Sample 4 Day Training Workshop

Speaker:  Don McCabe, Noted Author of To Teach a Dyslexic and The Patterns of English Spelling

Monday, 

9:00 – Registration, coffee, doughnuts.  Distribution of programs including the free 364 page manual The Teaching of Reading and To Teach a Dyslexic, a combined value of over $60.00 plus an exhibit of all AVKO materials.

9:30 – Welcome, overview, and introduction 

Substitute the name of the local person you would want to give the introduction.

9:35 – Collection of written questions that the tutor-trainers want answered sometime during the workshop.  Volunteer will write them on an easel during the first break.

9:40 – Classic definitions of dyslexia by the leading authorities translated into simple English.  See p. 12-14, 182-191

9:50 – Fonnix ken bee phun Pre-Test:  pp. 26-28

10:05 – Logic and dyslexics.  The reason why English is not and cannot be a strictly left to right single letter phonic correspondence and why dyslexics have difficulty applying “rules” for English spelling.  A, MA, MAG, MAGI, MAGIC, MAGICIAN or DEM, DEMO, DEMON, DEMONS, DEMONSTRATE, DEMONSTRATIVE or DEM, DEMO, DEMOCRAT, DEMOCRACY  See p. 33

AVKO TRAINER RULE #1  “HOW A WORD SOUNDS AT ITS BEGINNING DEPENDS UPON ITS ENDING!”  So NEVER say, “Sound it out!”

10:20 – Break

10:30 – Mechanics of English Spelling:  The Simple vs. the Fancy
See pages 131-146; 182-190  SPECIAL CHARTS & FLASH CARDS

10:50 – The “Insane” words of English from was to wont.  Flash Cards!

11:00 – The “Tricky” words of English from the new gnu knew how to read the red book he had read about and how the effect of the blast would affect anyone who would desert a dessert in a desert.  See Page 216 for 11 different varieties of “Tricky” Words.

11:20 – Break

11:30 – The “Scrunched up” words of English, see pp. 229 to 231.

            “Thay shud have wip thay slave for eny reson”

            The three different words spelled h-a-v-e see p. 261.

Origin of: Self-Corrected Dictation Exercises, Learning Russian, Teaching English in English to Japanese teachers in Japan.

12:20 - Lunch Break

2:30 – Review
AVKO Rule #1 - “HOW A WORD SOUNDS AT ITS BEGINNING DEPENDS UPON ITS ENDING!”  So NEVER say, “Sound it out.”

            AVKO Rule #2 – WE CAN REMEMBER ANYTHING IF WE FORGET IT ENOUGH TIMES.

3:00 – Vce rule, NOT ICE IS NOT NOTICE & NOTICE IS NOT NOT ICE  pp. 363-365

3:10 – The I/Y Identical Twins and the U/W Identical Twins + Never Drop a Y!

3:20 – Break 

3:30 – Teaching English from scratch.  See pp. 47-48  

D’Nealian, Italic (Getty-Dubay), AVKO’s Let’s Write Right

3:50 – Basic Tutoring Techniques

            Sitting side by side traditional.  Advantages & disadvantages.
Sitting across the corner of a table.  Advantages & disadvantages.

4:00 – Practice learning to write manuscript and cursive upside down with both hands.

4:20 – Break

4:30 – Sequential Spelling demonstration with dyslexic students.

5:00 – Almost Open Question and Answer period.  Questions that were submitted earlier will not be addressed at this time because they most likely will be answered later on.  This period is for new questions as the result of what has already been presented.

5:30 – End of Session # 1.  Homework assigned:  Chapters 1 and 2 (First 12 pages)

Tuesday, 

9:00 – Coffee, doughnuts, and conversation.  Distribution of the tutoring book, IF IT IS TO BE IT IS UP TO ME TO DO IT

9:30 (NOT 9:31 OR 9:40) AS MR. MCCABE DOES NOT WANT TO PUNISH PEOPLE WHO ARE ON TIME BY MAKING THEM WAIT FOR THOSE WHO ARE LATE.

