When you're dyslexic, discovering your first readable words feels like finding hidden treasure. For me, that treasure came in an unexpected form: words ending in "-ing." I couldn't decode "run" on its own, but somehow "running" made sense. "Playing," "jumping," "swimming" – these words jumped off the page when other words remained a mystery.
My Personal Discovery
I remember sitting with countless books, feeling frustrated as letters scrambled before my eyes. But then something clicked with these "-ing" words. It wasn't that I was sounding them out in the traditional way. Instead, my brain seemed to recognize a pattern: something at the beginning, followed by that reliable "-ing" at the end.
When I saw "running," I didn't need to struggle through each letter. The "-ing" was like an old friend waving hello, and the "runn-" part? Well, I'd seen it enough times to know what it meant, even if I couldn't explain how I knew.
## The Science Behind My Experience
As it turns out, my experience wasn't unique. Research in neuroscience and reading development has revealed several fascinating explanations for why dyslexic readers might find "-ing" words more accessible:
Pattern Recognition Strength
While dyslexia can make traditional phonics challenging, many dyslexic individuals excel at pattern recognition. The "-ing" ending is:
- Consistent in appearance
- Regular in pronunciation
- Frequently repeated in text
These factors make it an ideal pattern for our pattern-seeking brains to latch onto.
Visual Anchoring
The "-ing" ending serves as a visual anchor point. Think of it like this: if you're looking for your friend in a crowd, it's easier if they're wearing a bright red hat. For dyslexic readers, the "-ing" can be that red hat – a distinctive marker that helps us identify and process the whole word.
Frequency Effect
These action words (gerunds) appear constantly in our reading:
- In story books ("Jack was running")
- In instructions ("Start by clicking")
- In everyday writing ("I'm going")
This repeated exposure helps build recognition, even when traditional decoding is difficult.
What This Means for Teaching
My experience suggests some valuable approaches for teaching dyslexic students:
1. Embrace Pattern-Based Learning
- Start with "-ing" words that describe familiar actions
- Group words with similar beginnings (run/running, jump/jumping)
- Create visual cards that highlight the pattern
2. Build Confidence Through Strengths
- Use students' natural pattern recognition abilities
- Celebrate when they recognize words, even if they can't explain how
- Create opportunities for success with high-frequency patterns
3. Make It Interactive
- Incorporate movement with the words (act out "jumping" while reading it)
- Use color coding to highlight patterns
- Create games that focus on finding "-ing" words in text
Looking Forward
Understanding how I learned to read has shaped my perspective on dyslexia. It's not just about what we can't do – it's about discovering the unique ways our brains process information. For me, "-ing" words were more than just a grammatical structure; they were my gateway to reading.
To educators and parents: watch for these breakthrough moments. They might not follow the traditional reading development path, but they're valuable clues to how your dyslexic learner's mind works best.
To fellow dyslexic readers: your breakthrough might come in an unexpected way, and that's okay. Whether it's "-ing" words like me, or something entirely different, trust your brain's natural way of making sense of written language.
Final Thoughts
Looking back, those "-ing" words were like stepping stones across a rushing stream of text. Each one gave me a secure place to stand, catch my breath, and build confidence for the next jump. They taught me that sometimes the best path forward isn't the traditional one – and that's perfectly fine.
Do you have a similar experience with dyslexia? What patterns or strategies helped you break through in your reading journey? I'd love to hear your story in the comments below.
