remediation plus training final (1)
TRANSCRIPT
Remediation Plus Systems
Training Program for Interventionists and Reading Teachers
Jo-Anne Gross, Founder
The company’s founder, Jo-Anne Gross, developed the Remediation Plus System with a goal of creating a teaching system that would more effectively remediate the root of academic frustration in children and adults alike who have challenges with reading, writing and spelling.
WHY R+ IS TAUGHT
Scientific Research Tells Us What Works
Modern brain research supports what scientific reading research
has validated for years.
Learning to read and write is not just about acquiring
knowledge—it’s about establishing
functional connectivity and automaticity among
regions of the brain involved in effective reading and writing.
Spell-Links
#1
Evidence-based reading instruction (validated by scientific research) in phonemic awareness and phonics
can change brain activity in struggling readers and assist in the
activation and use of the back areas of the brain.
Shaywitz et al. 2004; Aylward et al. 2003
#2
Extensive research clearly shows that all students, regardless of
learning difficulties, reach higher and faster achievement with
systematic and explicit instruction.
Gill and Kozloff 2004
#3
#4Using ineffective teaching methods and instructional strategies without enough
“research evidence” limits student mastery of essential skills and new
concepts.
Rosenshine 2012; Moats 2007, Sweet 2004
What Qualifies as “Research Evidence?”
What determines the scientific quality of a research study is the degree to
which the study follows the principles that underlie science.
Scientific Research
• Questions that can be investigated through systematic, empirical methods that draw on observation or experiment
• Rigorous data analysis to test hypotheses and justify conclusions drawn
• Valid and reliable observational and testing measures
U.S. Department of Education 2006
Scientific Research
• Quantitative research: randomized control studies with well define and large enough subject samples
• Studies are presented with detail and clarity so they can be replicated or built upon
• Accepted by a peer-reviewed journal or approved by a panel of independent experts through a comparably rigorous, objective, and scientific review.
U.S. Department of Education 2006
Qualitative Research
• Open ended• Flexible study• Elaborative response• Semi-structured methods such as in-depth
interviews, focus groups, and participant observation, self-reports
• Textual data from audiotapes, video tapes, field notes
Quantitative Research
• Closed-ended• Rigid and structured• Clear hypothesis before the study begins• Experimental and control groups• Rigorous methodology outlined so the study can be
duplicated and generalized• Analyzed with numbers and statistics• Objectively reviewed by peers
Why We Use Quantitative Research
Qualitative research cannot:• Determine whether student achievement or
behavior are casually related to an instructional method, a program, or to class size
• Determine who a specific approach helps or if another treatment works better for a specific group of children
• Generalize to other groups of studentsDr. Louisa Moats
R+ Quantitative Research
• Randomized Control Study• Conducted by John Hopkins University with
Marinette School District• Involved three elementary schools• Control group used reading interventions currently
used in the district (LLI, Soar)• Experimental group used Remediation Plus• Students in grades 1-4 were involved in the study
Teacher Passion and Enthusiasm
• John Hopkins study has revealed high teacher passion for the Remediation Plus System
• Researchers have never seen this level of enthusiasm with an intervention
• John Hopkins is still working on the data, but say it’s “very, very good”
• Stayed tuned for the published results
NICHD Research Findings
• Find your “Remediation Plus Training” p.1-5 (live training; not in kit)
• Discussion of the synthesis of the research findings
• 35 year longitudinal study; ½ billion dollars provided by Congress; completed in 1995
• Big research sites: Harvard, Yale, University of South Florida, Rutgers, Haskins Laboratories, University of Toronto
“We’ve messed up; twenty years of whole language.”
Dr. Reid Lyon, at 50th anniversary of the International Dyslexic
Association in Chicago, 2000
“This process is non-negotiable.”
Dr. Joe Torgeson and Dr. Reid Lyon
National Reading Panel Research
• 1997 Congress commissioned the NICHD to work with U.S. ED to create a national panel to research best instructional methods for reading
• Meta-Analysis of Science Based Reading Research (SBRR)– 115,000 citations in peer reviewed journals focusing on
PK-12 reading development– About 600 were found to have rigorous quantitative
research appropriate for the meta-analysis and review
• 2000, panel summarized findings in a report
National Reading Panel Conclusions
• Systematic, explicit, synthetic phonics instruction was beneficial for all students in the early grades and was particularly important for students at risk
• Understanding these terms is important to planning and implementing effective phonics instruction.
