Transcript Stevenson Language Program Powerpoint

Stevenson
Language
Program
Why Stevenson?
•Research based program that supports students with:
Dyslexia
Attention Deficits
Phonological Processing Problems
Memory Weakness
Sequencing Confusion
Blending Difficulty
Organizational Problems
Stevenson vs. Wilson
Stevenson
Wilson
•Designed for students with
below average IQ
•Designed for students with average or
above average IQ
•Mnemonics are associated with
every sound
•Letters are taught by rote
memorization of letter, word, sound
•Letters are taught in order of
writing stroke
•Letters are taught in order of
sequence in the alphabet
•Addresses the skills of grammar,
spelling and comprehension
•Addresses the skills of spelling and
comprehension
PB&J Words
Peanut butter and jelly words is the
mnemonic to describe words that
include a vowel team. The slices of
bread are the consonants and the
crunchy peanut butter is the noisy first
letter of the vowel team that makes it’s
sound. The letter stuck in the jelly is
quiet and doesn’t make it’s sound.
Students decode from the inside out.
They identify the vowel team first, then
look to the consonants and “scoop”
them together.
The Vowel Team Story
The big, round guy who says /ō/ cannot
make his sound unless he has another
big, round letter beside him that stands
second in line. That other letter is his
friend – big, round a who leans on a
stick. The letter a has to be quiet
because he is second in line, but he has
a special job. Letter a has a tiny,
invisible foot which can kick big, round
o. He does not kick very hard because
they are friends – just hard enough to
make o say his /ō/ sound loud and
long.
oa
Layer Cake Words
Vowel consonant e words are taught as “layer cake words.” The
silent e is stuck in the fluffy frosting and cannot make a sound.
The vowel in the cake filling that has nuts, chocolate chips, and
strawberries is loud and noisy. It says it’s name. The two
consonants are in the layers of cake. The steps to reading the
word are:
•Look at the whole word.
•Do you see two peanut better and jelly friends side by side?
•Do you see fluffy e frosting?
•Which friend makes his sound, the crunchy filling or fluffy
frosting?
•What sound does the first layer cake make?
•Slide it into the crunchy filling sound.
•Add the sound that the second layer cake makes.
Each lesson includes direct instruction of a
sound. It is followed by phonemic awareness
exercises . Students then read words including
the new sound. They also spell words with the
new sound. In the teacher’s manual they
identify passages for reading during
instructional time and independent reading
material. Workbook pages that reinforce the
skill can then be completed together or
independently.
The Lonely Vowels
Short vowel sounds are made by the
lonely vowels – they are all alone.
•Lonely o – o is on the table
•Lonely a – a is at home alone
•Lonely i – i is in the the feather
•Lonely u – u is in the upside down
umbrella
•Lonely e – e is taught as Mr. EL, and
Ms. Ef to start
Additional Terminology
-ing and –ed are taught as “frosting” that we add to a peanut
butter and jelly sandwich or layer cake.
We can add frosting to pb&j words without changing them
first. For example:
ing
Terminology (cont’d)
For layer cake words we can scrape off the
creamy, silent e frosting and add other
kinds. A frosting will not stick to another
frosting. Fluffy e frosting
must be scraped off the cake
before another frosting is applied:
love
loving
“Decorations” are any suffix beginning with
a consonant: -tion, -ly, -fy
Decorations can be put on a sandwich with
not letters changed: free
freedom
A decoration can be put on a cake without
removing the icing. No letters change:
love
lovely
Terminology (cont’d)
“Doilies” are prefixes: re-, mis-, in-
Any consonant (except a double) that
precedes the last consonant in a one syllable,
short vowel word is a “guard letter”: bend,
hang
If you add frosting to a one syllable, lonely
vowel word and there is no guard, double the
last consonant to get some protection:
fan
fanning
Terminology (cont’d)
Adding frostings to one syllable words ending in y:
•Y can be changed back to I since there is
another letter to hold him up. This is not true if
there will be two wobbly I’s in a row. Everyone
knows two wobbly guys cannot hold each other
up so go back to y: try, tried, trying
•IFY is considered a frosting: signify, signifies,
signified, signifying
Adding s and es
If the S says its name at the end of the word, add
es since you have created another vowel pattern.
Check to see with your hand (palm down) under
your chin: beach
beach s = beaches
Parts of Speech
Nouns are taught
as naming words
Verbs are action
words. If you put
the word “I” in front
of the word – does
it make sense?
Words lists are sorted into barrels
Adjectives are
taught as painting
words. They are
taught in
conjunction with
nouns
Stevenson 7 Steps for Building Vocabulary
1. Imaging – talk them through a scenario.
Show the item if needed first.
2. Demonstrating – engage in physical activity (verbs)
3. Defining – follow chant patterns in teacher’s manual
4. Illustrating – draw a picture
5. Categorizing – always sort parts of speech into barrels
6. Testing – see if it pertains to people, places, animals, or objects
7. Composing – write a sentence with the vocabulary word
Stevenson Seven Special Steps for
Decoding One Syllable Words
Use the following cues if the student cannot retrieve the vowel pattern
from memory:
1. Look at the whole word.
2. What is the vowel pattern?
Do you see the friends? (oa, ai, ee, ea)
Do you see fluffy e frosting? (a-e, o-e, i-e, u-e)
Is it a peanut butter and marmalade word? (ight, ild, old, ind, all)
Are there two vowels together that aren’t friends:
(oi, oy, au, aw, oo)
Is the vowel followed by an r? (ar, ir, or, er)
Is there a “w” in front of the vowel “o” or “a”? (wor, wa)
Strategies for Reading Multisyllabic Words
1. Scallop the word part (doilies) at the beginning of the word.
2. Circle the word part (frosting) at the end of the word.
3. Put a square around the decorations.
4. Underline the letters representing vowel patterns.
5. Say the parts of the word.
6. Scoop the parts together.
EXAMPLE:
re con struc tion
con stant ly