reading.html

READING

GRADE- 6-8 SPEC. ED. READING (YEAR 1)

Course Description: This course is designed to teach special education students reading skills that previously have not been mastered. The length of time it takes to complete the curriculum depends on each students’ individual skills. This could range from two to three years with the third year being review of skills not mastered in the first two years. Reading skills are taught using the Alphabetic Phonics method, which follows a specific, sequential format of presentation. Alphabetic Phonics teaches all skills using a multisensory approach with constant review and repetition. A graph is provided to represent all concepts and grapheme/phoneme presentations in the order they are to be taught to the students.

Resources: Reading decks, Spelling decks, Schedule workbooks

I.   Reading First Nine Weeks
      A. Explanation of language function
      B. Concept of sequential alphabet
                  1. Initial
                  2. Medial
                  3. Final
      C. Vowel Concept
                  1. Closed syllable
                  2. Open syllable
       D. Concept of structured procedures
       E. Concept of syllable
      F. Sequential introduction of vowels and consonants
     G. Sequential introduction of vowel and consonant digraphs
                   1. oo, ee
                   2. ck, sh
      H. Sequential introduction of vowel-r syllables
                  1. er, ir
                  2. ur, or
I. Integration of speech/language therapy (see speech/language syllabus)
J. Integration of physical therapy (see physical therapy syllabus)

II. Reading Second Nine Weeks
       A. Base word and suffix
                  1. Vowel suffix
                  2. Consonant suffix
       B. Sequqential introduction of vowel and consonant digraphs
                  1. ai, ay
                  2. igh, qu, ch
       C. Final Stable Syllables
                 1. ble, tle, sle, dle, fle, cle
                 2. tion, sion
       D. Sequential introduction of vowel consonant e syllables
        E. Introduction of syllable division patterns according to commonality
                 1. vc|cv
                  2. vc|cv    vc|cv
                  3. v|cv v||cv
        F. Types of syllables
                  1. closed syllable
                  2. open accented syllable
                  3. vowel consonant e syllable
                  4. vowel pair syllable
                  5. vowel r syllable
                  6. final stable syllable
G. Integration of speech/language therapy (see speech/language syllabus)
H. Integration of physical therapy (see physical therapy syllabus)

III.   Third Nine Weeks
A. Concept of accent
       B. Hard and soft c and g
        C. Spelling rules
                 1. Floss rule
                 2. Doubling rule
                 3. Rabbit rule
       D. Sequential introduction of most commonly encountered prefixes
       E. Sequential introduction of most commonly encountered suffixes
F. Integration of speech/language therapy (see speech/language syllabus)
G. Integration of physical therapy (see physical therapy syllabus)

IV. Fourth Nine Weeks
       A. Work on comprehension
                  1. Kim Marshall comprehension books
                  2. Read novel
B. Review all schedules
C. Integration of speech/language therapy (see speech/language syllabus)
D. Integration of physical therapy (see physical therapy syllabus)

GRADE - 6-8 SPEC. ED READING (YEAR 2)

Resources: white decks, green decks, schedule workbooks

I. Reading First Nine Weeks
     A. Review concepts learned in first year course
     B. Review both white decks and green decks
     C. Review syllable division patterns
    D. Sequential introduction of vowel and consonant digraphs
                  1. ea, oa, oe,
                 2. tch, ph
     E. Introduction of remaining syllable division patterns
               1. v|cv   v|vc
               2. vc|ccv   vcc|cv
F. Integration of speech/language therapy (see speech/language syllabus)
G. Integration of physical therapy (see physical therapy syllabus)

II. Reading - Second Nine Weeks
      A. Introduce open unaccented syllable
               1. e, o, and u are half long
               2. I is short
                3. a is obscure
      B. Sequential introduction of most common prefixes and stems
                 1. pre, pro, com, ad, ab, in, un, dis,
                 2. en, ment, hood, ist, let
      C. Introduction of Greek prefixes and stems
                  1. micro, scope, macro, bene, graph
                  2. photo, tele, phone
      D. Introduction of Latin word parts and stems
                  1. astro, auto, bio, cardio, chloro, chrono, geo
                  2. litho, logo, meter, philo, theo, thermo
E. Integration of speech/language therapy (see speech/language syllabus)
F. Integration of physical therapy (see physical therapy syllabus)

III. Reading Third Nine Weeks
A. Work on accent
                  1. open accented syllables
                  2. open unaccented syllables
                  3. accent in multisyllable words

B. Spelling rules
      1. Dropping rule
      2. Changing rule
C. Work on cursive handwriting
      1. approach strokes
                 2. cursive over print
D. Long vowels in closed syllable
E. Ghosts of departed sounds
F. French endings
G. French graphemes
H. Integration of speech/language therapy (see speech/language syllabus)
I. Integration of physical therapy (see physical therapy syllabus)

IV.   Fourth Nine Weeks
A. Work on comprehension
       1. Kim Marshal comprehension books
       2. Read novel
B. Review all schedules
C. Integration of speech/language (see speech/language syllabus)
D. Integration of physical therapy (see physical therapy syllabus)