FONNIX KEN BEE PHUN KWIZ REPEETED

10:00 – A Comprehension Test for Good Readers Who Know the Importance of Context Clues.  See p. 29

AVKO RULE #3: THERE IS NO SUCH THING AS A WILD GUESS BY A STUDENT READER.  IF THE TUTOR DOES NOT UNDERSTAND WHY THE MISTAKE WAS MADE, HE SHOULD NOT BLAME THE VICTIM OF POOR TEACHING FOR WILDLY GUESSING.  HE SHOULD BLAME HIMSELF FOR NOT KNOWING WHY THE MISTAKE WAS MADE AND SHOULD MERELY TRY TO HELP HIS STUDENT LEARN FROM HIS MISTAKE.

 10:20 – Break

10:30 – Comprehension: What is it?  Methods that don’t work.  Methods that do.  Methods to avoid: A Monk Swimming or Our Father Who Art in Heaven Harold be Thy Name.

11:20 – Break

11:30 – KEYBOARDING, A METHOD OF TEACHING READING AND SPELLING SKILLS.

12:20 – Break for lunch

2:30 – Review

3:00 – Survey Test, See p. 37

3:20 – Break

3:30 – Sequential Spelling:  How to create your own.  Everybody will make their own individual two week sequence for a student of theirs.

4:20 – Break

4:30 – Using The Patterns of English Spelling as a resource tool.

5:20 – End of Session Two.  Homework:  Read Chapters 11 & 12, p. 34-46  Important:  Tomorrow participants will need to bring one file folder, one old American magazine, and a yellow highlighter.

Wednesday,

9:00 – Coffee, doughnuts, and conversation.  Distribution of The New Word Families in Sentence Context 

9:30 (NOT 9:31 OR 9:40) AS MR. MCCABE DOES NOT WANT TO PUNISH PEOPLE WHO ARE ON TIME BY MAKING THEM WAIT FOR THOSE WHO ARE LATE.

A vary A shun on FONNIX KEN BEE PHUN KWIZ REPEETED

9:50 – The New Word Families in Sentence Context or how to develop you own to help students learn to think in and create sentences in English.

10:20 – Break

10:30 – VOCABULARY DEVELOPMENT, traditional methods plus AVKO methods such as underlining rather than skipping unknown words, (p. 274) pre-teaching of pre-teaching (p. 98-99), roots with patterns ECT, JECT, RECT, VECT, TECT, + IVE, OR, TION.

11:20 – Break

11:30 – HOLDER OF THE FOLDER, p. 360.  Participants will need to bring one file folder, one old American magazine, and a yellow highlighter.

12:20 – Break for lunch

2:30 – Training of Parents to help in the tutoring.

3:20 – Break

3:30 – Readings for Fluency.  Using a computer to make your own.

4:20 – Break 

4:30 – Using Individualized Spelling for an Individualized Decoding approach.

5:20 – End of Session 3.  Homework Assignment:  Read pp. 100-107.

Thursday,

9:00 – Coffee, doughnuts, and conversation.  Distribution of:  From Speech to Spelling.

9:30 (NOT 9:31 OR 9:40) AS MR. MCCABE DOES NOT WANT TO PUNISH PEOPLE WHO ARE ON TIME BY MAKING THEM WAIT FOR THOSE WHO ARE LATE.

A gnu vary A shun on FONNIX KEN BEE PHUN KWIZ REPEETED

9:50 – READING SPEED, FLUENCY, AND COMPREHENSION

10:20 – Break

10:30 – Questions that were submitted at the beginning of the first session.

11:20 – Break

11:30 – Teaching the IT-SS, TOOZE, THAIRZ, WANNA’S, HAFTA’S AND SPOSTA’S.

12:20 – Break for lunch.

2:30 – The Mind/Body Connection.  Body language and the power of suggestion.

3:20 – Break

3:30 – Using the Reading Teacher’s List of Over 5,000 Basic Words and Individualized Spelling.

4:00 – The Case of the Invisible Y or Why is there a y in you and youth but not in union?

4:20  – Break

4:30 – The Complete Use I Before E Rule.

5:00 – Summary and wrap up Question/Answer period.