Multisensory Structured Language Lessons

Monday Tuesday Wednesday Thursday Friday

Alphabet Teacher will give Students will be Teacher will give Twenty Questions: Teacher will give
Knowledge 2-3 each student a given a mirror. each student a Teacher will give students an
minutes lowercase alphabet Teacher will say the lowercase alphabet students an alphabet alphabet strip and a
strip. Students are name of several strip. Students are strip. Teacher will word list. Students
asked to point to students over asked to point to say “I am thinking of will alphabetize the
each letter in emphasizing the each letter in a letter” and will have word list by first
sequential order. As accented syllables in sequential order. As the students ask her letter. Students will
students touch each their name. Teacher students touch each yes or no questions recite the alphabet
letter, they will outline will ask students if letter, they will to try to guess the to check their work.
it and say the letter they hear a outline it and say theletter. Students will
sound (phoneme) difference in the way letter sound cross letters off the
one part of the name (phoneme) alphabet strip as
sounds. Teacher will they eliminate them.
then model “robot Teacher will give Students keep
talk” where there is students plastic asking questions
no accent. This uppercase letters. until they guess the
helps to show Students will match correct letter (Birsh,
students that when the uppercase letters 2018, p 190).
we accent one part to lowercase letters
of the word, the on the alphabet strip
mouth opens wider,
the voice is louder,
and the tone is
higher (Birsh, 2018,
p. 190).

Phonemic Blending: Teacher Students will Blending: Teacher Students will practice Teacher will ask
Awareness 2-3 segments the word practice basic segments word into basic phoneme students if a set of
minutes into individual phoneme deletion of individual phonemes. deletion of an initial words rhyme.
phonemes. Students an initial blend Students chorally blend (Birsh, 2018. p
chorally blend the (Birsh, 2018. p 215). blend the phonemes 215). The words will have
phonemes to say the to form a word. short vowels or long
word. Say: brush - don’t Say: slow - don’t say vowel sounds.
/r/ /ā/ /k/ say /b/ = rush /b/ /r/ /ā/ /k/ /s/ = low
/t/ /ā/ /m/ /t/ /i/ m/
Say: great - don’t Say: plane - don’t
/ch/ /ā/ /n/ /j/ /sh/ /r/ /ī/ /n/ Words
say /g/ = rate say /p/ = lane
/p/ /l/ /ā/ /n/ /f/ /ī/ /n/ /d/
Say: Fred - don’t say Say: snip - don’t say hit/kit
/f/ = red Segmenting: /s/ = nip cub/tub
Segmenting: Teacher Teacher orally time/rhyme
Say: trim - don’t say Say: claim - don’t
orally presents a presents a word. set/sat
/t/ = rim say /c/ = lame
word. Students Students repeat the cube/tube
repeat the word and Say: scare - don’t word and chorally Say: shrug - don’t mane/ripe
chorally say /s/ = care segment into say /sh/ = rug fate/ate
segment into individual phonemes.
Say: clap - don’t say Say: slip - don’t say
individual phonemes.
/c/ = lap /s/ = lip
time
shape Say: snap - don’t rind Say: trail - don’t say
tape say /s/ = nap shrine /t/ = rail
plate climb
Say: climb - don’t Say: fried - don’t say
great
say /c/ = lime /f/ = ride
(Scaffold by tapping
(Scaffold by tapping Say: snail - don’t say thumb to finger for Say: fled - don’t say
thumb to finger for /s/ = nail each sound. Begin /f/ = led
each sound. Begin by by tapping thumb to
Say: drawer - don’t Say: sneeze - don’t
tapping thumb to pinky of right hand
say /d/ = roar say /s/ = knees
pinky of right hand moving toward
moving toward pointer finger)
Scaffold by using Scaffold by using
pointer finger)
magnetic tiles or magnetic tiles or
letters as needed letters as needed
(Kilpatrick, 2016). (Kilpatrick, 2016).
Reading deck Teacher presents Teacher presents Teacher presents Teacher presents Teacher presents
(Phonogram visual selected graphemes. selected graphemes. selected graphemes. selected graphemes. selected
drill) (3–5 minutes) Students Students Students Students graphemes.
Show letter cards respond by saying respond by saying respond by saying respond by saying Students
for the name of the letter the name of the the name of the the name of the letter respond by saying
student to name or letter or letter or or the name of the
sound letter combination letter combination letter combination letter combination letter or
followed by its followed by its followed by its followed by its letter combination
sound(s). sound(s). sound(s). sound(s). followed by its
sound(s).
nk, ng, wh, ph, ch, th, a_e, nk, ng, wh, ph, i_e, a_e, nk, ng, wh, o_e, i_e, a_e, nk, ng,
she, ck, ff, ll, ss, zz, ch, th, sh, ck, ff, ll, ph, ch, th, sh, ck, ff, wh, ph, ch, th, sh, ck, e_e, o_e, i_e, a_e,
s, a, i, o, u, e ss, zz, s, a, i, o, u, e ll, ss, zz, s, a, i, o, u, ff, ll, ss, zz, s, a, i, o, nk, ng, wh, ph, ch,
e u, e th, sh, ck, ff, ll, ss,
zz, s, a, i, o, u, e