Systematic Instruction
• Teaching a set of useful sound/spelling relationships in a clearly defined, carefully selected, logical instructional sequence (Armbruster et al. 2001).
• Systematic lessons are organized in a way that the logic of the alphabetic principle becomes evident.
• Newly introduced skills are built upon existing skills; tasks arranged from simple to complex.
Cumulative Instruction
• Just because a program has a scope and sequence doesn’t mean it’s systematic. The instruction must be cumulative (Blevins, 2006).
• “The goal is one of maximizing the likelihood that whenever children are asked to learn something new, they already possess the appropriate knowledge and understanding to see its value and to learn it efficiently.” (Marilyn Adams 2001).
Explicit (Direct) Instruction
• Lessons in which concepts are clearly explained and skills are clearly modeled, without vagueness or ambiguity.
• “Instruction is explicit when the teacher clearly, overtly, and thoroughly communicates to the student how to do something.”
• Less inference and discovery on the part of the student; learning is clearly explained so students can grasp
Chall and Popp 1996
Synthetic and Analytic Instruction
• Synthetic instruction presents the parts of the language and then how they work together to form the whole
• Analytic instruction presents the whole and teaches how it is broken down into it’s parts
• Teacher works in both directions for all concepts, encoding and decoding, putting words together to write a sentence, pulling them apart for comprehension
NRP Recommendations
• Explicit instruction in phonemic awareness
• Systematic phonics instruction• Methods to improve fluency (guided oral
reading)• Ways to enhance comprehension
(teaching vocabulary and comprehension strategies)
The Big Five Skills are
taught in an
integrated program
containing all
components.
Critical Understandings from Research
• Children at risk for reading failure fall behind early; can be identified in kindergarten or earlier
• Poor readers do not catch up without intensive instruction.
• Strong reading programs for prevention and early-intervention programs minimize the number of children who fall behind.
Learning to read is not left to chance, but occurs because of carefully planned and executed instruction based on the science of learning how to read.
Honoring the Science of Reading
R+ TEACHING MATERIALS
Program Components
Let’s Explore the R+ Kit
The Four Binders
Binder One: Foundation of Language
LessonsRules and simplest
phonemesLessons 1-25Also used for First
Grade Core Program
Binders Two and Three: Advanced Language
LessonsSyllables, advanced
rules and phonemesLessons 1-60
Binder Four: Early Language
Teacher CurriculumCurriculum for Students Not
Ready for Binder One Learning to see, hear and
shape the 26 soundsRead and spelling two-and
three-letter wordsReading and spelling blendsTraining video included, inside
covera set of CVC readers
Early Language Teacher Curriculum can also be
ordered as a separate kit
Curriculum for parents and K-1 Teachers;
Training video included, inside cover
sample of the workbooks 2 sets of Slingerland style cards a set of CVC readersa set of consonant blend
readers
Also sold as a stand alone curriculum
Idea: Use the video in parent workshops for 3K-5K.
Decodable Readers
5 CVC Decodable Texts one for each vowel
sound For emergent readers Use with Binder One or
the Early Language Curriculum
Other decodable text sold separately
Rem + recommends purchasing additional decodable readers from other publishers
Remediation Plus Phoneme Cards
Phoneme Card Pack 44 speech sounds 90 grapheme
representations Use in daily lesson
routine Recommended to
purchase additional deck for each intervention student
Lesson Visuals on Card Stock
Large Stack of Card Stock Lesson Visuals
Short vowel key words Phoneme-grapheme key
words Phonics rules Six types of syllables FFSSZZLL Rule Slingerland
handwriting, lower case letters
Testing Manual
All Diagnostic Assessments Used in the Program
Student Application Form Analyze the Alphabet IOTA Reading Test CREST I Spelling Test CREST II Spelling Test Stanford Achievement Test R+ Phoneme Test R+ Reading Observation
Sheet
Training Manuel and Videos
Training Support Research theories
behind the program Science behind the
lesson plan Overview of the
lesson plan 5 hours of modeled
lesson plansMake sure you take time to watch the videos after this training!
Multisensory Grammar Curriculum
The Study of English Syntax For use once reading, spelling,
and handwriting have been learned
Explicit, systematic instructional sequence
Simple sentence structure and parts of speech, to more complex sentence and paragraph structures of writing
Other Necessary Materials NOT Included
• Lined paper, or “Remediation Plus Lesson Plan” template• Colored tiles (table) or colored magnets and magnetic white
board• Small post its (yellow, green, pink)• Small, soft ball• Hand held mirror• Rice for rice tray• More decodable texts• Binder for each student• Phoneme deck and file box for
each intervention group*
WHAT IS TAUGHT IN R+Program Content: Day 1 of the Training
Language Components of R+
• Phonology: Phonemic Awareness:
• Phonics: Phoneme/Grapheme Correspondence
• Morphology: Syllable Instruction
PHONEMIC AWARENESSPhonology
“Phonological awareness is the greatest
breakthrough in reading research of the 21st century.”
