Welcome to Multi-sensory phonemic awareness 2017-2018 school year.

The multi-sensory literacy course is structured to be a systematic approach to learning sound-symbol correspondences and spellings. We will begin with an assessment of sounds and symbols and progress through dividing words into syllables, identifying and reading syllable types, and decoding vocabulary by learning prefixes, suffixes, and roots. We will learn the rules that dictate spelling and the spelling situations that are the exceptions, and we will continuously review what we have studied through reading and spelling and writing procedures. These lesson procedures are designed to practice, extend and apply the cumulative learning to meaningful reading experiences. To help in these endeavors, the students will use all learning pathways: they will simultaneous link eyes, ears, hands, and voice to learn sounds, symbols, words, and new vocabulary. The teacher will provide immediate feedback to correct errors and guide students to self-corrections through the study process. 


Homework Instructions: Weekly phoneme, digraphs, trigraphs, and morphemes should be practiced by the student by reading aloud a favorite text with someone, such as an older sibling, parent (s), grandparent (s), or guardian (s). The listener should ask their child to relook at miscues and focus on the sounds of the vowels in the syllables and  blending the syllables' sounds together. If a student is having a difficult time achieving an 80% on any section of the daily lesson, words/sentences may be sent home for a more focused practice over the weekend. If this situation is necessary, there will be an email sent, as a heads-up to the parents.  From time to time, other homework assignments will be given, such as completing a study guide and preparing for a quiz, or completing the reading or rereading of text in a novel. For these assignments, there will also be an email sent home to alert parents of the student's responsibilities.


 Although the main focus of the class is for students to establish the relationships between sounds and symbols and to increase their automaticity for greater accuracy and fluency, when reading for extended periods of time in class, the reading skills will be applied when students are reading aloud, and their comprehension will be supported through comprehension skills activities, and when reading silently, active reading annotation.


I look forward to having your imput on your child's individual strengths and areas for growth, as the year unfolds. Please do not hesitate to contact me through e-mail (pstanwick@ctsdnj.org), with any thoughts you have. Growth in reading and comprehension is obtainable. It will require work and perseverence. I am here to support your child, as she/he evolves into a competent reader. I welcome you as a partner in that process. Best wishes for a good year!


Mrs. Stanwick



literacy/supplemental reading

room 117, CTMS