basic language skills - book 1b follow-up · 2020. 9. 3. · basic language skills -book 1b...

Basic Language Skills - Book 1B Follow-up

© Neuhaus Education Center, 2020 – All rights reserved. 713-664-7676 • neuhaus.org

© Neuhaus Education Center, 2020 – All rights reserved. Page 1 713-664-7676 • neuhaus.org

Basic Language Skills – Book 1B Follow-up Syllabus

7 min. Introduction and Review

16 min. Concepts 51-76 – Reading Concepts, Spelling Practice Part 1



16 min. Using the Curriculum – Tips and Strategies

41 min. Assessment

42 min. Mastery Checks

Basic Language Skills - Book 1B Follow-up

Page 2 © Neuhaus Education Center, 2020 – All rights reserved. 713-664-7676 • neuhaus.org


Basic Language Skills: Book 1B Review

Basic Language Skills – Book 1B Follow-up Review




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Grapheme/Phoneme Inventory: Notes

Basic Language Skills – Intro Name _____________________________

Key Word Phoneme

apron /ā/ _______________ equal /ē/ _______________ iris /ī/ _______________ opener /ō/ _______________ unicorn /ū/ _______________

itch /ĭ/ _______________ echo /ĕ/ _______________ apple /ă/ _______________ octopus /ŏ/ _______________ umbrella /ŭ/ _______________

book /oo/ _______________ moon /oo/ _______________ saucer /au/ _______________ coil /oi/ _______________ out /ou/ _______________ fern /er/ _______________ star /ar/ _______________ fork /or/ _______________

bat /b/ _______________ dog /d/ _______________ fish /f/ _______________ goat /g/ _______________

Key Word Phoneme

house /h/ ________________ jam /j/ ________________ kite /k/ ________________ box /k//s/ ________________ queen /k//w/ ________________ leaf /l/ ________________

mitten /m/ ________________ nest /n/ ________________ pig /p/ ________________ rabbit /r/ ________________ sock /s/ ________________ table /t/ ________________ valentine /v/ ________________ wagon /w/ ________________ yarn /y/ ________________ zipper /z/ ________________

chair /ch/ ________________ ship /sh/ ________________ king /ng/ ________________ mother /th/ ________________ thimble /th/ ________________ explosion /zh/ ________________ whistle /hw/ ________________


Concepts 51-76 Reading Concepts, Spelling Practice

Basic Language Skills – Book 1B Follow-up Concepts 51-76 – Reading Concepts, Spelling Practice




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Syllable Division Chart

Place your fingers under the vowels. How many sounded vowels? Any suffixes or final stable syllables?

Place your fingers under the vowels.

Count the consonants between the vowels.

Divide between the consonants.

Accent the first syllable.

Code the vowels.

Read without accent.

Read with accent.



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Derivative Chart Base Word Suffix Derivative



Listening for Accent

Say a two-syllable word. The students echo the word and determine whether the accent falls on the first or second syllable. Encourage the students to use a mirror or to cup their jaws in their hands. Another strategy is to encourage students to hum the word. Humming frequently enables the student to identify the accented syllable.

Practice during Rapid Naming.

First Syllable Second Syllable

open jolly omit detain button limit expel submit rabbit gossip forgot maroon magnet garden admit remain solid gallop forbid demand razor marry begin avoid saddle puppy resign regret apple crisis prefer propel summer final dispel impress rodent orbit remind equip



Dictation Procedures — Scientific Spelling Manual (purple section pages 12 and 16)

Day 1 1. Look and Listen

Write any irregular words on the board. They are underlined in your concept manual. Students look at the teacher and listen as the teacher dictates a sentence. Students repeat the sentence. Discuss the meaning of the sentence to help students get a visual picture. Dictate the sentence again.

2. Echo Students repeat the sentence until secure.

3. Write Students write the sentence when given a signal by the teacher. Do not talk as students write.

4. Proofread (independent check) After each sentence, have students silently reread the sentence checking for missing words,

capitalization and punctuation, and spelling errors. 5. Repeat the process for each sentence. You do not have to dictate every sentence listed in the concept

manual. 6. Take up the papers. Students will do a more specific proofread the next day.

Day 2 Distribute papers.--Proofread 1. Check for Missing Words

Dictate a sentence. Students touch each word to make sure all words are included. If a word is missing, students simply

add the word. Students place a check mark in the margin.

2. Check for Capitalization and Punctuation Dictate the sentence again so students can listen to your intonation. This will help students

determine the appropriate punctuation mark(s) to use. Students place a check mark in the margin.

3. Check for Spelling Errors Have students start with the last word in the sentence checking the spelling of each word. This takes

the words out of context which helps students find spelling errors. Write the sentence on the board starting with the first word. Students may orally spell each word as

you write the word on the board. Students place a check mark in the margin.

Repeat the process for each sentence.

4. Enter Irregular Words in Red Section of Spelling Notebook or in the “Exception” part of the pattern section of Scientific Spelling.


Using the Curriculum Tips and Strategies

Basic Language Skills – Book 1B Follow-up Using the Curriculum – Tips and Strategies




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Assessment

Basic Language Skills – Book 1B Follow-up Assessment




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SCREENING STUDENTS ATRISK FOR DYSLEXIA



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Mastery Check 2

Basic Language Skills – Book 1B Follow-up Mastery Check 2




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basic language skills - book 1b follow-up · 2020. 9. 3. · basic language skills -book 1b...

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