CV: write vertically in your notes to make it easier to take notes on performance Step 5/6: Air-writing with or without a chain Teacher says syllable (encoding) or letters (decoding/reading) Student writes letters or decodes or decodes then writes Stimulation from simple to complex syllables Begin with whole and move to parts (words to letters) with teacher saying word and imaging letters Miscalling-find mistake of teacher student spells teacher says if I said what was my mistake? “mit” “mat” *In summary, air-writing involves having the student read and spell from an auditory stimulus. Spell: whole apart-you say dog and they say d-o-g Read: parts to whole-you say d-o-g and they say dog they must repeat the letters back to you at this point, you are not using visual stimuli or visual cue (syllable board) Lesson Plan for early session (5 minutes for #2-5) Set climate Letter imagery-always do it at the beginning of therapy-sound/symbol check *Syllable (CV/VC); Box 1, 1 or introduce rules (10 min if so) *Syllable board (CV, VC) says word-student writes Air-writing (CV/VC) will spell some words (you give word and then say letters) -student reads words (you say p-l-i-p) and then say “plip” General Guidelines for Structuring Sessions: -80% of time with 2-5; -Imaging and decoding (2-5 sounds) CV-CCVCC -wait a little for words -steps 6-11 is application Decoding Decode word lists Student may touch, underline with pencil, and say vowel sound first, then decode the Give the student a plus for touching, saying, and decoding. Have them verbalize what are doing. Miscall a few to explicitly develop monitoring/self-correction. Do symbol imagery exercises (no backwards) with some especially missed or words with orthographic patterns that have been difficult for the student to remember. ---Have them air-write the error words, last letter, first letter, spell *can use decoding workbooks as guide but do not make copies or write in original book Error handling with Decoding
CV: write vertically in your notes to make it easier to take notes on performance Step 5/6: Air-writing with or without a chain Teacher says syllable (encoding) or letters (decoding/reading) Student writes letters or decodes or decodes then writes Stimulation from simple to complex syllables Begin with whole and move to parts (words to letters) with teacher saying word and imaging letters Miscalling-find mistake of teacher student spells “mit” teacher says if I said “mat” what was my mistake? *In summary, air-writing involves having the student read and spell from an auditory stimulus. Spell: whole apart-you say dog and they say d-o-g Read: parts to whole-you say d-o-g and they say dog they must repeat the letters back to you at this point, you are not using visual stimuli or visual cue (syllable board) Lesson Plan for early session (5 minutes for #2-5) Set climate Letter imagery-always do it at the beginning of therapy-sound/symbol check *Syllable (CV/VC); Box 1, 1 or introduce rules (10 min if so) *Syllable board (CV, VC) says word-student writes Air-writing (CV/VC) will spell some words (you give word and then say letters) -student reads words (you say p-l-i-p) and then say “plip” General Guidelines for Structuring Sessions: -80% of time with 2-5; -Imaging and decoding (2-5 sounds) CV-CCVCC -wait a little for words -steps 6-11 is application Decoding Decode word lists Student may touch, underline with pencil, and say vowel sound first, then decode the Give the student a plus for touching, saying, and decoding. Have them verbalize what are doing. Miscall a few to explicitly develop monitoring/self-correction. Do symbol imagery exercises (no backwards) with some especially missed or words with orthographic patterns that have been difficult for the student to remember. ---Have them air-write the error words, last letter, first letter, spell *can use decoding workbooks as guide but do not make copies or write in original book Error handling with Decoding
SLP%20Manual%20of%20Protocols%20and%20Templates%20Fall%202018.docx