Recent ActivityClass Announcements Number PrefixesOne: Latin - uni Greek - mono
Two: Latin: bi Greek - di Three: Latin tri Greek - tri Four: Latin - quar, quad Greek - tetra Five: Latin - quin Greek - penta Six: Latin - sex Greek - hexa Seven: Latin sept, septum, sep Greek - hepta Eight: Latin - oct, octa, octo Greek - octo Nine: Latin novem Greek - ennea Ten: Latin - decem, dec Greek - deka, deca Hundred: Latin - centi, cent Greek hecate, hecaton Thousand: Latin - mille Greek - kilo Many: Latin - multi Greek - poly Half, Twice: Latin - semi Greek - hemi Understanding the English Language BetterMorphemes are the smallest units in our language that have meaning. But where did these morphemes come from? Anglo-Saxon words are everyday words and compound words. A great deal of our language is based on Latin. Latin uses prefixes, suffixes and roots to form many words. Once students master many of the Latin morphemes, Greek Combining Forms are learned. This knowledge helps many aspects of language including vocabulary, spelling and reading. A great book by Diana Hanbury King is titled English Ian't Crazy. It is true. there are reasons why the words in our language are spelled and read the way they are. Coming to a better understanding of our language empowers students on their quest for literacy.
Latin PrefixesPrefixes: pre - before; keyword preschool, pretest pro - for, forward, forth; keyword propel, progress re - back, again; return, rewrite de - down, away, opposite; depress, deflated dis - away, not, apart; disagree, distrust con/com/col/cor - with, together; congeal, combine, collision, correction trans - across, through, over; tranform, transcontinental inter - between, among; interject, intercom ad - towatd, to; adventure, admit ex, e, ef - out of, from; exceed, event,effective in/im/il/ir - into, in, not; incorrect, imbalance, illegible, irresposible per - through, by means of; permit, persist ob/oc/of/op - to, toward, against; obstruct, occasion, offensive, opposition sub/suc/suf/sum/sug - below, under; submarine, success, suffering, summit, suggestion Anglo-Saxon Prefixes/SuffixesInstructions for teaching this skill - For prefixes write on a green index card, red for suffixes. In marker write the prefix/suffix on the front of the card. In the back right corner write the definition, in the left corner write the keyword(s). The student may need to write the prefixes/suffixes and definitions and keywords out in order to remember them. It is always a good idea to say the letters as s/he writes them out and then the prefixes or suffixes itself. This multisensory seeing, saying and hearing is a key to learning. The initial drill is to place three index cards with the prefix or suffix showing. The teacher then say "Which prefix or suffix means....?" The student points to the card and gives at least one keyword. The teacher then places a different card over the one just done. If the student does not select the correct card the teacher gives the meaning for the card selected. This can be a competition. One point is given for each correct answer, i.e. one point for selecting the correct card, one point for each keyword given. Suffixes (A suffix changes the baseword’s part of speech): Books on tape (See Class Links as Well)The Orton-Gillingham ApproachCharacteristics of the Orton-Gillingham Approach – The Orton Gillingham approach is language-based; multisensory; structured, sequential, cumulative, but flexible; cognitive; direct and explicit, emotionally sound, diagnostic and prescriptive. Its breadth, perspective, and flexibility prompt use of the term approach instead of method.
“The differences are personal. The diagnosis is clinical. The treatment is educational, and the understanding is scientific.” Margaret Rawson
The text comes from the Academy of Orton-Gillingham Practitioners and Educators 10/03 One key aspect of Orton GillinghamAll Output (Speaking or Writing) Generates Input/Feedback
OG Approach applies this knowledge in Direct Instruction : 1. The more senses involved, the more memory traces are formed, and more rapid learning results. 2. Instruction employs all receptive and expressive modalities and makes strong connections between these modalities. 3. If student performs actions correctly - memory traces for these will also be correct. Practice makes permanent, not perfect! Taken from the Kildonan Teacher Training Institute manual. Helping your child in the Five Areas of ReadingReading Fluency
  (Displays 7/16/2009)
How can parents help support their child with reading fluency?
In just 15 minutes a day a child's reading fluency can substantially improve. In paired reading (a variation of repeated oral reading) the parent reads a short story or passage. Next the parent and student read the same passage together a few times. Last, the student reads the passage. Sally Shaywitz, author of Overcoming Dyslexia wrote "Comparisons showed that children who read aloud with their parents made substantially larger gains in fluency." Phonemic Awareness - Tasks such as Rhyming, Segmenting Sentences, Counting Syllables, Segmenting Words into Sounds and Blending Sounds Together. Neuhaus Education Center 1992 published these activities: I. DO THESE WORDS RHYME? A. The teacher reads each pair of words. B. The students echo the word and tell if they rhyme. 1. go/top 2. in/lap 3. yes/my 4. mad/sad 5. cat/rat 6. rip/bag 7. out/pig 8. pig/big 9. run/sun 10. hit/sit 11. ten/pen 12. hop/mop 13. sing/ring 14. pit/mitt 15. red/bed 16. pill/hill 17. get/let 18. him/but 19. map/lap 20. tip/lip II. Changing Sounds - Example: Teacher: "log", Student: "log", teacher Change the /l/ to /d/, student "dog". 1. lip /l/ to /s/ 2. tap /t/ to /n/ 3. lip /l/ to /h/ 4. man /m/ to /b/ 5. rag /r/ to /b/ 6. lad /l/ to /b/ 7. had /h/ to /s/ 8. hot /h/ to /n/ 9. pot /p/ to /l/ 10. led /l/ to /b/ 11. big /b/ to /f/ 12. mad /m/ to /l/ 13. hat /h/ to /m/ 14. mat /m/ to /b/ 15. hit /h. to /s/ III. Omitting Sounds: Example - Teacher: "slip", Student: "slip", Teacher: Say it again without the /s/, Student: "lip" 1. snow - without /s/ 2. slip - without /s/ 3. trip - without /t/ 4. swell - without /s/ 5. small - without /s/ 6. tray - without /t/ 7. broom - without /b/ 8. bring - without /b/ 9. stop - without /s/ 10. sway - without /s/ These are excellent websites: http://www.texasreading.org, http://www.neuhaus.org Comprehension - Think Aloud activities are excellent for reading comprehension. From the book Locating and Correcting Reading Difficulties "When modeling strategies for paragraph meaning, the teacher models, then directs students in the use of, a code for marking reactions to selected paragraphs. This is one of the most effective methods to teach students to monitor their thought processes when reading. It is most effective with intermediate-age or older students, but could be modified and used with primary-grade students." The codes are placed on small pieces of paper and paprerclipped to the book on the page they occur. Here is a list of possible codes to use when reading text: GVI=Got a Visual Image, RA=Read Again, Smiley Face=No Sweat!, MBI=Must Be Important, HW=Hard Work, LAP=Look at Picture, ?=I'm Confused. Lesson FormatI will be using the Kildonan/Dunnabeck Orton-Gillingham Lesson Plan. Kildonan is an incredible school in Amenia New York for teaching dyslexic children.
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