Cassie Anderson Wilson Reading System

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Cassie Anderson Wilson Reading System




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Presentations text content in Cassie Anderson Wilson Reading System

Slide1

Cassie Anderson

Wilson Reading System

Slide2

Background

Barbra A. Wilson

Special Education teacher

Chairperson for I.E.P. meetingsNoticed special ed. students struggling with readingOrton-Gillingham Language Therapist Certification program at the Reading Disabilities Clinic at Massachusetts General Hospital in Boston.1985 founded Wilson Learning Center1988 published Wilson Reading SystemFundations 2002, Fluency Basics 2007, Just Words 2009

Slide3

Wilson Students requirements

Meant

for students in grade 2-12 and

adultsstudents have a decoding and spelling problemCannot mix students who can proficiently read with students who struggleMinimum IQ of 80Overall reading ranked in 5th to 30th percentileMinimum total reading score of 2.oStudents’ listening comprehension ability is higher compared to independent reading comprehension

Wilson tutors read grade appropriate material to students

Widen schema and

Provide grade appropriate vocabulary

Lessen gap between students and their peers

Slide4

Wilson Teachers

Multiple Training Sessions

Must be certified.

Slide5

Tutoring Session

One on one or is small group up to six students

G

rouped according to pacingLow decoding=stay in earlier steps for several sessionsOthers students quickly finish first few steps=go to more complex materialThree groupsGroup 1; slowest pacing track; 0-15% percentile word attackGroup 2; medium pacing; 16-30% percentile word attackGroup 3; fast pacing; 30-50% percentile word attack

Slide6

Tutoring Session

Tutoring sessions that work for students’ individual schedule

Three to four 45 minute sessions

Two to three 60 minute sessionTwo to three 90 minutes session90 minutes to complete entire lessonLesson broken into blocksCan complete block of lesson in shorter session

Slide7

Lesson Structure

10-part lesson plan

10 parts broken up into three blocks

Block 1: parts 1-5, takes 30 minutesfocuses word study, decoding, and vocabulary activities include sound card quick drill (say the sound on card), teach and review concepts for reading, word cards, wordlist reading, and sentence reading Phonemic awareness help sound out words while readingBlock 2: parts 6-8, takes30 minutesspelling and writingactivities include quick drill reversal (hear the sound write the letter), teach and review concept for spelling, and written work dictation (sounds words, sentences

)

Block 3: parts 9-10, takes 30 minutes

controlled text passage reading and listening comprehension and applied

skills

controlled text passages only include concepts that students have learned or are currently working

on

Listening comprehension=access to prints at current grade level

Slide8

Scope and Sequence

Twelve

steps are focused on the six

different syllable typesClosed syllableVowel consonant-e syllableOpen syllableConsonant-le syllableR-controlled syllableVowel diagraph/diphthong syllable

Slide9

Steps

Step 1 – Closed Syllables (3 sounds)

Blending two and three sounds, Digraphs, Practice with above sounds, Double consonants, f, s, l, and –all, am, -an, Adding suffix ‘s’ to closed syllable words with three sounds (bugs, chills

)Step 2 – Closed Syllables (4-6 Sounds)Glued sounds: ang, ing, ong, ung, ank, ink, onk,

unk (bang, pink), Closed syllables with blends (4 sounds) + suffix ‘s’, Closed Syllable exceptions: ild

,

ind

, old,

ost

,

olt

, Five sounds in a closed syllable + suffix ‘s’, Three letter blends and up to six sounds in a closed syllable (sprint, scrap

)

Step 3 – Closed Syllables (Multisyllabic Words)

Two syllable words with 2 closed syllables combined (no blends), schwa (catnip, wagon), Two syllable words with two closed syllables, including blends (disrupt, fragment), Words with two closed syllables ending in

ct

blend (contract, district), Multisyllabic words, combining only closed syllables (Wisconsin, establish), Suffixes

ed

,

ing

added to unchanging

basewords

with closed syllables (slashing, blended)

Slide10

Steps

Step 4 – Vowel-Consonant E Syllable

Vowel-consonant e syllable in one syllable words (hope, cave), Vowel-consonant e syllable combined with closed syllables (combine, reptile), Multisyllabic words combining two syllable types (compensate, illustrate), –

ive exception: no word ends in v (olive, pensive)Step 5 – Open SyllableOpen syllable in one syllable words, y as a vowel (he, hi, shy), Open syllables combined with vowel-consonant-e and closed syllables in two-syllable words (protect, decline), y as a vowel at the end of two-syllable words when combined with a closed syllable or another open syllable (handy, puppy), Multisyllabic words, combining 3 syllable types: open, closed, vowel-consonant-e (instrument, amputate), 'a’ and ‘I’ in unaccented, open syllables (Alaska, indicate)

