Freeman Dyslexia Portfolio

Each lesson has an original informational passage loaded with that lesson's word patterns. The five questions follow the same order every time: a detail, a text feature or structure, an inference with evidence, a vocabulary word in context, and word work on the lesson's pattern.

Time	Segment	Teacher does	Students do	Focus
0:00–0:03	Warm-up · Clap It	Say a word. Students repeat it and clap once per syllable, then hold up fingers for the count: hippo, cat, robot, basket, me.	Repeat, clap, show the count. Then thumbs up for a long vowel sound, thumbs down for a short one: go, got, me, met.	Phonological awareness
0:03–0:06	Alphabet strip review	Students touch each vowel on the strip. Lead: short sound, then name (a says /ă/ and /ā/). Flash 8 letter cards for a quick sound check.	Touch and say each vowel two ways. Say the sound for each card.	Sound-symbol association
0:06–0:12	New learning · Open Door, Closed Door	Write me. Ask: is anything after the e? No, the door is open, so e says its name. Add t to make met: the t closes the door, so e is short. Model breve and macron. I do: me / met, go / got. We do: hi / hit, so / sob, she / shed. You do: no / not, we / wet on boards.	Use door hands on every word. Write each pair, code the vowel, and read it.	Explicit, multisensory
0:12–0:17	Guided practice · Two-syllable words	Put robot, napkin, music, and hotel on the board. Think aloud: find the vowels, split between syllables, code each one, read it. Students copy each word onto the sound map, one syllable per box.	Mark the vowels, split, code ō / ŏ, and read: rō\|bŏt, năp\|kĭn, mū\|sĭc, hō\|tĕl.	Syllabication
0:17–0:18	Brain break · Stand Up, Sit Down	Call 8 words. Stand for a word that ends with an open syllable; sit for a word that ends with a closed syllable.	Move with the answer, then say the vowel sound.	Movement
0:18–0:23	Reading practice · Fluency Set A	Choral read the card once with a finger under each word. Pair students: one reads, the other follows and marks any missed word. Switch.	Read the 20-word card, then read the 3 sentences on the back.	Reading fluency
0:23–0:28	Spelling · Counters and sound map	Dictate hen, go, mask, robot, tulip. Routine: I say it, you say it, push one counter per sound, then write one letter (or letter pair) per box. Check with the alphabet strip. Dictate: She can go on a picnic.	Say, push, write, check. Code the vowels in each word.	Orthography
0:28–0:30	Exit check	Hand out Exit Ticket 1: code and read 3 words (bonus, mask, she). Sort tickets into Got It, Almost, and Reteach piles before tomorrow.	Code and read each word to the teacher.	Diagnostic teaching

Minutes	Group 1	Group 2	Group 3
0–10	Teacher Table	Comprehension Station	Word Work Station
10–20	Comprehension Station	Word Work Station	Teacher Table
20–30	Word Work Station	Teacher Table	Comprehension Station