Dr. Reid Lyon, Chief of the N.I.C.H.D.
Why Focus Instruction on Phonemic Awareness?
• Brain scans from neuroimaging reveal that people with reading problems have difficulty processing speech sounds, or the phonemes in the language.
• Converging evidence shows that the deficits in phonemic awareness reflect the core deficit in reading disabilities: segmenting syllables in words in constituent sound units called phonemes.
• The most reliable indicator of a reading disability is an inability to decode single words (Lyon, 1995).
• Approximately 40% of children have difficulty with phonemic awareness, one in five is dyslexic.
• Treatment intervention for dyslexia helps all struggling readers.
Phonology
• The study of sounds and how they are influenced by their environment
• Multisensory instructional approaches help children understand how a sound feels when it is produced.
Phonological Awareness
• The ability to hear and manipulate the sound structure of language.
• This is an encompassing term that involves working with the sounds of language at the word, syllable, and phoneme level.
Phonological Awareness Levels
• Early literacy auditory levels– Rhyming and alliteration– Sound awareness and rhyming production
• More advanced auditory levels (Phonemic Awareness)– Auditory blending – Syllable segmentation– Phoneme segmentation– Phoneme manipulation
Phoneme
–phon means “sound”–eme means “a little piece of something”
• The smallest unit of spoken language into which a word can be divided– /c/ /a/ /t/
• Remediation Plus teaches 44 phonemes (speech sounds).
Phonemes in Remediation Plus
Take Out Your Phoneme Card Pack
44 speech sounds 90 grapheme
representations
Let’s Practice Learning Our Sounds
• Look at Index Cards #1 and #2• Turn to p. 4 in the Testing Manual• Notice that the phoneme cards are arranged
in the order of the lessons• It is essential for R+ teachers to learn
phonemes used in the system• Let’s practice our sounds using the
phoneme deck
Practice: Auditory Drill
SHORT VOWEL SOUNDSReview of Phonology
Short Vowel Discernment
• Students with reading challenges have a difficult time discerning short vowel sounds
• Use the key word to teach each vowel sound
• Retain the same word/visual for the vowel sounds to help students discriminate among other vowel sounds
• To avoid confusion, do not ask students to brainstorm other key words that represent the short vowel sounds
Teaching the Short Vowel Sounds
• Use all modalities to teach the sounds:– Put up the sound card with the key word/visual– Hear it; elongate the sound; clip off the rest of the word
(plug ears with ears and say if necessary)– See it; discuss how the mouth is formed, use a mirror to
look at the mouth– Feel it; write the letter on the white board and discuss
the verbal path; then have student write the word in the rice tray while saying the sound and key word, repeating three times
– Use actions to prompt students as necessary for memory
Let’s Practice the Short Vowel Sounds
/ă/ for apple /ŏ/ for octopus/ĭ/ for itch
Sounds are indicated by / /Symbol for short vowels is breve (ă)With students we say “smile”
Let’s Practice the Short Vowel Sounds
/ŭ/ for up /ĕ/ for Eddie
CONSONANT SOUNDSReview of Phonology
Problems with Consonants: Reversals
• Students with reading challenges often reverse letters, such as b/d, p/q and n/u
• Lessons 3-5 in the Foundations binder work with b, d and p. Follow the specific directions in these lessons if your students show confusion.
• Explicit, multisensory articulation prompts, as well as learning verbal writing paths can help students discern
Problems with Consonants: Co-articulating
• Many children (and teachers) add the schwa /Ə/ sound after a consonant when saying isolated sounds–/b/ buh /t/ tuh
• Make sure you are not, and then teach children to make isolated sounds without adding the schwa, or blending might sound like this: mat /muh—a—tuh/
Problems with Consonants-Articulation
• Use multisensory techniques to help students learn consonant sounds
• Use a mirror to show the mouth formation; talk about where the tongue and the teeth are when saying the sound
Problems with Consonants-Articulation
• Make the students aware that the following sounds are sounds that they whisper (no voice):
hp t
fs
c
k
All of the other
sounds are
“voiced” sounds.
