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Reading Midterm

Terms in this set (64)

1. Say the word.
2. Have the student repeat the word.
3. Use the word in a spoken sentence.
4. Have your student use the word in a spoken sentence. Repeat as needed to represent a variety of usages. Don't
take their understanding of usage for granted! With children with DLDs, this is probably less developed than
expected.
5. Discuss the sound properties of the word. Count syllables. Note any familiar rime units. Have the student
segment the phonemes in the word, using a manipulative to mark each. Assist as needed, ensuring accuracy.
Optional steps:
Check your student's knowledge of the sounds out of order.
What's the first/last/second/middle sound?
Where is the /__/ sound?
[point to a marker] What sound is this?
6. Both you and your student draw underlines on your paper/board as a placeholder for each sound.
7. Ask the student to predict what letters we could use to spell these sounds based on common sound-symbol correspondences.
8. Write the letters your student suggests on your paper/board. The student does not write.
9. Show the printed word.
Optional: Practice pronouncing the word as it is spelled. (e.g. wed-nes-day) Contrast with typical pronunciation, calling attention to the differences.
10. Compare the conventional spelling to the student's prediction and discuss the differences.
11. Have the student write the conventional spelling on their paper/board so that the letters sit on the lines of the sound they represent or connect to.
Optional: You write a sentence with the word used contextually to reinforce syntactic and semantic connections.
12. Put away the word card and cover up the student's spelling, then have the student spell it again from memory.