Tier IIITier IIIUsing supplemental materialsUsing supplemental materials

to strengthen phonological to strengthen phonological awareness and phoneme awareness and phoneme

segmentation/sequencing skillssegmentation/sequencing skills

Phonological AwarenessPhonological Awareness

““Phonemic/phonological Phonemic/phonological awareness, which is what these awareness, which is what these (materials) specifically develop, is (materials) specifically develop, is the best single predictor of success the best single predictor of success in learning to read.”in learning to read.”

LIPS

Reading ComprehensionReading Comprehension

AuditoryPhonetic Processing

VisualSight Words

LanguageOral vocabularyUse of Context

Reading 1st Correlation

Auditory: Phonological Awareness

Visual: Fluency, Phonics

Language: Vocabulary

These Combined = Comprehension

Producing SoundsProducing SoundsConsonant Sounds and Consonant Sounds and

Other Consonant GroupsOther Consonant Groups

Consonant PairsConsonant Pairs

LabelLabel QuietQuiet NoisyNoisy

Lip PoppersLip Poppers /p//p/ /b//b/

Tongue TappersTongue Tappers /t//t/ /d//d/

Tongue ScrapersTongue Scrapers /k//k/ /g//g/

Lip CoolersLip Coolers /f//f/ /v//v/

Tongue CoolersTongue Coolers /th//th/ //thth//

Skinny AirSkinny Air /s//s/ /z//z/

Fat AirFat Air /sh//sh/ /zh//zh/

Fat-pushed AirFat-pushed Air /ch//ch/ /j//j/

Lip PoppersLip Poppers

The lips are The lips are tensed to dam up tensed to dam up air coming from air coming from the lungs, and the lungs, and then opened then opened suddenly as the suddenly as the air is allowed to air is allowed to pop them open.pop them open.

Tongue (Tip) TappersTongue (Tip) Tappers

The tip of the tongue The tip of the tongue makes hard contact makes hard contact with the upper gum with the upper gum ridge, air is ridge, air is impounded between impounded between the tongue and the the tongue and the palate, and then a palate, and then a tapping sound is tapping sound is produced as the tip produced as the tip of the tongue is of the tongue is suddenly released.suddenly released.

Tongue ScrapersTongue Scrapers

The back of the The back of the tongue is tongue is elevated and elevated and makes hard makes hard contact with the contact with the soft palate, the air soft palate, the air is suddenly is suddenly released.released.

Lip CoolersLip Coolers

The upper front The upper front teeth are placed teeth are placed lightly on the lightly on the lower lip, and a lower lip, and a smooth release of smooth release of air is allowed to air is allowed to stream across the stream across the lip.lip.

Tongue CoolersTongue Coolers

The tip of the The tip of the tongue is placed tongue is placed in light contact in light contact with the edges of with the edges of the upper teeth, the upper teeth, and a stream of and a stream of air is released air is released smoothly across smoothly across the tip of the the tip of the tongue.tongue.

Skinny AirSkinny Air

The tongue forms The tongue forms a midline groove, a midline groove, and a smooth, and a smooth, narrow stream of narrow stream of air is released air is released from behind from behind lightly closed lightly closed teeth.teeth.

Fat AirFat Air

The tongue The tongue flattens, and a flattens, and a smooth, wide smooth, wide stream of air is stream of air is released from released from behind lightly behind lightly closed teeth.closed teeth.

Fat-pushed AirFat-pushed Air

The tongue The tongue flattens, flattens, impounds air impounds air between itself between itself and the palate, and the palate, and then releases and then releases it explosively in a it explosively in a wide stream.wide stream.

Other Consonant GroupsOther Consonant Groups

LabelLabel Consonant GroupConsonant Group

Nose soundsNose sounds /m/ /n/ /ng//m/ /n/ /ng/

Wind soundsWind sounds /w/ /h/ /wh//w/ /h/ /wh/

LiftersLifters /l/ /r//l/ /r/

BorrowersBorrowers ‘‘c’ ‘x’ ‘qu’ ‘y’c’ ‘x’ ‘qu’ ‘y’

Nose SoundsNose Sounds /m/ the lips close and the voice /m/ the lips close and the voice

is allowed to resonate in the is allowed to resonate in the nasal passages. The lips nasal passages. The lips remain closed during the entire remain closed during the entire time the sound is being time the sound is being produced.produced.

/n/ the tip of the tongue makes /n/ the tip of the tongue makes contact with the upper gum contact with the upper gum ridge, and the voice is allowed ridge, and the voice is allowed to resonate in the nasal to resonate in the nasal passages. The tongue remains passages. The tongue remains in contact with the gum ridge in contact with the gum ridge during the entire time the during the entire time the sound is being produced.sound is being produced.