EXCEPT FOR: “th”
th28.
• /th/ this, mother; voiced; only time you put your tongue between your teeth and blow
• /th/ thorn, three; unvoiced
Problems with Consonants-Articulation
• It is NOT pronounced “er”• Blending consonants with /r/ is very
difficult for struggling readers.
• Make sure you are pronouncing this phoneme correctly
r
Other Unique Consonants
qu
wDifficult not to schwa
l
x/cs/
Phonemic Awareness
• Phoneme blending and segmenting are the most critical phonological skills.
• Always use the letter sound, not the letter name when doing auditory drills.
• Sounds are indicated by / /.
Problems with Consonants-Blending
• Blending two or three consonants that work together within a syllable, each consonant retaining its own sound
• fast, splash, play• It’s important for students to recognize that
sounds within a blend are separated.• Critical for accurate spelling
Teaching Blending in the R+ System
• Ending blends are neurologically much easier for students to learn than blending at the beginning of the word
• Unit 3 in the Early Language Curriculum teaches back blends; front blends are then introduced and taught slowly with much practice; both are practice in decodable books
• Lesson 2 in the R+ Foundations binder explicitly addresses instruction with front blends and back blends
Phonemic Awareness
• Auditory Segmenting: given a whole word, student separates the word into individual phonemes and says each sound – How many sounds are in big? – Can you say them by sound?
• Auditory Blending: given a word separated into phonemes, student combines the sounds to form a whole word –What word is /b/ /i/ /g/?
Let’s Practice Segmenting Speech Sounds…Get Out Your Magnets
1. How many sounds do you hear in the word “rush?” /r/ /u/ /sh/….. 3 sounds
2. How many sounds do you hear in the word “shell?” /sh/ /e/ /ll/….. 3 sounds
3. How many sounds do you hear in the word “plant?” /p/ /l/ /a/ /n/ /t/
4. More words: /t/ /r/ /ai/ /n/ /s/ /w/ /i/ /sh/ /th/ /r/ /oa/ /t/
Let’s Practice Blending Speech Sounds…Get Out Your Balls
• Let’s watch how we do “blending with the ball” exercise
• Don’t forget to ask the question, “What’s the word?” as soon as you have articulated the last sound
• Partner Practice: Open your Foundational Binder to any lesson and find the word lists at the end of the lesson.
• Take turns experiencing the exercise.
Cause for Concern
• First graders should be able to blend two to three phonemes (auditorily and visually) and segment initial or final sounds in words (medial sounds by the end of the year)
• Second graders should be able to blend three to four phonemes (auditorily and visually) and segment three to phonemes, including words with blends (ex. bl-, st-, -nd, -mp)
• These skills are NOT developmental; if the student is struggling, they will not “kick in” without explicit intervention.
The Reason for this Concern
• Casey Foundation Report, 2010
• “75% of children who cannot read by grade 3 will never learn to read.”
• This has caused states to push for improved reading results by grade three.
Where to Begin Intervention in R+
• Students must be able to blend in order to begin the Remediation Plus curriculum in a small group.
• Students who cannot blend need 7 one on one R+ lessons before joining the group.– Lessons 1, 2 ( 2 days), 6, 7, 8, 9
• R+ recommends placing K-1 students in the Early Language Curriculum, which lays the foundation for the 85 systematic lessons in the Foundational and Advanced Binders.
PHONEME GRAPHEME CORRESPONDENCE
Program Content: Phonics
Poorly developed knowledge of sound/symbol correspondences is the most frequent debilitating and pervasive cause of reading
difficulty.
Stanovich, 1980
Learning to Read and Spell
• Building on their foundation of phonological awareness, students must understand how the alphabet principle works.
• Understanding the code system (phonics)• Remember, the most effective phonics instruction is explicit
and systematic• First substantiated by Samuel T. Orton, M.D., and Anna
Gillingham, psychologist• R+ also incorporates the O.G. Language Triangle, the
theory supporting simultaneous, multisensory instruction
Simultaneous, Multisensory Instruction
Visual…see it
Auditory…hear it
Kinesthetic-Tactile…write it
Speech…say it
SimultaneousWhen the 3 steps are
done together the information goes in at the
same time and tends to be learned more quickly.