Tier 2 Reading Intervention: Building Fluency Through Collaborative -ING Word Activities
Program Overview
- Target Group: Students reading at ~7 plus WPM with first-second grade comprehension level
- Group Size: 4-6 students
- Session Length: 30 minutes
- Frequency: 3-4 times per week
- Focus Areas: Phonemic awareness, phonics, fluency, and comprehension
- Structure: Kagan Cooperative Learning formats
Week-by-Week Intervention Plan
Week 1: Foundation Building
Activity 1: "Rally Robin Reading"
Setup: Students sit in pairs facing each other
Materials:
- Large cards with -ING words and corresponding student-drawn pictures
- Timer
- Success tracker sheets
Procedure:
1. Partner A reads an -ING word (3 seconds max)
2. Partner B reads next word (3 seconds max)
3. Continue alternating for 1 minute
4. Teams track successful reads on their tracker
5. Switch partners and repeat
Word List Examples:
- running
- jumping
- sitting
- reading
- walking
- singing
Activity 2: "Mix-Pair-Share Words"
Setup: Students stand and move around
Materials:
- Word part cards (base words and -ING endings)
- Movement music
Procedure:
1. Students mix while music plays
2. When music stops, find partner
3. Partner A shows base word (run)
4. Partner B adds -ING ending
5. Together they act out the word
6. Switch cards and find new partners
Week 2: Building Momentum
Activity 1: "Round Table Root Words"
Setup: Groups of 4 at tables
Materials:
- Paper divided into 4 sections
- Timer
- Base word cards
Procedure:
1. Place base word in center (e.g., "play")
2. Students take turns:
- Adding -ING
- Drawing quick picture
- Writing simple sentence
- Reading sentence to group
3. Rotate paper after each round
Activity 2: "Fan-N-Pick Fluency"
Materials:
- Cards with -ING sentences
- Fluency fans (speed markers)
- Progress charts
Procedure:
1. Student 1 holds sentence cards in fan
2. Student 2 picks card
3. Student 3 reads sentence
4. Student 4 times and records speed
5. Rotate roles after each round
Week 3: Advanced Practice
Activity 1: "Timed Pair Share Stories"
Materials:
- Simple stories heavy with -ING words
- Timer
- Success criteria checklist
Procedure:
1. Partner A reads for 1 minute
2. Partner B tracks -ING words heard
3. Switch roles
4. Together create new sentence using heard -ING words
5. Share with another pair
Activity 2: "Inside-Outside Circle Blending"
Setup: Two concentric circles of students
Materials:
- Word part cards
- Movement signals
- Celebration markers
Procedure:
1. Inside circle: base words
2. Outside circle: -ING endings
3. Partners blend words
4. Act out word together
5. Rotate to new partner
Progress Monitoring
Daily Tracking:
- Words read correctly per minute
- Number of -ING words identified
- Successful blending attempts
- Partner cooperation points
Weekly Assessment:
- Quick -ING word recognition test
- Fluency check with target passages
- Phonemic awareness progress
- Group collaboration skills
Differentiation Strategies
For Struggling Students:
- Color-coded word parts
- Picture support
- Reduced word complexity
- Extended time limits
For Advanced Students:
- Multisyllabic base words
- Compound -ING words
- Leadership roles
- Creating new activities
Family Connection Component
Take-Home Activities:
- -ING word hunt in home reading
- Family movement games with -ING words
- Picture dictionary creation
- Weekly celebration of progress
Materials Needed
Core Materials:
1. Word Cards
- Base words
- -ING endings
- Complete words
- Picture support cards
2. Progress Tracking
- Individual charts
- Group success board
- Celebration markers
- Timer
3. Movement Supports
- Music selections
- Action cards
- Space markers
- Signal cards
4. Reading Materials
- Leveled passages
- Story cards
- Sentence strips
- Student journals
Success Criteria
Student Goals:
- Increase overall reading rate to 20+ WPM
- Recognize 50 common -ING words by sight
- Successfully blend new -ING words
- Participate actively in group work
Group Goals:
- Positive peer support
- Effective turn-taking
- Clear communication
- Celebration of progress
Notes for Implementation
1. Pacing: Start with 10-minute activities, gradually increase duration
2. Grouping: Change partners frequently while maintaining successful pairs
3. Celebration: End each session with group recognition of progress
4. Assessment: Quick check-ins during transitions between activities
5. Adjustment: Modify activities based on daily student response
Remember to maintain high energy, frequent movement, and constant positive reinforcement throughout all activities. The key is making the learning interactive and engaging while systematically building skills through structured practice.\
\# Family Reading Adventures: Take-Home Activities Pack
## Quick Start Guide for Families
Welcome! These activities build on the reading games your child is playing at school. Each activity:
- Takes 10-15 minutes
- Uses everyday materials
- Can involve the whole family
- Builds reading confidence through play
## Week 1: "ING Hunt" Adventures
### Activity 1: Grocery Store Detective
**Materials Needed:**
- Small notebook
- Pencil
- Shopping list
**How to Play:**
1. While shopping, hunt for -ING words on:
- Food packages
- Store signs
- Shopping lists
2. Write or draw each found word
3. Count total words found
4. Challenge: Find 3 new -ING words each trip
### Activity 2: House Tour Word Search
**Materials Needed:**
- Sticky notes
- Marker
- Paper for recording
**Steps:**
1. Walk through each room
2. Look for things that end in -ING:
- Kitchen: cooking, baking, dining
- Bathroom: washing, cleaning
- Bedroom: sleeping, reading
3. Label items with sticky notes
4. Create a house word map
## Week 2: Movement and Reading Games
### Activity 1: "Action Station"
**Materials Needed:**
- Index cards
- Box or bag
- Timer (phone works great)
