After only 1 week, he was able to identify the letters in his name and several words.  He was also able to write them correctly!  This was so amazing because NOTHING else had worked.  When my assistant and I used this method, we were so amazed we actually cried!  For the first time, this student began to show progress and was actually learning!!!!”

“ During the 2001-2002 school year, I had an LEP student with vision problems.  He began to learn to associate sounds/symbols and connect these with words/meanings using this method.  It was amazing!  After only 1 week, he was able to identify the letters in his name and several words.  He was also able to write them correctly!  This was so amazing because NOTHING else had worked.  When my assistant and I used this method, we were so amazed we actually cried!  For the first time, this student began to show progress and was actually learning!!!!”

Student Productions

Student Productions

Explicitly Teach Lower case letters Basic letters Pure sounds Within words Action cues Visual cues Sound cues Writing cues

Lower case letters

Basic letters

Pure sounds

Within words

Action cues

Visual cues

Sound cues

Writing cues

Sounds in other languages/English a b c d e f g h i j k l m n o p q r s t u v w x y z /ĕ/ /s/ / á / /ŏ/ /duh/ /wuh/ /ĕ/

a b c d e f g h

i j k l m n o p q

r s t u v w x y z

 

Student applications Reading errors wet det detuh spelling errors Wog Buatu Dog Bat

Reading errors

wet det detuh

spelling errors

Wog

Buatu

What can we do? Wouldn’t it be nice if we had something that could trigger their mind to read and spell correctly without interferences… Mnephonics!

Wouldn’t it be nice if we had something that could trigger their mind to read and spell correctly without interferences…

Mnephonics!

Use Mnephonics Within words Rehearsed reading

Within words

Rehearsed reading

ILL

LEP Interventions Help Understand and Never Forget Non-linguistic Representation… Illustrations, symbols, logographs, actions, signs… 27% overall gain 36% greater gains than definitions from dictionary, or creating sentences with words… Marzano Abstract to Concrete!

Non-linguistic Representation…

Activity ech inated defenestrate

Mnephonics © A Literacy Intervention

Mnephonics ©

A Literacy Intervention

 

 

 

 

 

 

 

 

c-c-city

 

 

 

soft g g-g-giraffe g-g-g

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

oo-oo-oo

The snake and the horse are fighting s-h-s-h-s sh-sh-sh-sh-sh-sh

The horse is allergic to corn. c-h-c-h-h-h-"ch"

The horse has a tackin his tongue t-h-t-h---"th"

Showing teeth

Mnephonics© A Literacy Intervention Copyright 2008 Alisha Das Email: mnephonics.das@gmail.com Web: https://sites.google.com/site/mnephonicsproject/ http://www.mnephonicsabc.blogspot.com/

Copyright 2008

Alisha Das

Email: mnephonics.das@gmail.com

Web:

Let’s practice!

 

 

 

-ab family _____ab _____ ab _____ab _____ ab _____ab _____ ab _____ab _____ ab

-ab family _____ab _____ ab

_____ab _____ ab _____ab

_____ ab _____ab _____ ab

From carlscorner.us.com

Mnephonics An Intervention Did we… Evaluate the effectiveness of mnemonic instruction for the at-risk learner via… -group activities -discussion of research results -sharing of case study Explore the effectiveness of a proven mnemonic-phonics intervention via… -group activities -presentation of authentic examples -evidence from actual case studies

Did we…

Evaluate the effectiveness of mnemonic instruction for the at-risk learner via…

-group activities

-discussion of research results

-sharing of case study

Explore the effectiveness of a proven mnemonic-phonics intervention via…

-group activities

-presentation of authentic examples

-evidence from actual case studies

Questions or Comments Please record your successes and questions on the Mnephonics web pages whenever possible. Ticket out

Please record your successes and questions on the Mnephonics web pages whenever possible.

Contact Information Thank You! Rosie Turner Griffith Annex 1401 W. Clemmonsville Rd., W-S, NC 27127 Phone: (336) 771-4734 ext. (3203) pageflakes.com type rrturner in the search box

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