Time	Segment	Teacher does	Students do	Focus
0:00–0:04	Warm-up · Clap It and Swap It	Clap it: napkin, pilot, cabin, insect. Swap it: Say basket. Now say it without bas. (ket) Say plan. Change /p/ to /k/. (clan)	Clap, count, and change the sounds out loud.	Phonological awareness
0:04–0:08	Review · Syllable type flip cards	Flip the closed and open cards from Lesson 1. Ask for the rule and one example. Quick fire: is the first syllable in mū\|sic open or closed?	State the rule and give a word for each card.	Cumulative review
0:08–0:16	New learning · The Split It routine	Model all 6 steps on the Split It mat with napkin (VC/CV), robot (V/CV), and cabin (VC/V). Think aloud on cabin: cā\|bin is not a word I know, so I slide the line: căb\|in. Mark the accent on the first syllable.	Air-write v and c, karate chop the split, and read each syllable.	Explicit modeling
0:16–0:23	Guided practice · Split It mat	Partners split 6 words: magnet, insect, pilot, student, lemon, seven. Circulate with the error script. Call on pairs to explain one split out loud.	Follow the 6 steps, code each syllable, and read each word to a partner.	Syllabication
0:23–0:25	Brain break · Finger Count	Eyes closed if comfortable. Name all six syllable types, one per finger.	Count off the six types, then check against the reference card.	Retrieval practice
0:25–0:31	Reading practice · Fluency Set B	Choral read once. Partner 1-minute timed read: the listener marks errors on a copy. Students graph words correct per minute on the fluency tracker.	Read for 1 minute, count words correct, and graph the score.	Reading fluency
0:31–0:38	Spelling · Syllable counters	Dictate basket, pilot, planet, problem, focus. Push one counter per syllable, then write each syllable in its own box. Dictate: The student had a basket of lemons.	Say it, push a counter per syllable, write it, code it.	Orthography
0:38–0:43	Text reading · Preview the station passage	Read the Early Life section of the Mae Jemison profile together. Students underline 3 two-syllable words and split one on the mat.	Read, underline, split, and answer one oral question.	Reading comprehension
0:43–0:45	Exit check	Exit Ticket 2: split and code sunset, tulip, habit. Sort into Got It, Almost, Reteach.	Split, code, and read each word.	Diagnostic teaching

Minutes	Group 1	Group 2	Group 3
0–10	Teacher Table	Comprehension Station	Word Work Station
10–20	Comprehension Station	Word Work Station	Teacher Table
20–30	Word Work Station	Teacher Table	Comprehension Station

Time	Segment	Teacher does	Students do	Focus
0:00–0:04	Warm-up · Clap It with academic words	Clap it: in-fra-struc-ture, trans-por-ta-tion, e-rup-tion. Then ask: how many syllables? How many meaning parts? Syllables say it, morphemes mean it.	Clap, count, then split the word into meaning parts out loud.	Phonological awareness
0:04–0:08	Review · Prefix flip cards	Flip known prefixes: re-, dis-, un-, pre-, in-. Students give the meaning and one word for each.	Say the meaning and a word that uses it.	Cumulative review
0:08–0:16	New learning · Four Latin roots	Teach struct, port, ject, rupt with a root move for each. Model the Box it, Underline it, Mean it routine with transport (trans = across, port = carry: to carry across) and eruption (e = out, rupt = break, -ion = the act of: the act of breaking out).	Copy each root and meaning onto the morpheme map and do the root move.	Explicit, multisensory
0:16–0:24	Guided practice · Word Build	Partners build as many real words as they can from Word Build cards. They record each word on the morpheme map with a working definition. Check 2 words per pair.	Build, record, and define. Star the two words you would use in science or social studies.	Morphology
0:24–0:26	Brain break · Word Hunt	Students open a textbook or notes from another class and find one long word with a root from today.	Find it, clap it, and share the root.	Transfer
0:26–0:32	Reading practice · Fluency Set C	Read the academic word card, then the phrase card (transported across the ocean, the volcano began to erupt). Partner 1-minute read with prosody: read phrases the way you would say them.	Read words, then phrases, with smooth phrasing.	Reading fluency
0:32–0:40	Reading and comprehension · When Earth Erupts	Read the first two sections together. Students highlight every word with struct, port, ject, or rupt, then answer questions 1 and 4 with evidence.	Highlight, break apart 2 words, and answer with a sentence frame.	Reading comprehension
0:40–0:43	Spelling by morpheme	Dictate construct, export, eject, disrupt. Students write one morpheme per box on the morpheme map.	Spell part by part and check the root spelling.	Orthography
0:43–0:45	Exit check	Exit Ticket 3: break apart injection and transportation, write a working definition, and use one in a sentence.	Box, underline, define, and write.	Diagnostic teaching

Minutes	Group 1	Group 2	Group 3
0–10	Teacher Table	Comprehension Station	Word Work Station
10–20	Comprehension Station	Word Work Station	Teacher Table
20–30	Word Work Station	Teacher Table	Comprehension Station

Lesson 1 · Grades 2–3

Meet the Hippo

Animal Profile

A hippo is a big animal. It lives in Africa. A hippo can sit in a pond or a river all day. The mud and the water help it stay cool in the hot sun.

