Mrs. Saunders - Archived - 10/2016

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Posted: October 12, 2010

Visualizing and Verbalizing

Have you every read a story to yourself and afterwards thought I am not sure what it said or were unable to answer questions or retell what you read. The program Visualizing and Verbalizing is used to address these issues. This program involves students creating pictures or movies in their head as they read. The steps of Visualizing and Verbalizing are:picture to picture, word imaging, single sentence imaging, sentence by sentence imaging, sentence by sentence imaging with higher order thinking, multiple sentence, whole paragraph, paragraph by paragraph and page imaging. In the beginning students are provided a picture which the teacher or educator can not see. The student describes the picture and the teacher questions for details. A number of structure words - what, size, color, number, shape, where, movement, mood, background, perspective, when and sound are used to get details. The teacher summarizes what they heard and then see the picture. A discussion develops of what the teacher was picturing and what details they were missing in their picture. After the picture stage, the word and single sentence imaging work off the structure words as well. Students are taught to do this process sentence by sentence - visualizing what they are reading using structure words. As their visualizing abilities are strengthened, the passages get longer and higher order thinking is displayed. The ultimate goal of this program is that a student will be able to read a passage and retell/answer comprehension questions - recall, infering, and personal response.

Posted: October 12, 2010

TOUCH Math

TOUCH Math is a multisensory math tool that can be used to help students learn numeracy and operation strands of math. With TOUCH Math, students use their fingertips to learn the value of a number. Each numeral has a corresponding number of Touch Points (ie 2 has two touch points). Students are first taught the Touch Point placement for each number from 1 to 9. Following this, TOUCH Math counting is carried over to addition, subtractuion, multiplication and division. Students are taught first using concrete manipulatives and then move to counting on and counting back. Skip counting practice carries over to multiplying and dividing activities. This approach to math allows for students to use their tactile strength in math and also to concretely tell value of a number.

Posted: October 12, 2010

LIPS Intervention

The LIPS program works on developing phonemic awareness as a basis for improving reading decoding and spelling.This is an auditory discrimantory program that uses a multi-sensory approach to identify sounds and their sequence in words. Students are taught 16 consonant sounds which are grouped into eight pairs (lip poppers - p&b, tongue scrapers - k &g, tongue tappers - t & d, tongue coolers - th like in the & th like in with, lip coolers - f & v, fat air pushed ch & j, fat air streams sh & zh and skinny air streams - s & z). The remaining consonants are taught as such tongue lifter - l&r, wind noises - w,wh,h, and nose sounds - m,n,ng. Vowels are taught again by how their mouth feels with each vowel sound. The vowel sounds fall under four categories on a Vowel Circle: smiles (ee,e,i,ae,a), open (u,o,aw,au), round (oe,oo,oo) and sliders (ue,ie,ow/ou, oi/oy) as well as Crazy r's (ar,er,or,ir, ur). Sounds are taught in isolation and then taught through a tracking process (segmenting and blending as well as manipulating sounds). Words used are sometimes real words and other times aremadeup words. Reading and spelling activities are completed through these tracking and manipulating exercises. Expectancies are taught for such rules as two vowels go walking, hard/soft c&g, letter y sound, etc. This program leads from simple words to complex words with prefixes and suffixes.