Phonics: Sound/Spellings
• Letters are used to represent sounds• Grapheme: a written representation of a sound• Phonics involves teaching the relationship
between phonemes (sounds) and the graphemes (spellings) used to represent them
• Phoneme/grapheme correspondence=sound/spellingsat
/s/ /a/ /t/ 3 phonemes(s, a, t) 3 graphemes
• Many phonemes are represented by more than one grapheme (Ex. long-e sound: e, ea, ee, y, ie
• Hundreds of different grapheme representations (spelling alternatives) for the 44 English phonemes• Graphemes may comprise 1, 2, 3, or 4 letters
• Only the most common sound / letter relationships need to be taught explicitly.
• Remediation Plus teaches 90 grapheme representations for 44 phonemes.
Understanding the Language
chop/ch/ /o/ /p/ 3 phonemes (ch, o, p) 3 graphemes
eight/eigh/ /t/ 2 phonemes
(eigh, t) 2 graphemes
Let’s Practice
choreSegment the word. How many phonemes?
2 phonemesWhich graphemes represent the 2 phonemes?
ch ore
Your Turn
dodgeSegment the word. How many phonemes?
3 phonemesWhich graphemes represent the 3 phonemes?
d o dge
PhonicsReadingDecodingBlending
Grapheme to PhonemeVisual to Auditory
SpellingEncoding
Segmenting
Phoneme to GraphemeAuditory to Visual
Phonics = Sound + Symbols
Darla Brink © 2015
Phonics Rules
• The spelling of a phoneme is affected by– The position of the phoneme (beginning, middle,
end)– The letter sequences – The stress patterns in syllables
• Grapheme correspondences are limited by each of these
• Remediation Plus teaches phonics rules directly, explicitly, systematically, and cumulatively.
PHONICS RULES AND LESSONSProgram Content
Rules for Words with One Vowel
• FFSSZZLL• ck-k• ch-tch• Bossy e• dge-ge
Each of these rules apply in one syllable words (short words) with one vowel. They also apply when adding a prefix or suffix to the root word.
The rules DO NOT apply in other multisyllabic words with more than one vowel.
Lesson 10
FFSSZZL RuleEvery time we see or hear /f/ /s/ /z/ /l/ at the end of a short word that has one vowel, we double that consonant at the end of the word. ŏff fŭss jăzz wĕll stăff păss fĭzz dŏll
Exceptions: if, clef, this, is, thus, yes, bus, plus
Lesson 17: ck-k Rule
ck kWhen we hear /k/ at the end of a short word immediately after one short vowel, we spell that sound /ck/, clock, back, lick
When we hear a consonant sound before the /k/, or see a vowel pair, we use the letter “k” by itself to write the words. milk, desk, cloak, creek
Lesson 18: ch—tch Rule
ch tchWhen we hear /ch/ at the beginning of the word, we always spell the sound /ch/ as in chin, chat, chop.
When we hear the sound /ch/ at then end of a short word immediately after one short vowel, we spell the sound /tch/ as in catch, fetch, pitch.
Lesson 18 continued
chWhen we hear /ch/ at end of a word after a consonant, lunch, ranch, finch,
or after two vowels, speech, reach, couch,
we spell the sound “ch.”
Lesson 21: dge—ge Rule
dge geWhen we hear /ge/ at the end of a short word immediately after one short vowel, we spell that sound “dge.” badge, hedge, fudge
When we hear /ge/ at the end of a word after a consonant or a long vowel, we spell the sound “ge.” hinge, page, large
Auditory Discrimination Voiced/Voiceless Sounds
dge geHelp students see, hear, say and write the sounds when they are having trouble discriminating.
ch tch
Bossy (Silent) RuleLesson 19
If a short word ends in a vowel-consonant-e, the /e/ is silent, but it has a very important job. The /e/ is the boss, and it makes the vowel say its name.
ă cākeĕ Pēte
ĭ bīteŏ rōpeŭ cūteThis is first day in the R+ teaching sequence that
students will refer to a letter name.
The symbol for long vowel sound is – (macron).
More Bossy e
hop hōpecut cūte hat hāte
• Add the e at the end, and the vowel says its name.
• The symbol for long vowel sound is – (macron).• Don’t forget to watch the support video on Bossy e;
it’s exceptional.
Vowel Pair Rules
• There are many rules and lessons on vowel pairs in the R+ curriculum.
• Some will be for one syllable (short ) words and others for multisyllabic words.
• We will cover just a couple during the live training.
• Be sure to watch the training support videos included in your kit.
Lesson 12: ai–ay Rule
ai ayWhen we hear /ā/ in the middle of a word, as in sail, pail, tail, we spell the sound “ai.”
When we hear /ā/ at the end of a word, as in jay, day, paywe spell the sound “ay.”