Spelling Sounds Teacher says a Teacher says a Teacher says a Teacher says a Teacher says a
3-5 minutes phoneme (sound). phoneme (sound). phoneme (sound). phoneme (sound). phoneme (sound).
Students write the Students write the Students write the Students write the Students write the
letter or letter letter or letter letter or letter letter or letter letter or letter
combination(s) while combination while combination while combination while combination while
saying the sound. saying the sound. saying the sound. saying the sound. saying the sound.

/nk/, /ng/, /w/, /f/, /th/ /ā/, /nk/, /ng/, /w/, /f/,
voiced, /th/ unvoiced, /th/ voiced, /th/
/sh/, /ck/, /l/, /s/, /z/, unvoiced, /sh/, /ck/,
/ă/, /ĕ/, /ĭ/, /ŏ/, /ŭ/ /l/, /s/, /z/, /ă/, /ĕ/, /ĭ/,
/ŏ/, /ŭ/
Example: teachers
says /f/, students Example: teachers
write f, ff, ph says /ā/, students
write a_e
/ī/, /ā/, /nk/, /ng/, /w/,
/f/, /th/ voiced, /th/
unvoiced, /sh/, /ck/,
/l/, /s/, /z/, /ă/, /ĕ/, /ĭ/,
/ŏ/, /ŭ/
/ŏ/, /ī/, /ā/, /nk/, /ng/, /ē/ /ŏ/, /ī/, /ā/, /nk/,
/w/, /f/, /th/ voiced, /ng/, /w/, /f/, /th/
/th/ unvoiced, /sh/, voiced, /th/
/ck/, /l/, /s/, /z/, /ă/, unvoiced, /sh/, /ck/,
/ĕ/, /ĭ/, /ŏ/, /ŭ/ /l/, /s/, /z/, /ă/, /ĕ/, /ĭ/,
/ŏ/, /ŭ/
Multisensory Teacher will provide Teacher will provide Teacher will provide Teacher will provide Teacher will review
discovery of letter students with a students with a students with a a multisensory vce concept.
or concept (10 multisensory multisensory multisensory review of the vce Students will work
minutes) introduction of a_e introduction of the introduction of the concept; a_e, i_e, with a partner to sort
concept using visuals i_e concept using o_e concept using and o_e. cvc and vce words.
to discuss placement; visuals to discuss visuals to discuss
changing cvc to vce placement; changing placement; changing Teacher will Students will record
by adding magic e. cvc to vce by adding cvc to vce by adding introduce e_e using the words on a
magic e. magic e. visuals to discuss worksheet under the
Teacher will include placement; changing appropriate heading.
example words, Teacher will include Teacher will include cvc to vce by adding
visuals (apple for /ă/; example words, example words, magic e. Students will check
acorn for /ā/ and visuals (itch for /ĭ/; visuals (octopus for their work using a
articulatory gesture. ice cream for /ī/ and /ŏ/; open door (open) Teacher will include self check answer
articulatory gesture. for /ō/ and example words, sheet.
Words: tap, tape, articulatory gesture. visuals (eagle for /ē/;
cap, cape, mad, Words: bit, bite, fin, edge /ĕ/ and
made fine, hid, hide Words: not, note, articulatory gesture.
rod, rode, hop, hope
Words: pet, pete,

