Multisensory Teaching of Basic Language Skills Activity Book / Edition 1

Multisensory Teaching of Basic Language Skills Activity Book / Edition 1

ISBN-10:
1598572091
ISBN-13:
9781598572094
Pub. Date:
08/01/2011
Publisher:
Brookes Publishing

Paperback

View All Available Formats & Editions
Current price is , Original price is $34.95. You
Select a Purchase Option
  • purchase options
    $29.10 $34.95 Save 17% Current price is $29.1, Original price is $34.95. You Save 17%.
  • purchase options

Overview

Multisensory Teaching of Basic Language Skills Activity Book / Edition 1

With the new edition of this activity book—the companion to Judith Birsh's bestselling text, Multisensory Teaching of Basic Language Skills—students and practitioners will get the practice they need to use multisensory teaching effectively with students who have dyslexia and other learning disabilities. Ideal for both pre-service teacher education courses and in-service professional development, the activity book aligns with the third edition of the Multisensory Teaching textbook, so readers can easily use them in tandem.

Students and professionals will get more than 100 easy-to-use activities that cover all the areas in the text, including

  • oral language
  • multisensory teaching
  • research
  • phonological awareness
  • letter recognition
  • syllable division
  • spelling
  • decoding
  • fluency
  • comprehension
  • composition
  • mathematics

Users will also find answer keys, forms to help them with lesson planning, and other practical activities and handouts they can use with their own students. With this must-have activity book, educators will increase their knowledge of language structure and patterns, hone their instruction skills, and improve students' academic outcomes.

Product Details

ISBN-13: 9781598572094
Publisher: Brookes Publishing
Publication date: 08/01/2011
Pages: 216
Sales rank: 111,303
Product dimensions: 8.50(w) x 10.90(h) x 0.70(d)

About the Author


Judith R. Birsh, Ed.D., Certified Academic Language Therapist (CALT), Qualified Instructor (QI). Dr. Birsh's enduring belief that well-prepared, informed teachers are the major influence on effective instruction in the field of reading and dyslexia had its beginning in 1960, when she met her first student who, although 18 years old, read poorly. The quest to find answers to this puzzle led her to a master's degree in remedial reading and a doctorate in reading and language at Teachers College, Columbia University. After training with Aylett R. Cox in Dallas, Texas, she became a Certified Academic Language Therapist and Qualified Instructor, founding and directing the Multisensory Teaching of Basic Language Skills courses at Teachers College in the Department of Curriculum and Teaching, Program in Learning Disabilities. Since her retirement in 2000, Dr. Birsh has maintained her commitment to teacher preparation by editing the first three editions of Multisensory Teaching of Basic Language Skills, and co-editing the fourth edition with Suzanne Carreker, Ph.D. Dr. Birsh has given professional development workshops, consulted with private and public schools, written articles, and worked with students with dyslexia. In 2008, she received the Luke Waites Academic Language Therapy Association Award of Service and the Margaret Byrd Rawson Lifetime Achievement Award from The International Dyslexia Association.


Suzanne Carreker, Ph.D., CALT-QI, works at the Neuhaus Education Center, a nonprofit organization in Houston, Texas, that has offered professional development in evidence-based reading methods to more than 60,000 teachers since its inception in 1980. Dr. Carreker, a past president of The Houston Branch of The International Dyslexia Association (HBIDA) and a current vice president of the national IDA board, is a frequent speaker at regional and national conferences and has authored a number of multisensory curricula and journal articles. She was the recipient of the 2009 HBIDA Nancy LaFevers Community Service Award for her contributions to students with dyslexia and other related learning differences in the Houston community.


Read an Excerpt


Read an excerpt & download a new activity: What Children Know and What They Can Explore
Introduction of Multisensory Teaching of Basic Language Skills Activity Book, Fourth Edition

Table of Contents


CONTENTS

About the Online Companion Materials
About the Authors
Introduction
Activities by Structured Literacy Components
Activity–Chapter Matrix