Lesson 14: oa—ow Rule
oa owWhen we hear /ō/ in the middle of a word, as in boat, coat, goat, we spell the sound “oa.” Sometimes it starts a word: oat, oak
When we hear /ō/ at the end of a word, as in crow, snow, rowwe spell the sound “ow.”
Lesson 24: au—aw Rule
awWhen we hear /ŏ/ at the end of a word, it is always spelled “aw” as in saw, draw, law. It is also sometimes seen in the middle of a word that ends in the sounds /n/ /l/ or /k/ as in lawn, crawl or hawk. It can also be found at the beginning of a word as in awe, awesome, awkward
Lesson 24: au—aw Rule
auAnother way to spell /ŏ/ is “au”, as in vault, fault, taunt. The spelling is not very common. It often comes at the beginning of words as in auditorium, author, autism.
R CONTROLLED SOUNDS
Lesson 13: ee—eer
ee eerWhen we hear /ē/ in the middle of a word, as in feet, sheep, seed, we spell the sound “ee.”
When we see “ee” is followed by “r” we get a whole new sound /eer/, deer, sheer, cheer. We finger spell this as one sound.
Lesson 16: or and ore Lessons
orWhen we hear /or/ in a word, we use the letters “or” as in corn, form, sport
oreThere are some words that have the /or/ sound at the end a word spelled “ore”. core, store, more
Lesson 16: or and ore Lessons
ourThere are a few words with the /or/ sound that are spelled “our.”Pour your four drinks.
oorThere are a few words that have the /or/ sound that are spelled “oar”. The boar needs an oar to soar.
oarThere are a few words that have the /or/ sound that are spelled “oor”. The poor door fell to the floor.
HOW TO USE THE R+ SYSTEM
Program Overview
Diagnostic Teaching
• Teachers will test students, not for program placement, but in order to gain a complete understanding of the student’s strengths and gaps– lack of phonemic awareness – ability to shape letters– knowledge of spelling rules and syllables – ability to process language in dictation
• Teachers base teaching plan on careful and continuous assessment of the student’s needs
Overview: Step One
1. First, test the student.
2. Next, analyze the errors.
3. Finally, deliver the system.
Which Tests?
Find Your Testing ManualPage 8 Overview
Student Application Form Analyze the Alphabet IOTA Reading Test CREST I Spelling Test CREST II Spelling Test Stanford Achievement Test R+ Phoneme Test R+ Reading Observation
Sheet
Let’s Explore Each Test
Student Application Form p. 9-10– Try to have students complete independently;
teacher may have to read some questions– Informal observations into the students reading,
spelling and perceptual struggles
Analyze the Alphabet p. 11-12– K-1 Students; boxes may need to be larger for some
students– Can skip capitals and do lower case only
IOTA Reading Test p. 13-20
– All students; grades 1-6– Does not assess automaticity and fluency– Administered one on one– Other students may need to be on headphones, so they
can’t hear (if in the same room while testing)– Suggestion: put the student word lists in plastic sleeves– Count the number of words students read
correctly, analyze errors (p. 18-19) and use conversion chart (p.20) to calculate a grade level
See p. 19 for scoring
Daniel, 4 Months Later
Growth After 4 Months of Instruction
17 correct to 33 correct; 1.3 to 2.5 grade level
Let’s Practice Scoring the IOTA
Whole Group Share Out
• Share your “detective work” on Kadeem.
• What do his responses tell us about his struggle?
• Where in the program will he begin intervention?
CREST I Spelling Test p. 21-25
–Administered in grades 1.5-4–Can be administered whole group–Dictate the words down all columns–Count the number of words students spell
correctly, analyze errors (p. 24) and use conversion chart (p.25) to calculate a grade level
See p. 24 for scoring
Growth After 4 Months of Instruction
15% correct to 33% correct; Prespeller to 3.3 grade level
Daniel’s Growth in the R+ System
End of First Grade;
Pretest and retest after 24 lessons
Let’s Practice Scoring the CREST I
Whole Group Share Out
• Share your “detective work” on Kadeem.
• What do his responses tell us about his struggles?
• Where in the lesson sequence do we begin intervention?
Use the form on p. 36 to identify all
areas of weakness from Kadeem’s assessments.
