carreker 4 excerpt.pdf
Multisensory Teaching of Basic Language Skills
Activity Book
Fourth Edition
by Suzanne Carreker, Ph.D., CALT-QI Principal Educational Lead, Lexia Learning Systems Concord, Massachusetts and Judith R. Birsh, Ed.D., CALT-QI Independent Literacy Consultant New York, New York
About the Authors
Suzanne Carreker, Ph.D., CALT-QI
Dr. Carreker is developing content for blended-learning reading programs at Lexia Learning Systems. Her passion for teaching reading began with an impromptu opportunity to attend a lecture given by dyslexia pioneer Margaret Byrd Rawson. She taught at Briarwood School in Houston, Texas, and directed teacher preparation programs at Neuhaus Education Center in Houston for 28 years. During her second year of teaching, Dr. Carreker attended a 1-hour workshop presented by the three Neuhaus founders that led to her preparation as a CALT and QI at the center.
Judith R. Birsh, Ed.D., CALT-QI
Dr. Birsh was the editor of the first three editions of Multisensory Teaching of Basic Language Skills. Her enduring belief that well-prepared, informed teachers are the major influence on effective instruction in the field of reading and dyslexia had its beginning in 1960, when she met her first student who, although 18 years old, read poorly. The quest to find answers to this puzzle led her to a master’s degree in remedial reading and a doctorate in reading and language at Teachers College, Columbia University.
Introduction
The purpose of the fourth edition of the Multisensory Teaching of Basic Language Skills Activity Book is to help reinforce the information gained during teacher preparation from texts, classroom lectures, and practicums. These activities provide teachers with opportunities to reflect on and assimilate newly acquired linguistic concepts, along with a check of their knowledge and practice skills for teaching Structured Literacy that are aligned with Knowledge and Practice Standards for Teachers of Reading (International Dyslexia Association [IDA], 2018). In addition, the activities can act as a platform from which to plan lessons with these concepts for their students.
Activities Arranged by Structured Literacy Components
Emergent Literacy (Chapter 4)
- Activities: 6, 7
Phonological Awareness and Phonemes (Chapter 6)
- Activities: 5, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 52, 53, 54, 55
Vocabulary (Chapter 15)
- Activities: 74, 75, 76, 77, 78, 79, 80, 81, 82, 83, 84, 85, 86, 87, 88, 89
Activity 6: What Children Know and What They Can Explore
Think about two subjects. Brainstorm things preschool children might know about the subject and what they might
| Subject | What children know | What children can explore |
|---|---|---|
| Squirrels | Squirrels are grey. | Where do squirrels live? |
| They hop. | Can we find baby squirrels? | |
| They’re good jumpers. | When they jump from tree to tree do they ever fall? | |
| They eat acorns. | Why are their tails so big? | |
| Birds | Birds have feathers. | Do all birds have feathers? |
| They make different sounds. | What birds live near our playground? | |
| They have two wings. | Can all birds fly? | |
| Birds fly in the air. | Where are the birds going that fly in big groups? |