Step 6 – Suffix Endings (unchanged basewords) and Consonant-le Syllable

Suffix endings –

er

,

est

, en,

es

, able,

ish

, y,

ive

,

ly

,

ty

, less, ness,

ment

,

ful

added to unchanging

basewords

(thankful, classy), Suffix ending

ed

: /d/, /t/ added to unchanging

basewords

(thrilled, punished), Combining 2 suffixes to an unchanging

baseword

(constructively, helpfulness), Stable final syllable: consonant –le,

stle

exception (dribble, whistle)

Slide11

Steps

Step 7 – Introduction to Sound Options, Contractions

Sound Options: c (

e,i,y) (concentrate, concede) g (e,i,y) (gentle, pungent), ge, ce, dge (lunge, indulgence, fudge), new trigraph and digraph: tch, ph (fetch, ph), –

tion, sion (subtraction, expansion), contractions (we’ve, I’ll

)

Step 8 – R-Controlled Syllable

R-Controlled syllable:

ar

,

er

,

ir

, or,

ur

in one syllable words (firm, turn, barn),

ar

, or in multisyllabic words (market, cortex),

er,ir,ur

in multisyllabic words (skirmish, surgery), Exceptions: vowel

rr

(hurry, barren),

para

, Exceptions:

ar

, or in final syllable (beggar, doctor)

ard

, ward (blizzard, onward

)

Step 9 – Vowel Digraphs/Diphthong “D” Syllable

Vowel Teams:

ai,ay

(plain, display),

ee,ey

(

tweezer

, valley),

oa,oe,ue

(croak, toe, revenue),

oi,oy,au,aw

(thyroid, employ, saucer, squawk),

ou

,

ow

,

oo

(trousers, drowsy, spoon),

ea

(eat, bread, steak),

eu

,

ew

,

ui

(Europe, few, suit)

Slide12

Steps

Step 10 – Adding Suffixes to Changing

Basewords

V-e exceptions: ice, ace, ate, ile, ite, ine, Spelling Rule: Adding a suffix to a baseword ending in e (taping, lately), Spelling Rule: Adding a suffix to a one-syllable closed or r-controlled baseword (starred or saddest), Spelling Rule: Adding a suffix toa multisyllabic baseword when the final consonant must double (regretting, controlled), Additional suffixes: -

ic, -al, -ible

, -

ous

, -

ist

, -ism, -

ity

, -

ize

, -

ary

, -

ery

, -

ory

, -

ent

, -

ence

, -ant, -

ance

Step 11 – Additional I, E, Y Vowel Work

'y' in open, closed, v-e syllables (reply, gym, type), the y spelling rule (enjoyable, player), '

i

' in an open syllable /e/ (orient), '

i

' pronounced as /y/ (genius, million),

ie

/

ei

(piece, ceiling, vein),

igh

,

eigh

(light, eight

)

Step 12 – Advanced Concepts

Split vowels: vowel team exceptions (create, violin), silent letters:

rh

,

gh

,

mb

,

mn

,

kn

,

gn

,

wr

(rhyme, ghost, lamb, column, knife, gnat, wrist), w affecting vowels (water, worship),

ch

,

que

, /k/ (chorus, clique),

ti

, ci,

tu

,

ture

(patient, official, actual, nature), chameleon prefixes (correct, accent)

Slide13

Website

http://www.wilsonlanguage.com/

Information about all four Wilson Programs

Wilson Reading SystemWRS DescriptionWRS Target PopulationPrinciples of InstructionDistinguished CharacteristicsWRS Lesson PlanWebcastVisuals of how program is usedTalks about syllables for 12 stepsPurpose of nonsense

wordsOverview of program

Slide14

Lesson

Vowels different color than other cards: orange=multisensory

Tap multisensory: map, lash, slash, chick

http://www.youtube.com/watch?v=f9m56Ajp2Ok

Slide15

Bibliography

Bishop Reading.

n.d.

Web. 22 May 2013. Wilson Language Training Corp. Wilson Reading System Level I Certification. 2010. Web. 22 May 2013.—. Wilson Reading System . 2010. Web. 22 May 2013.—. WRS Lesson Plan. 2010. Web. 22 May 2013.Wilson, Barbara. "Wilson Reading System in the Classroom." Wilson Language Training Corporation, 2007.

Slide16


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