**Setup:**
1. Write -ING actions on cards:
- jumping
- running
- dancing
- singing
- hopping
- skipping
**How to Play:**
1. Pull a card
2. Read the word together
3. Everyone does the action for 30 seconds
4. Next person picks new card
5. Try to do all actions in 5 minutes!
### Activity 2: "Red Light, Green Light Reading"
**Materials Needed:**
- -ING word cards (provided by teacher)
- Green and red paper/cards
**How to Play:**
1. One person is the "traffic light"
2. Others walk while reading -ING words
3. Green light: Keep walking and reading
4. Red light: Freeze and read current word
5. Bonus: Act out word when frozen
## Week 3: Creative Word Building
### Activity 1: "Kitchen Word Factory"
**Materials Needed:**
- Letter magnets or written letters
- Refrigerator or magnetic board
- List of base words
**Steps:**
1. Put base word on fridge (run)
2. Add -ING ending
3. Read new word
4. Make a sentence using word
5. Draw quick picture of action
### Activity 2: "Story Time Stars"
**Materials Needed:**
- Simple picture books
- Highlighter tape or strips of paper
- Star stickers
**How to Play:**
1. Read story together
2. Hunt for -ING words
3. Mark each -ING word found
4. Get star for each word
5. Try to find more words each night
## Week 4: Technology and Games
### Activity 1: "Family News Reporter"
**Materials Needed:**
- Phone camera (video mode)
- List of -ING words
- Props (optional)
**Steps:**
1. Pick 3-5 -ING words
2. Create short news story using words
3. Record "news broadcast"
4. Watch and count -ING words used
5. Share with teacher (optional)
### Activity 2: "Word Collection Cards"
**Materials Needed:**
- Index cards
- Magazines/newspapers
- Glue
- Scissors
**How to Create:**
1. Find -ING words in print
2. Cut out words
3. Glue to cards
4. Draw picture on back
5. Practice reading card collection
## Celebration and Progress Tracking
### "Reading Star Chart"
**Materials Needed:**
- Calendar page
- Stickers or markers
- List of weekly goals
**Daily Check-in:**
1. Mark activities completed
2. Count -ING words learned
3. Share favorite new word
4. Celebrate progress!
### "Family Word Wall"
**Materials Needed:**
- Wall space or poster board
- Sticky notes or cards
- Markers
**How to Build:**
1. Divide wall into categories:
- Action words
- Feeling words
- Nature words
2. Add new -ING words daily
3. Review wall weekly
4. Celebrate growing collection
## Tips for Success
### Making It Fun:
- Keep sessions short (10-15 minutes)
- Mix up activities
- Let child choose favorites
- Celebrate every attempt
- Make it part of daily routine
### Building Confidence:
- Start with familiar words
- Give plenty of thinking time
- Offer gentle prompts
- Praise effort and progress
- Make mistakes okay
### Staying Organized:
- Keep materials in special box
- Set regular practice time
- Track progress visually
- Share successes with teacher
- Take photos of activities
## Communication Log
### Weekly Update Sheet
**Share with Teacher:**
- Activities completed
- New words learned
- Favorite games
- Challenges faced
- Questions to ask
## Additional Resources
### Online Extensions:
- Recommended reading apps
- Digital word games
- Educational websites
- Virtual reading rooms
### DIY Materials:
- Word card templates
- Progress chart designs
- Game board patterns
- Certificate templates
Remember: The goal is to make reading practice feel like family fun time. Choose activities that match your family's schedule and style, and don't hesitate to modify games to better suit your needs.
