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The LiPS Program

The Lindamood Phoneme Sequencing Program for Reading, Spelling, and Speech
by Bessie Rentz on 29 May 2013

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Transcript of The LiPS Program

Lindamood Phoneme Sequencing Program for Reading, Spelling, and Speech LiPS is appropriate for clients age Preschool through adult. Authors: Patricia C. Lindamood and Phyllis Lindamood Objectives of LiPS The objectives of the Lindamood Bell Program include:
increasing phonemic awareness
increase concept imagery Research Articles Pro Ed Publishing. (2011). Current Efficacy Research for the Lindamood Phoneme Sequencing Program (LiPS). 1-7. Retrieved from http://www.proedinc.com/Downloads/LiPS_review.pdf Ellsworth, C.,Fiorella, M., Hoover, J., Valeriani, J., Green, R., King, J., Lindstedt, E. (2006). The Effects of Intensive Phonemic Awareness Intervention on Struggling Readers. ASHA.org. Retrieved from
http://www.asha.org/Events/convention/handouts/2006/1773_Lindstedt_Elise/ Step By Step Explanation of LiPS Phase 1: Setting the Climate for Learning Setting the Climate with Younger Students
Setting the Climate with Older Students
Addresses client's fear of failure, executive functioning, disorderly behaviors, and disregards idea that this is "baby stuff"
Selective Listening (optional) Phase 2: Identifying and Classifying Speech Sounds Consonants
Vowels Consonant Pairs-- The Brothers The Brothers are sounds that are formed by the same articulatory movement.
"Quiet Brothers": voiceless sounds
"Noisy Brothers": voiced sounds Consonant Groups-- The Cousins Sounds that aren't as similar in manner as The Brothers, but are still similar in some way. Introducing Borrowers Sounds that "borrow" the sounds of other graphemes Vowels Consonants Introducing the Vowel Circle Labeling Round Sounds- /oe, uu, oo/
Labeling Smile Sounds/ee, i, e, ae, a, u/
Labeling Open Sounds- /o, aw/
Labeling Sliders- /ie, ue, ou-ow, oi-oy/
Symbols 'uu' and 'oo'- double 'o' makes these two sounds Practicing the Vowels Assembling the Circle Tracking Sequences of Vowels Incorporate patterns of vowels during the tracking process
Do not mix vowels in the same pattern as consonants
Begin with wide contrasts between sounds Phase 3: Simple Syllables and Words Tracking Sounds Within Simple Syllables and Words Purpose: students will learn to represent the number, identity, and sequence of sounds within a syllable, as well as to compare one syllable with another and represent how they differ Manipulating Letters for Spelling and Reading: Tiles Beginning with spelling, student will make tile chains of minimal pairs to create new words. Four Basic
Orthographic Expectancies Reading and Spelling with Pencil and Paper: Lists When reading, it is important for children to use finger tracing Reading and Spelling Sight Words Reading Sight Words Phase 4:Complex Syllables and Words Tracking Sounds Within Complex Syllables and Words Phase 5: Multisyllable Words Steps for Developing Multisyllable Processing explore what a syllable is
learn to track and compare syllables within words
learn some expectancies for reading and spelling multisyllable words Number, Sequence, and Accent The Syllable Concept and Orally Counting Syllables
Introducing the basic concept of syllables and counting them
Tracking syllables within words
Judging accents Tracking Sounds Within the Accented Syllable Tracking with Felts and Blocks
Felts: Have students track the stress of a multisyllable word by raising the felt marker that represents the primary stress
Blocks: Students pronounce the isolated accented syllable placing blocks on the felt to represent each sound within syllable Reading and Spelling with Syllable Cards: Affixes, Open Syllables, and Expectancies Cards will be made with prefixes, middle or root syllables, and suffixes on them.
Students are then asked to explore what each one says versus what is looks like it would say.
Students will then separate cards that end in a vowel from cards that end in a consonant.
Lastly, students will manipulate the cards to spell real words and pseudo words. Dividing Words into Syllables Before Spelling and Reading: Baselines and Pencil Breaking Where to Break Words into Syllables for Reading
Dealing with the Schwa
Concept of Root Words
Plurals (saying and spelling) Reading for Comprehension and Spelling in Context Beginning to Read in Context
Using the Finger-- Card or bookmark is not as desirable
Supporting Self-Monitoring
Beginning to Write in Context
Teach them to say what they are writing as they write
Teaching Proofing
Teach students to proof content of what they've written, then proof spelling Pros of the LiPS Program Thorough and linear
Includes "error handling" situations
Sensory-Cognitive
Integrates visual, auditory, and oral-motor feedback-- multisensory
Two different path options provided for different learning styles Cons of the LiPS Program Takes a lot of practice to become proficient