/ng/ the back of the tongue /ng/ the back of the tongue makes contact with the soft makes contact with the soft palate, and the voice is allowed palate, and the voice is allowed to resonate in the nasal to resonate in the nasal passages. The tongue remains passages. The tongue remains in contact with the palate in contact with the palate during the entire time the during the entire time the sound is being produced.sound is being produced.

Wind SoundsWind Sounds

/w/ the voice is gliding /w/ the voice is gliding from one vowel soiund to from one vowel soiund to another- from /o^o/ to /u/.another- from /o^o/ to /u/.

/h/ produced by an /h/ produced by an unvoiced airstream as the unvoiced airstream as the mouth is opened, the mouth is opened, the tongue lowered, the vocal tongue lowered, the vocal cords held open, and air cords held open, and air released forcefully from released forcefully from the lungs.the lungs.

/wh/ produced by rounding /wh/ produced by rounding the lips as for the the lips as for the sound /w/, but without sound /w/, but without voicing. Air is blown out voicing. Air is blown out with considerable force.with considerable force.

LiftersLifters

/l/ the tip of the /l/ the tip of the tongue is lifted to tongue is lifted to make contact with the make contact with the gum ridge or hard gum ridge or hard palate, and a voiced palate, and a voiced airstream is released airstream is released over the sides of the over the sides of the tongue.tongue.

/r/ the tongue is /r/ the tongue is retracted slightly and retracted slightly and the back of the tongue the back of the tongue is humped toward the is humped toward the soft palate as a voiced soft palate as a voiced airstream is releasedairstream is released

BorrowersBorrowers

symbsymbolol

SoundSound BorrowedBorrowed

When borrowedWhen borrowed

cc /k//k/ Most of the timeMost of the time

/s//s/ Before vowels ‘e’ ‘I’ or ‘y’Before vowels ‘e’ ‘I’ or ‘y’

xx /z//z/ In the initial position (xylophone)In the initial position (xylophone)

/ks//ks/ In all other positions (tax, text)In all other positions (tax, text)

/gz//gz/ Occasionally, when followed by a Occasionally, when followed by a vowel (exist, exact)vowel (exist, exact)

BorrowersBorrowers

ququ /kw//kw/ In the initial and medial In the initial and medial positions (quick, request)positions (quick, request)

/k//k/ In the final syllable (opaque, In the final syllable (opaque, unique)unique)

yy /ee//ee/ In the initial position (yam, In the initial position (yam, yes)yes)

/ee/ or /ee/ or /ie//ie/

In the final position in In the final position in multisyllable words (baby, multisyllable words (baby,

family)family)

/ie//ie/ In the final position in one-In the final position in one-syllable words (by, my, cry)syllable words (by, my, cry)

/i/ or /ie//i/ or /ie/ In medial position (gym, In medial position (gym, gyroscope)gyroscope)

The Vowel CircleThe Vowel Circle

Vowel Circle: Try this…Vowel Circle: Try this…

Place your hand under your chin Place your hand under your chin and say only the vowel phoneme in and say only the vowel phoneme in each of these words.each of these words.

– mmeeeet, t, iick, ck, eegg, gg, aappee, , aam, m, uup, p, TToom, Pm, Pauaul, fl, foeoe, b, booook, lk, loooott

Did you feel it?Did you feel it?

The Vowel CircleThe Vowel Circle

Using Blocks for Phoneme Using Blocks for Phoneme Segmentation and Segmentation and SequencingSequencing

– Block sequence is Block sequence is as follows:as follows:

RedRed

WhiteWhite

BlueBlue

YellowYellowBlackBlack

GreenGreen

Reading 1st Correlation:

This activity supports TPRI Intervention activities 4.15, 4.16, 4.17, 5.15, 5.28, 5.14, just to name a few

Things to Remember Things to Remember when using phoneme when using phoneme blocksblocks

Similar phonemes are the same Similar phonemes are the same color (e.g. color (e.g. tottot would be ) would be )

Blocks are used with one syllable Blocks are used with one syllable words onlywords only

Sequence for students is:Sequence for students is:– Say old and newSay old and new– Touch and SayTouch and Say– Make SoundMake Sound

Using Felts for Syllable Using Felts for Syllable Segmentation and Segmentation and SequencingSequencing

Use felts to represent the syllables Use felts to represent the syllables in a wordin a word

Learn to listen for the accented Learn to listen for the accented syllablesyllable

chamberchamberReading 1st Correlation:

This activity supports the TPRI intervention activities 4.12, 4.14, 5.31, 5.32 just to name a few.

