Concepts about print Letter and word recognition Writing

3. Words and Sentences Show a sequence of three pictures line drawings. Say, “Write something about each picture.” 3. Q words1 18 Writing for picture 1 Words 0–1 = 1; Words 2–3 = 2; Words 4–5 = 3; Sentence = 4; Sentence with clauses = 5 Q words2 19 Writing for picture 2 Q words3 20 Writing for picture 3 242 Appendix E. Multi-Strategy Lesson Pattern Summary Multi-Strategy Method Teaching Patterns • Teach one thing at a time. • Use one learning mode at a time. • Have a purpose so that students get the point. Story Track Word-Building Track Meaning Mode AnalysisSynthesis Mode Teacher orchestrates Teacher teaches Focus on prose: Focus on elements: In Context plus Meaning Teacher sets the stage Students in control of learning Out of Context lacks Meaning Teacher in control; teach skills Students learn Core: Process—How? Core: Mastery of parts Teacher Models, Students Do Teacher Teaches; Students Build Theme Word Two Key Words Lesson 1: Generate an Experience Story Lesson

1: Analysis and Synthesis

T Provides experience: lookdramamime T Breaks down and Builds up word S Generate story S Read break down and build up T Writes story S Clap break down and build up T Reads story T Teaches Sentence-making word S Read with T and individually S Read Key Word in sentence Lesson 2: Listen to a Story and Read Alone Lesson 2: Learn Parts of Words T Reads Listening Story fluently S Compare and contrast syllables S Listen—predict events S Find same syllables S Read Alone S Build new words T Reads with each S, using the Neurological Impress Method N.I.M. Excerpt from Stringer, Mary. 1992a. “How does the Multi-Strategy Method fit?” Read 27:11–20. Lesson 3: Read the Shared Book Lesson 3: Build New Words T Introduces Big Book S Learn syllables—games S Predict picture content S Build words—games T Reads naturally S Read words in context S Read with T and individually S Read, break and build new words S Answer comprehension questions Lesson 4: Write Creatively Lesson 4: Write Accurately T Introduces Writing T Dictates syllables, words, sentences S Draw pictures S Write and check spelling S Write creative stories S Correct spelling S Do Not Copy story from BB or books T Encourages and hears stories S Read own stories Students integrate these two tracks by using elements in the Story Track in reading and writing and by using meaning in the Word-Building Track to build new words. Note: Details of lessons found in Stringer and Faraclas 1987. Discussion of NIM in Stringer 1988.