Must be certified to utilize the program in its entirety
Time consuming
Letter 'symbols' used in manual are not consistent with IPA, but are placed in virgules
Geared toward primarily younger children, even though it can be used on almost all ages Our Opinion We found the LiPS to be a thorough, well developed program for phonemic awareness and literacy. Our initial impression was founded on the length and size of the manual. We understand the need for certification to utilize the program, because of its extensive materials, and knowledge base required. Lesson Plan This introductory portion aids the student in understanding what they are about to do, why they are doing it, and how they are going to do it. The Brothers are introduced aloud before being associated with their graphemes. Sound Labels of "The Brothers" Lip Poppers: /p, b/
Tip Tappers: /t,d/
Tongue Scrapers: /k,g/
Lip Coolers: /f,v/
Tongue Coolers: /th, th/
Skinny Air: /s,z/
Fat Air: /sh, zh/
Fat Pushed Air: /ch, j/ Example of Teaching "The Brothers" Introduce Sound Pair- "Feeling, Describing, and Labeling"
Have student choose the correct mouth picture
Introduce "quiet brother" letter symbol
Find the "noisy brother" and introduce letter symbol Example dialogues are provided for each sound pair in manual. Sound Labels of The Cousins Nose Sounds: /m,n, ng/
Wind Sounds: /w, h, wh/
Lifters: /l,r/ The Borrowers Include: 'C'- generally sounds like /k/, but also says /s/
'X'- sounds like /ks/
'Qu'- sounds like /kw/
'Y'- at end of words: /ie/ or /ee/; in middle of words: /i/; at beginning of words: /ee/ Practicing Consonants Assembling Pairs Tracking Sequences of Consonants is an optional section included in the manual at this point. It is intended for Preschool- First Grade children, but may not be needed. Positioning the Vowels 1. Ordering the Rounds
2. Ordering the Opens
3. Ordering the Sliders
4. Ordering the Smiles Vowel + 'R' or Crazy 'R's Tracking Syllable Changes with Felts
Say old and new word right after teacher
Touch and say syllables in old and new word
Make the change and say what you're doing Introducing Accent Past Tense
Start with oral pattern before linking it to written pattern Introducing the Ending Grid Pursuing Automatic Reading and Spelling 3rd edition Students will pair mouth picture with appropriate letter Receptive Practice (with pairs assembled) Say sound, students repeat, then point to appropriate letter Expressive Practice (with pairs assembled) Point to letter, students say sound and label Oral-Only Practice Say a sound, students label it
or
Say a label, students say sound When 'r' follows a vowel, the vowel loses the identity ordinarily associated with it.
Place an 'r' after each vowel and gradually elicit correct response through shaping. Say sound, students repeat; point to its letter and label Students fill in blank vowel circle Shift to Receptive Practice (with Vowel Circle assembled) Expressive Practice (with Vowel Circle assembled) Oral-Only Practice Point to a letter; students say sound and label it Say sound, students label it
or
Say label, students say sound Tracking allows a student to discriminate between sequences of speech sounds and portray them visually. Spelling and Reading Complex Syllables and Words Begin to intersperse a few VCC and CCV words into your chains
Ex. Reversing a vowel and an 'r' as in art and rat. Tracking Syllables Within Multisyllable Words Students will track simple syllables with mouth pictures and with colored blocks or felts. Sounds in these chains are added, omitted, substituted, repeated, or shifted. The silent 'e' The signal for a vowel to say its own name When two vowels go walking, the first one does the talking. The 'c' Usually a Scraper, but becomes a Skinny when an 'e', 'i', or 'y' is right after it. The 'g' Also usually a Scraper and might become a Fat- Pushed when an 'e', 'i', or 'y' is right after it. First identify vowel
Pronounce the vowel
Say the whole word When spelling, it is important to say the word aloud slowly while writing so that pencil and mouth are coordinated Students should practice using at least five sight words on cards every day, preferably with a helper Spelling Sight Words Students compile a list of 5 to 20 words that have given them difficulty; students then identify the "problem part" of the word and create a way to remember it Tracking Complex Syllables with Mouth Pictures, Then Blocks
Transition to Tracking Real Words References Photos
http://www.123rf.com/photo_8357654_black-and-white-head-profile-with-visible-brain.html
http://nurturingthenest.blogspot.com/2011/06/apraxia-treatment-whats-working.html
http://ssrsbstaff.ednet.ns.ca/jrenouf/lips.htm
http://www.ganderpublishing.com/LiPS-Blocks.html
http://www.etsy.com/listing/106476320/plastic-scrabble-tiles-game-pieces
http://blog.maketaketeach.com/bowling-for-sight-words/

Lindamood, P. C., & Lindamood, P. D. (1998). The lindamood phoneme sequencing program for reading, spelling, and speech. Austin, TX: PRO-ED.
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