# Action Phrase Collection: -ING Movement Cards
## Body Position Phrases
1. sitting up
2. standing tall
3. leaning forward
4. bending down
5. looking around
6. reaching high
7. stretching out
8. kneeling down
9. lying back
10. moving forward
## Exercise Phrases
11. jumping up
12. running fast
13. hopping along
14. skipping ahead
15. walking straight
16. climbing up
17. crawling under
18. rolling over
19. marching forward
20. dancing around
## Hand/Arm Movements
21. waving goodbye
22. pointing ahead
23. clapping hands
24. pushing up
25. pulling down
26. throwing high
27. catching fast
28. lifting up
29. dropping down
30. picking up
## Head/Face Movements
31. nodding yes
32. smiling big
33. blinking fast
34. chewing slowly
35. yawning wide
36. laughing hard
37. frowning down
38. sleeping soundly
39. breathing deep
40. talking loud
## Everyday Actions
41. writing neatly
42. reading quietly
43. singing along
44. eating slowly
45. drinking up
46. drawing circles
47. coloring in
48. cutting out
49. pasting down
50. building up
## Organization Tips for Cards
### Color Coding System:
- Body Positions: Blue cards
- Exercise Phrases: Green cards
- Hand/Arm Movements: Yellow cards
- Head/Face Movements: Orange cards
- Everyday Actions: Purple cards
### Card Layout:
```
Front of Card:
[Action Phrase in Large Print]
-------------------------
Optional Picture Cue
Back of Card:
[Base Word] + ing + [Direction]
Example: sit + ing + up
-------------------------
Simple sentence using phrase
```
### Practice Patterns:
#### Beginner Level:
1. Match picture to phrase
2. Act out movement
3. Read phrase aloud
4. Create simple sentence
#### Intermediate Level:
1. Sort by movement type
2. Create compound sentences
3. Describe sequence of actions
4. Play memory matching games
#### Advanced Level:
1. Create story using multiple phrases
2. Teach movements to others
3. Write detailed descriptions
4. Make new combination phrases
### Game Variations:
1. **Action Chain**
- Students sit in circle
- Each adds new action to sequence
- Group acts out growing chain
- Example: "sitting up, standing tall, reaching high"
2. **Mirror Match**
- Partners face each other
- One reads card and performs action
- Other mirrors action and reads phrase
- Switch roles
3. **Speed Sorting**
- Mix all cards
- Sort into categories quickly
- Read each pile fluently
- Time and beat record
4. **Story Building**
- Draw 3-5 cards
- Arrange in logical sequence
- Tell story using phrases
- Act out story together
### Making Cards Effective:
1. **Visual Design:**
- Large, clear font
- High contrast colors
- Simple illustrations
- Consistent layout
2. **Physical Features:**
- Sturdy card stock
- Rounded corners
- Optional lamination
- Easy-to-handle size
3. **Learning Support:**
- Color coding
- Picture supports
- Word breaking guides
- Success tracking system
4. **Organization:**
- Storage envelope/box
- Category dividers
- Progress chart
- Word bank list
### Extension Activities:
1. **Personal Phrase Book**
- Students collect favorite phrases
- Add own illustrations
- Write sample sentences
- Share with partners
2. **Movement Journal**
- Daily action recording
- Phrase collection
- Progress tracking
- Celebration pages
3. **Family Practice**
- Take-home set
- Parent guide
- Practice log
- Celebration stickers
Remember to:
- Start with most frequently used phrases
- Add movements gradually
- Celebrate progress regularly
- Make practice playful and engaging
# Top 10 English Language Patterns: Analysis and Teaching Guide
## 1. -ING Pattern (Present Participle/Gerund)
**Examples:**
- walking, talking, running
- eating, sleeping, reading
**Pattern Rule:**
- Add 'ing' to base verb
- Double final consonant if word ends in CVC (consonant-vowel-consonant)
- Drop final 'e' before adding 'ing'
## 2. -ED Pattern (Past Tense/Past Participle)
**Examples:**
- walked, talked, played
- jumped, helped, watched
**Pattern Rule:**
- Add 'ed' to base verb
- Double final consonant in CVC pattern
- Change 'y' to 'i' before adding 'ed'
## 3. Silent-E Pattern
**Examples:**
- make → making
- hope → hoping
- ride → riding
**Pattern Rule:**
- Final 'e' makes previous vowel say its name
- Drop 'e' before adding suffix beginning with vowel
## 4. Double Consonant Pattern (CVC)
**Examples:**
- running (run + ing)
- stopping (stop + ing)
- beginning (begin + ing)
**Pattern Rule:**
- In single-syllable words
- Short vowel followed by single consonant
- Double final consonant before adding vowel suffix
## 5. Vowel Teams Pattern
**Examples:**
- rain, boat, seed
- paint, reach, toast
**Pattern Rule:**
- Two vowels together
- First vowel usually says its name
- Second vowel is usually silent
## 6. R-Controlled Vowel Pattern
**Examples:**
- car, star, park
- her, bird, turn
**Pattern Rule:**
- Vowel followed by 'r'
- 'R' changes vowel sound