CREST II p. 25-28
– If students do well on CREST I, administer CREST II–Administered in grades 5-10–Can be administered whole group–Dictate the words down all columns–Count the number of words students spell
correctly, analyze errors (p. 28) and use conversion chart (p.25) to calculate a grade level
Scoring Practice
R+ Phoneme Test p. 29-30
– All students– Use the phoneme card deck and score sheet p. 30.– Correct answer, leave line blank– Note if student “schwas” the sound– Stop the test if student misses five consecutive
sounds.– Compare data from this test with IOTA analysis to
discern whether student is “visual reading” (memorizing) or decoding.
Use the phoneme card deck and score
sheet p. 30
Stanford Achievement Test p. 31-33
– Grades 3 and up only; retest ONLY after 48 lessons – Dictation test– Best administered one on one but can be given whole group,
if necessary – Stop when two successive sentences with all underlined
words are misspelled– If Stanford score is lower than CREST, it is indicative
of LD/dyslexia; indication of difficulty processing language verses retrieving words from visual memory
Jo Anne will email file on Alex H.
Include before and after of his Stanford tests.
R+ Reading Observation Sheet
– Can listen to student read three passages: one way below grade level, a little more challenging, and one at grade level
– Use the Observation Sheet on p. 35 to record informal observations about students’ reading behaviors
– Look for evidence of student guessing instead of decoding
When to Assess p. 37-39
• Before delivering the Remediation Plus System (Pre-assessment)
• After 24 lessons are completed
• After 48 lessons are completed
• At the end of the program (Post-Assessment)
Overview: Step Two
1. First, test the student.
2. Next, analyze the errors.
3. Finally, deliver the system.
Case Study Analysis Activity
• With your case study group, analyze the student’s assessments.
• Discuss the how your findings might impact the instructional focus for the student.
• Discuss where to begin the intervention.
Case Studies Group Processing
• How old was the student when entering the system?
• How long was the student involved in the intervention?
• How many lessons did the student complete?• Describe the growth during the time period.• Use the scoring guides to share grade level
improvements.
Use the form on p. 36 to identify all
areas of weakness as determined
through the entire assessment process.
Whole Group Share Out
• How old was the student when entering the system?
• How long was the student involved in the intervention?
• How many lessons did the student complete?• Describe the growth during the time period.• Use the scoring guides to share grade
level improvements.
WHAT IS TAUGHT IN R+Program Content: Day 2 of the Training
Let’s Finish the Phonemes
• Visual drill with the phoneme deck• Auditory Drill • This time use a blank piece of paper.
Decodable Text
• R+ has a Sight Word list.• It is found in Foundations Binder right before
the lessons begin; it’s also found in the live Training Manual.
• In the decodable text stories, the underlined words are sight words; teach them.
• When reading the stories, the TEACHER reads the bold faced words.
Overview: Step Three
1. First, test the student.
2. Next, analyze the errors.
3. Finally, deliver the system.
Let’s Watch a Lesson
• Turn to Lesson 12: ai/ay Rule in the Foundations Binder.
• Let’s look at teacher materials.• Let’s watch how a lesson works.• Training Support Video: Disk Three, Video
One, Example of a Phonemic Lesson
Reviewing the Lesson Plan
1. Direct Instruction (Phonological Awareness, Spelling Rule or Syllable Instruction)– Scripted language to convey concepts in ways
that are effective, multisensory– Lesson is modeled– Includes use of the rice tray, so visual-auditory is
combined with tactile-kinesthetic at all times
Lesson Plan
2. Visual Drill (Orton-Gillingham)– Each day, students are given 12 phonemes from
the card pack (phonemes the student has learned, plus the “phoneme of the day”)
– Looking at one card at a time, students state the sound and generate words that contain the sound (brainstorm) “or” corn “p” panda
Rice tray is used when needed
Lesson Plan
3. Auditory Drill (Orton-Gillingham)– Each day, teacher will say at least 10 phonemes the
student knows; student will write graphemes on lined paper
– No visual clues; instead teacher prompts with key words “a for apple,” “ch for chop,” and tch for “catch”
– Students will learn more grapheme representations for sounds as lessons progress (see Phoneme Map on p. 6)
Lesson Plan
4. Phoneme Segmentation & Sequencing (Lindamood Theory)– Students use colored tiles or magnets to think
about how many sounds (phonemes) are in the words
– Scripted in the lesson plan– How many sounds do you hear in the word harm,
car, star?