Did You Know? The word hippo comes from a Greek word that means river horse.

Words to know: hippo · calf · land

Read the full passage

Where Hippos Live

A hippo is a big animal. It lives in Africa. A hippo can sit in a pond or a river all day. The mud and the water help it stay cool in the hot sun.

What Hippos Do

Hippos rest in the water when the sun is hot. At night, they go up on land to eat grass. A hippo can eat a lot of grass in one night! Hippos can not swim like fish. They walk on the bottom of the pond and pop up to get air.

Baby Hippos

A baby hippo is called a calf. A mom hippo and her calf stay close. The calf can drink milk under the water. Hippos look slow, but on land they can run fast!

Station questions (5)

1 · DetailWhere do hippos go at night? What do they do there?

2 · Text featureWhich section tells you about baby hippos? Write the heading.

3 · InferenceWhy do you think hippos stay in the water when the sun is hot? Use a clue from the text.

4 · Vocabulary"A baby hippo is called a calf." What is a calf?

5 · Word workFind 2 closed-syllable words and 2 open-syllable words in the text. Code each one.

Lesson 2 · Grades 4–6

Mae Jemison

Biography Profile · Doctor, Engineer, Astronaut

Mae Jemison was born on October 17, 1956, in Decatur, Alabama. When she was three, her family moved to Chicago, Illinois, the city she calls her hometown. As a kid, Mae loved science, dance, and looking up at the stars. She finished high school in 1973 and went to Stanford University in California when she was just 16 years old.

Did You Know? During the eight-day mission, Endeavour circled Earth 127 times.

Words to know: engineering · Peace Corps · mission · astronaut

Read the full passage

Early Life

Big Steps

At Stanford, Jemison earned a degree in chemical engineering in 1977. She also completed the requirements for a degree in African and Afro-American Studies. Next, she went to medical school at Cornell University and became a doctor in 1981. From 1983 to 1985, she served in the Peace Corps as a medical officer in Sierra Leone and Liberia, two countries in West Africa. She cared for volunteers and helped with medical research.

Into Space

In 1987, NASA picked Jemison to train as an astronaut. On September 12, 1992, she flew into space on the space shuttle Endeavour. She was the first African American woman to travel into space. The mission lasted eight days, and she worked on science experiments, including one that studied bone cells.

After NASA

Jemison left NASA in 1993. Since then, she has started projects that connect science, technology, and people, and she speaks to students about following their curiosity.

Facts from NASA's astronaut biography of Mae C. Jemison.

Station questions (5)

1 · DetailIn what two countries did Jemison serve with the Peace Corps?

2 · Text featureIn which section can a reader find out where Jemison went to college?

3 · InferenceJemison studied engineering, medicine, and African and Afro-American Studies. What can you infer about her interests? Use evidence from the text.

4 · Vocabulary"She served in the Peace Corps as a medical officer." What does served mean in this sentence?

5 · Word workFind 3 two-syllable words in the text. Split and code each one.

Lesson 3 · Grades 7–12

When Earth Erupts

Science and Geography Profile

A volcano is an opening in Earth's crust. Deep below it, melted rock called magma collects in a chamber. Gas builds up inside the magma, the way pressure builds inside a shaken bottle of soda. When the pressure becomes too great for the rock above it, the surface ruptures and the volcano erupts.

Word Parts Erupt, rupture, disrupt, and interrupt all share the Latin root rupt, which means break.