Oral Reading Students will read the Students will read Students will read Students will read Students will read
Practice: Read following words: the following words: the following words: the following words: the words (above)
words for fluency make, same, take, like, side, line, time, home, rose, phone, eve, theme, these, aloud to their
and accuracy 5-7 name, gave, late, five, mile, life, white, those, globe, close, Pete, here, came, partner/teacher.
minutes games, state, skate while rope, stove life, those
Teacher will provide
Students will read the Students will read Students will read Students will read support and
following sentences the following the following the following scaffolding as
that contain high sentences that sentences that sentences that needed.
frequency words and contain high contain high contain high
new concept. frequency words and frequency words and frequency words and Students will reread
new concept. new concept. new concept. decodable text for
 There are no waves fluency.
in the lake. I will get my white My home is close to Pete and I hike by
kite for Beth. those lakes. the stone path. Teacher will listen to
Who said they would students read
be at the game? Jake likes to dive by Cole is on the phone My five cats all like to individually.
the tall slide. with Dave. sit on the same white
Students will read rug. Teacher will provide
interleaved Students will read Students will read scaffolding and
decodable text: interleaved interleaved Students will read immediate
Cave in the Maze decodable text: decodable text: interleaved corrective feedback.
(UFLI text # 54) Kites for Sale The Drive Home decodable text that
(UFLI text # 55) (UFLI text # 56) contains all vce
concepts taught to
date:
Five Mile Hike
(UFLI text # 57)

Spell words and Students will Students will Students will Students will Progress
dictated sentences segment sounds to segment sounds to segment sounds to segment sounds to Monitoring:
spell words. spell words. spell words. spell words.
Spelling of Teacher will
previously taught Words containing the Words containing Words containing the Words containing the administer a
patterns new concept: bake, the new concept: new concept: froze, new concept: eve, formative spelling
late, maze, cave, mile, dime phone, hope, drove theme, these, assessment.
Jade ride, shine, drive
Teacher will present Teacher will present Teacher will present Teacher will present dime, cove, flake,
words/sentence with words/sentence with words/sentence with words/sentence with spoke, white, these,
previously taught previously taught previously taught previously taught phone, safe, theme,
concepts/patterns concepts/patterns concepts/patterns concepts/patterns plane

sing, which, graph, sank, take, chase, shake, mile swam, dock, hike skates, Hope and Dad went
throb, chick shin, shapes games, hide close, hill, grand to the lake for a
swim.
 Should I toss the Who said they would The rope fell in the Which one of the
scraps in the trash? be at the games? hole. buses is mine? Did Dave give you
ice for your drink?
Teacher reviews Teacher reviews
suffix -s rules suffix -es rules
(makes words plural; (makes words plural;
sound /s/ or /z/) sound /z/ or /iz/)

Handwriting Does not occur every Does not occur Teacher will review Does not occur every Does not occur
lesson every lesson the correct formation lesson every lesson
Does not occur for letters /b/, and
every /d/. Teacher will
Lesson 5 minutes model beginning the
letter b with a line
down and then
forming the circle
and beginning letter
d with the circle at
the midline first and
then a line down
(Birsh, 2018. p 444).

Students will then

use Foundation
whiteboards to write
each letter 5 times.
Students will go back
and put a star next to
their letter d and b
with the best
formation.

Listening and Teacher will read The Does not occur Does not occur Does not occur every Does not occur
comprehension Amazing Bone every lesson every lesson lesson every lesson
strategies By William Steig.

Does not occur Teacher will point out

every lesson vce pattern in the title
and adding suffix ing.

Teacher will discuss

fantasy components
including
personification.

Afterward students
will discuss the story.
Students will list traits
possessed by the
bone that are
conducive to forming
a friendship with
Pearl. (loyalty,
kindness, cleverness,
sense of humor, love
of music)

Oral language Teacher will Does not occur Teacher will review Does not occur every Does not occur
practice and introduce, define, and every lesson. vocabulary with lesson. every lesson.
composition use vocabulary word students.
in a sentence.
Does not occur Teacher will model
every lesson (5 Have students expanding a simple
minutes) partner share a sentence to include
sentence using each more details.
vocabulary word.
 Students will expand
Teacher will choose a their written
student to share their sentence by using
sentence with the where and when
whole group. Provide (Birsh, 2018).
supportive correct
feedback as
appropriate.

Repeat for all

vocabulary words:
amazing, dawdle,
brilliant, imitate.

Then have students

write one of their
sentences on lined
paper.

References:

Birsh, J.R. (2018). Multisensory Teaching of Basic Language Skills, Fourth Edition. Baltimore, MD: Brookes Publishing.

Kilpatrick, David (2016). Equipped for Reading Success. Syracuse, New York: Casey & Kirsch Publishers.

UFLIi Foundations Toolbox. UF Literacy Institute. (n.d.). https://ufli.education.ufl.edu/foundations/toolbox/