Using Felts for Syllable Using Felts for Syllable Segmentation and Segmentation and SequencingSequencing

Later, use blocks to segment the Later, use blocks to segment the phonemes in the accented syllablephonemes in the accented syllable

The accented syllable is placed The accented syllable is placed higherhigher

arithmetic arithmetic

Grapho-Phonemic Grapho-Phonemic Knowledge ApplicationKnowledge Application

Use spelling dictation to apply the skills Use spelling dictation to apply the skills learned in previously learned lessons.learned in previously learned lessons.

Practice spelling real and pseudo words Practice spelling real and pseudo words Spell words using the picture cards onlySpell words using the picture cards only As students learn more consonant pairs and As students learn more consonant pairs and

vowel patterns, couple them with TPRI tasks to vowel patterns, couple them with TPRI tasks to focus on specific spelling patterns.focus on specific spelling patterns.

Have students match their pencil with their Have students match their pencil with their mouth.mouth.

Students should reread their word by blendingStudents should reread their word by blending Have students underline and say the vowel Have students underline and say the vowel

aloud.aloud.

Sequencing Lessons-Sequencing Lessons-First Three WeeksFirst Three Weeks

First 5 days: Introduce noisy/quiet First 5 days: Introduce noisy/quiet sounds, lip poppers, tongue sounds, lip poppers, tongue tappers, tongue scrapers, vowel tappers, tongue scrapers, vowel circle sounds circle sounds i/o/ooi/o/oo. .

Remaining: Track one syllable Remaining: Track one syllable words with colored blocks, spell words with colored blocks, spell vc, vc, cvcv, and , and cvccvc words using tiles and words using tiles and on paper, read words in isolation, on paper, read words in isolation, and write letters using correct and write letters using correct formation as needed.formation as needed.

-Amy Gilley (some parts changed to meet Jackson’s individual needs)

Sequencing Lessons- Sequencing Lessons- Second Three WeeksSecond Three Weeks

First 5-7 days: Introduce lip coolers, First 5-7 days: Introduce lip coolers, tongue coolers, skinny air, fat air, fat-tongue coolers, skinny air, fat air, fat-pushed air, smiles, opens, and rounds.pushed air, smiles, opens, and rounds.

Week two: Continue tracking one Week two: Continue tracking one syllable words with colored blocks, syllable words with colored blocks, practice spelling dictation, reading practice spelling dictation, reading words in isolation, and letter formation.words in isolation, and letter formation.

Week three: Introduce and practice two-Week three: Introduce and practice two-syllable segmentation and sequencing, syllable segmentation and sequencing, stressing the accented syllable, but not stressing the accented syllable, but not the phonemes within. the phonemes within.

- Amy Gilley

Lesson Sequencing- Lesson Sequencing- Third Three WeeksThird Three Weeks

First 3-5 days: Introduce nose First 3-5 days: Introduce nose sounds, wind sounds, lifters, sounds, wind sounds, lifters, sliders, and crazy R’s.sliders, and crazy R’s.

Remaining: Continue tracking one-Remaining: Continue tracking one-syllable words with colored blocks, syllable words with colored blocks, spelling dictation, reading words in spelling dictation, reading words in isolation, letter formation as isolation, letter formation as needed, and syllable segmentation needed, and syllable segmentation practice. practice.

- Amy Gilley

Lesson Sequencing- Lesson Sequencing- Fourth Three WeeksFourth Three Weeks

Throughout stage four introduce and Throughout stage four introduce and practice:practice:– Expectancy of Expectancy of ‘e’‘e’ to the end to the end– Expectancy of two vowels go walkingExpectancy of two vowels go walking– Expectancy of Expectancy of ‘c’‘c’ and and ‘g’‘g’– Expectancy of borrower Expectancy of borrower ‘x’‘x’– Expectancy of initial scraper Expectancy of initial scraper ‘c/k’‘c/k’– Expectancy of final Expectancy of final ‘j’‘j’– Expectancy of Expectancy of dgedge vs. vs. chch and and tchtch vs. vs.chch– Expectancy of doublers Expectancy of doublers f, s, z,f, s, z, and and ll

- Amy Gilley

Lesson Sequencing- Lesson Sequencing- Twelve Week CycleTwelve Week Cycle

Leave time at the end for reading OC Leave time at the end for reading OC Intervention decodables at least 2-3 Intervention decodables at least 2-3 times per week after initial introduction times per week after initial introduction week.week.

Assist with transfer by taking some Assist with transfer by taking some words that fit the pattern/phonemes words that fit the pattern/phonemes from reading in context materials to from reading in context materials to segment.segment.

Spend 3-5 minutes at the beginning of Spend 3-5 minutes at the beginning of the lesson to review previous learning.the lesson to review previous learning.

Phonics / GKPhonics / GK

Phonemic AwarenessPhonemic Awareness

VocabularyVocabulary

FluencyFluency