Words to know: magma · atmosphere · jet stream · evacuation

Read the full passage

Inside the Structure

The Eruption

During an eruption, a volcano can eject lava, gas, and pieces of rock. Some of these rock fragments are projected through the air like stones from a slingshot. Fine ash can be thrown kilometers into the sky, where wind can carry it far from the volcano.

Ash That Stopped the Sky

In April 2010, a volcano in Iceland called Eyjafjallajökull erupted under a glacier. It ejected fine ash more than 8 kilometers into the atmosphere, and the jet stream transported the ash cloud toward Europe. Because ash can damage jet engines, airports shut down. Between April 14 and 21, about 100,000 flights were canceled and some 7 million travelers were stranded. Guinness World Records lists it as the biggest climatic disruption to air travel.

Rebuilding

Eruptions can destroy roads, bridges, and power lines: the infrastructure a community depends on. Engineers study each eruption so they can construct stronger structures and plan safer routes. Communities near volcanoes practice evacuation plans, so when the next eruption interrupts daily life, people know where to go.

2010 figures from Guinness World Records, Biggest climatic disruption to air travel.

Station questions (5)

1 · DetailWhat caused airports across Europe to close in April 2010?

2 · Text structureHow does the author explain why a volcano erupts in Inside the Structure? Name the structure and the comparison the author uses.

3 · InferenceWhy do you think engineers study each eruption? Use evidence from the text.

4 · Vocabulary"The jet stream transported the ash cloud toward Europe." Use word parts to define transported.

5 · Word workFind 4 words with struct, port, ject, or rupt. Box the affixes, underline the root, and write a working definition.

2.2(A)(ii) / 3.2(A)(ii)	Distinguish long and short vowel sounds; decode multisyllabic words with closed and open syllables.
2.2(C)(i) / 3.2(B)(i)	Spell one-syllable and multisyllabic words with closed and open syllables.
2.4 / 3.4	Use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
2.6(F) / 3.6(F)	Make inferences and use evidence to support understanding.

3.2(A)(iv)	Decode words using knowledge of syllable division patterns such as VCCV, VCV, and VCCCV with accent shifts.
5.2(A)(iii)	Decode words using advanced knowledge of syllable division patterns.
3.2(B)(v)	Spell words using knowledge of syllable division patterns.
4.4 / 5.4	Use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
4.6(F) / 5.6(F)	Make inferences and use evidence to support understanding.

7.2(C) / 8.2(C)	Determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots.
7.2(B)	Use context within or beyond a paragraph to clarify the meaning of unfamiliar or ambiguous words.
7.3 / 8.3	Adjust fluency when reading grade-level text based on the reading purpose.
7.5(F) / 7.5(G)	Make inferences and use evidence to support understanding; evaluate details read to determine key ideas.

Eight components, taught the same way every day

Three lessons, second grade to high school

Open Door, Closed Door

Objectives

TEKS alignment

Dyslexia Handbook components

Materials

Key terms

Station rotation day · 30 minutes, 3 stations × 10 minutes

Accommodations

Progress monitoring

Split It

The Split It routine

Objectives

TEKS alignment

Dyslexia Handbook components

Materials

Key terms

Station rotation day · 30 minutes, 3 stations × 10 minutes

Accommodations

Progress monitoring

Word Parts, Big Meaning

Box it, Underline it, Mean it

Roots taught

Objectives

TEKS alignment

Dyslexia Handbook components

Materials

Key terms

Station rotation day · 30 minutes, 3 stations × 10 minutes

Accommodations

Progress monitoring

Ten-minute reads with five questions

Meet the Hippo

Where Hippos Live

What Hippos Do

Baby Hippos

Mae Jemison

Early Life

Big Steps

Into Space

After NASA

When Earth Erupts

Inside the Structure

The Eruption

Ash That Stopped the Sky

Rebuilding

Clap it. Count it. Split it.

Everything the students touch

6 Syllable Wonderland