ACTIVITIES

Activity 1 – Terms for Research and Structured Literacy
Activity 2 – The Brain
Activity 3 – Structured Literacy Terms
Activity 4 – Terms for Oral Language
Activity 5 – Phonemes: Vowels
Activity 6 – What Children Know and What They Can Explore
Activity 7 – Open-Ended Questions
Activity 8 – Letter Shapes and Names
   Try This A – Instant Letter Recognition
Activity 9 – Phonemic Awareness Activities
Activity 10 – How Many Phonemes?
Activity 11 – How many Phonemes?
Activity 12 – Same Phoneme?
Activity 13 – Same Phoneme?
Activity 14 – How Many Letters? How Many Phonemes?
Activity 15 – How Many Letters? How Many Phonemes?
Activity 16 – Phonemes: Voiced and Unvoiced Consonants
Activity 17 – Phoneme Checklist
Activity 18 – Phoneme Checklist
Activity 19 – Classification of Phonemes
Activity 20 – Terms for Assessment
Activity 21 – Executive Function: Language
Activity 22 – Executive Function: Working Memory
Activity 23 – Executive Function: Making Connections
Activity 24 – Executive Function: Metacognition and Self-regulation
Activity 25 – Reading Patterns
Activity 26 – Hard and Soft c and g
Activity 27 – Letter Clusters
Activity 28 – How Many Letters and How Many Graphemes?
Activity 29 – How Many Letters and How Many Graphemes?
Activity 30 – Vowel Pairs
Activity 31 – Vowel-r Patterns
Activity 32 – Syllable Type Definitions
Activity 33 – Sorting Syllable Types: Closed, Open, Vowel-r
Activity 34 – Sorting Syllable Types: Closed, Open, Vowel Pairs
Activity 35 – Sorting Syllable Types
   Try This B – Sorting Syllable Types as a Group Activity
   Try This C – Sorting Syllable Types as an Individual Activity
Activity 36 – Which Syllable Type?
   Try This D – Syllable Types Concentration Game
Activity 37 – Generating Syllable Types
   Try This E – Syllable Puzzles 1
Activity 38 – Syllable Division Patterns
Activity 39 – Where to Divide VCCV and VCV Words?
Activity 40 – Where to Divide VCCCV and VV Words?
Activity 41 – Accent
Activity 42 – Syllable Division Patterns and Choices
   Try This F – Syllable Puzzles 2
Activity 43 – Short Vowels in Vowel-r Syllables
Activity 44 – Terms for Decoding
Activity 45 – Vowel and Consonant Suffixes
Activity 46 – Inflectional Ending -s
Activity 47 – Inflectional Ending -ed
Activity 48 – Inflectional and Derivational Suffixes
Activity 49 – Irregular Words for Reading
Activity 50 – Regular or Irregular for Reading
   Try This G – Irregular Word Procedure
Activity 51 – Regular or Irregular for Reading
Activity 52 – Consonant Phonemes: Place of Articulation
Activity 53 – Consonant Phonemes: Blocked, Partially Blocked, and Unblocked
Activity 54 – Consonant Phonemes: Clipped or Continuant
Activity 55 – Consonant Phonemes: Cognates
Activity 56 – Partial or Complete Phonetic Representation for Spelling
Activity 57 – Identifying Spelling Patterns
Activity 58 – Five Spelling Rules
Activity 59 – Rule Words
Activity 60 – Checkpoints for the Doubling Rule
   Try This H – Four-Leaf Clover
Activity 61 – Analyzing Words for Spelling
Activity 62 – Regular, rule or Irregular for Spelling
Activity 63 – Regular or Irregular for Reading and Spelling
Activity 64 – Planning Lessons for Spelling
Activity 65 – Continuous Manuscript Handwriting
Activity 66 – Approach Strokes for Cursive Letters
Activity 67 – Cursive Handwriting Stroke Descriptions
Activity 68 – Handwriting Practice
Activity 69 – Planning Lessons for Handwriting
Activity 70 – The Art and Science of Fluency Instruction
Activity 71 – Measuring Prosody
Activity 72 – Terms for Decoding and Fluency
   Try This I – Rapid Word-Recognition Chart
Activity 73 – Dialogues for Understanding Difficulties with Math
Activity 74 – Morphemes, Origins, Meanings, and Derivatives
Activity 75 – Roots and Combining Forms
Activity 76 – Syllables and Morphemes
Activity 77 – Clues for Identifying Word Origins
Activity 78 – Identifying Word Origins
   Try This J – Sorting Words by Origin
Activity 79 – Identifying Word Origins
   Try This K – Word Origin Concentration Game
Activity 80 – Syllables and Morphemes
   Try This L– Word Part Concentration Game
Activity 81 – Semantic Word Webs
Activity 82 – Derivative Word Webs
Activity 83 – Multiple Meaning Webs
   Try This M – Semantic Webs
   Try This N – Derivative Webs
   Try This O – Multiple Meaning Webs
Activity 84 – Word Profiles
Activity 85 – Word Profiles
   Try This P – Word Profiles
Activity 86 – Semantic Feature Analysis
   Try This Q – Semantic Feature Analysis
Activity 87 – Tiers of Vocabulary
Activity 88 – Student Friendly Definitions
Activity 89 – Precision in Use of Vocabulary
Activity 90 – Comprehension: Summarization
Activity 91 – Comprehension: Text-Dependent Questions and Summarization
   Try This R – Summarization
Activity 92 – Parts of Speech
Activity 93 – Syntax
Activity 94 – Composition: The Descriptive Paragraph
   Try This S – The Narrative Paragraph
Activity 95 – Composition: Writing a Descriptive Paragraph
Activity 96 – Composition: Writing an Argument Paragraph
Activity 97 – Composition: The Effortless Paragraph
Activity 98 – Composition: Transitional Words and Phrases
Activity 99 – Planning Lessons for Phonological Awareness, Alphabet Knowledge and History of the Language
Activity 100 – Planning Lessons for Beginning Reading
Activity 101 – Spanish Phonemes
Activity 102 – The Reason for e
Activity 103 – Creating an Educational Memories Sample

APPENDICES

Appendix A
Major Research Findings on Reading
Appendix B
Instant Letter Recognition Chart
Appendix C
Concentration Game Board
Appendix D
Six Syllable Types
Appendix E
Words for Six Syllable Types Chart
Appendix F
Practice Words for Syllable Division
Appendix G
Suffixes, Prefixes, Roots, and Combining Forms
Appendix H
Rapid Word-Recognition Chart
Appendix I
Four-Leaf Clover
Appendix J
Word Webs
Appendix K
Semantic Feature Analysis
Appendix
Word Profile
Appendix M
Comprehension Passages
Appendix N
Dyscalculia Classification Chart (adapted from Polk, Deseote & 2006)
Appendix O
Building Block Checklist for Effective Classroom Management

ANSWER KEY
Activities Coordinated with Becoming a Professional Reading Teacher

REFERENCES

Customer Reviews

Most Helpful Customer Reviews

See All Customer Reviews