- Common combinations: ar, er, ir, or, ur
## 7. Consonant Blends Pattern
**Examples:**
- stop, flat, grab
- sleep, train, drive
**Pattern Rule:**
- Two or three consonants together
- Each letter makes its sound
- Common at beginning or end of words
## 8. Consonant Digraph Pattern
**Examples:**
- ship, chat, thin
- when, phone, graph
**Pattern Rule:**
- Two consonants make one sound
- Common combinations: sh, ch, th, wh, ph
## 9. Prefixes Pattern
**Examples:**
- un-: unhappy, unkind
- re-: retry, rebuild
- pre-: preview, prepare
**Pattern Rule:**
- Added to beginning of base word
- Changes meaning of word
- Spelling of base word stays same
## 10. Suffixes Pattern
**Examples:**
- -ly: quickly, safely
- -ful: helpful, careful
- -ness: happiness, kindness
**Pattern Rule:**
- Added to end of base word
- May change word's part of speech
- May require spelling changes to base word
## Teaching Activities for Pattern Recognition
### 1. Pattern Sort Stations
**Setup:**
- Create 10 stations, one for each pattern
- Provide word cards and sorting mats
- Include self-checking system
**Activity:**
1. Students rotate through stations
2. Sort words by pattern
3. Record findings in pattern journal
4. Check work with answer key
### 2. Pattern Detective Game
**Materials:**
- Magnifying glasses (real or paper)
- Text passages
- Pattern checklist
- Highlighters
**Process:**
1. Search for pattern words in text
2. Highlight different patterns in different colors
3. List found words under pattern categories
4. Share discoveries with partners
### 3. Pattern Building Blocks
**Materials:**
- Base word cards
- Prefix/suffix cards
- Pattern rule cards
- Recording sheets
**Activity:**
1. Select base word
2. Apply appropriate pattern rules
3. Build new words
4. Record and explain changes
### 4. Pattern Memory Match
**Setup:**
- Create pairs of cards:
- Word → Pattern name
- Base word → Changed word
- Pattern rule → Example
**Play:**
1. Mix and lay out cards face down
2. Find matching pairs
3. Explain pattern when match found
4. Keep matched pairs if explanation correct
### 5. Pattern Prediction Challenge
**Materials:**
- Base words list
- Pattern rule cards
- Writing materials
- Check sheet
**Process:**
1. Show base word
2. Select pattern to apply
3. Predict resulting word
4. Check against rules
5. Practice using new word
## Assessment Tools
### Pattern Mastery Checklist
- Recognition of pattern
- Application of rules
- Word building ability
- Reading fluency
- Spelling accuracy
### Progress Tracking
- Initial pattern assessment
- Weekly pattern checks
- Pattern mastery tests
- Application in writing
- Reading transfer skills
### Student Self-Assessment
- Pattern confidence scale
- Rule understanding check
- Application comfort level
- Areas needing practice
- Success celebrations
## Differentiation Strategies
### For Struggling Learners
- Focus on one pattern at time
- Use color coding
1. CVC (Consonant-Vowel-Consonant) Pattern
- Examples: cat,
dog, pin, hop
- Short vowel
sounds in the middle
- Forms the
foundation of early reading
2. Silent 'e' (Magic e/VCe)
- Changes short
vowel to long vowel sound
- Examples: make,
bite, hope, cute
- Final 'e' is
silent but modifies previous vowel
3. Vowel Teams/Digraphs
- Two vowels
working together to make one sound
- "When two
vowels go walking, the first one does the talking"
- Examples: rain,
meet, boat, say
4. Consonant Blends
- Two or three
consonants blended together, each making their sound
- Examples: bl-
(black), str- (strong), -nd (sand)
- Common at
beginning and end of words
5. Consonant Digraphs
- Two consonants
making one new sound
- Common pairs: sh,
ch, th, wh, ph
- Examples: ship,
chip, thin, whale
6. R-Controlled Vowels
- When 'r' follows
a vowel, it changes the vowel sound
- Examples: car,
her, bird, turn
- Often called
"bossy r" patterns
7. Double Consonants
- Usually appear
after short vowels
- Examples:
running, hopping, little
- Help indicate
short vowel sounds
8. Word Families (-ight, -ack, -ell)
- Groups of words
with similar spelling patterns
- Examples:
light/fight/bright
- Help in
recognizing pattern consistency
9. Diphthongs
- Two vowel sounds
gliding together
- Common ones:
oi/oy, ou/ow, au/aw
- Examples: coin,
cow, sauce
10. Prefixes and Suffixes
- Common
beginnings (un-, re-, dis-)
- Common endings
(-ing, -ed, -ly)
- Help build word
recognition and meaning
- Provide picture support
- Include movement activities
- Allow extended practice time
### For Advanced Learners
- Combine multiple patterns
- Create pattern hunts
- Design teaching materials
- Explore exceptions
- Develop pattern games
Remember:
- Build from simple to complex
- Provide plenty of practice
- Celebrate pattern recognition
- Connect to real reading/writing
- Make learning interactive and fun
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