Lesson Plan
5. Sound Manipulation Exercises (linguistic gymnastics)– Substitution, movement, and deletion of phonemes in
a systematic, cumulative manner– Use colored post-it notes (vowels are hot pink,
consonants yellow, and “phoneme of the day” is lime green)
– Student follows teacher’s direction moving phonemes as requested and reading words constructed
– Segmenting, blending and creating new words
Vocabulary Work
• Build vocabulary work into the lesson plan by discussing meanings of unknown words throughout the word work of the lesson plan
• Ask students to tell you words mean; if they don’t know, explain what the word means
• Prompt them again later to see if they can tell the meaning of the words
Lesson Plan
6. Blending with the Ball– Soft ball used for rolling to and fro on the table
between teacher and student– Sounds are segmented /c//r//a//b/– Teacher rolls the ball to students and states /c/;
student repeats the sound and rolls the ball back to the teacher; continue with each sound; finish by asking, “What’s the word?”
Lesson Plan
6. Blending with the Ball (trouble shooting) – If students have trouble blending the sounds, use
the rice tray and have them write sounds as they are saying them, and then say the whole word
– Spend some time working on the word; varying the initial sound and have the student write words in the rice (ex. blab)
– Then go back to the rolling ball and have the student segment and blend without the rice (ex. slab)
Lesson Plan
7. Spelling (Finger spelling/writing words)– Spelling reinforces segmentation and sequentially
organizes sounds in words for proper spelling– Teacher dictates a word from the list (fast)– Student holds pencil in writing hand, says the
word, and finger spells with non-dominant hand, tapping (segmenting) one sound at a time, BEFORE WRITING
– Then the student spells the word, on numbered paper
Lesson Plan
Right-handed writer; finger spells with left hand,
pinky first
Left-handed writer; finger spells with right
hand, thumb first
Lesson Plan
7. Review for Spelling Steps:1. Say the word2. Student repeats the word3. Student finger spells the word4. Student writes the word
Lesson Plan
7. Spelling (trouble shooting)– Error Management– If student misspells a word; teacher takes out the rice
tray– Connect the sound to how it feels in the mouth to how
it is spelled (brain connectivity); auditory discrimination through feeling and writing the sound simultaneously
– May need a small mirror to help focus the student on mouth formation of a sound
– Example, student writes “shop” for “chop”
Lesson Plan
8. Dictation of Sentences– 2-4 sentences in each lesson– Helps students process language concepts, beyond visual
memory of words– Strengthen skills overtime
9. Reading of Word Lists– Reading of pattern lists of taught phonemes, syllables and
rules, solidifying concepts– Improves automaticity (repeated oral reading)– Daily word lists are photocopied and put in students’
binders for homework
Lesson Plan
10. Decodable Texts– Use controlled readers until after Lesson 6 in the
Advanced Binder (after the “ng” Lesson)– “Authentic” readers encourage guessing because
students have not learned decoding for many words found in the texts
– Comprehension Practice with Main Idea Retells
11. Games– Multisensory games helpful for consolidating
the day’s concepts through play
Comprehension Work
After reading the stories, complete the main idea
graphic organizer. Complete the web as
students retell the main ideas of the story.
Guided Practice
Learning to Use the Remediation Plus System
Partner Practice with Feedback
• Choose a partner; with the lesson you are assigned, practice delivering the lesson.
• Each group will present the lesson for the large group and receive feedback.
• One of you will be the student for the first part of the lesson, and one of you will be the teacher.
• Half way through the lesson, you will switch roles (after magnets).
SYLLABLE INSTRUCTIONMorphology
Morphology
• Morphology is the study of how morphemes are combined to form words.
• A morpheme is the smallest unit of meaning in a language
• We teach syllables to help students read and spell multisyllabic words.
• Remediation Plus introduces syllables in the Advanced Binders.
CLOVER Acronym for Syllable Types
• Closed
• L: Consonant-le
• Open
• Vowel Pair
• E: Bossy e
• R ControlledNot the suggested order of instruction
Lesson Order in Advanced Binders
• Lesson 1: Closed (c)• Lesson 3: Open (o)• Lesson 4: Bossy e (e)• After all or most vowel pairs have been taught and r
controlled phoneme/graphemes, THEN teach:• Lesson 24: Vowel Pair (v)• Lesson 29: R controlled (r)• Lesson 37: C-le (l)
The vowel is closed in by one or more consonants keeping it short.
pĭc/nĭcrăb/bĭtĭn/sĕct
CLOSED SYLLABLES
The vowel is long when there are not two consonants in the middle of the word.Because it is not closed in by a consonant, it says its name.
hō/tĕlvē/tōō/pĕnbā/by
OPEN SYLLABLES
Let’s Practice
Complete Exercise B with
a partner. Live Training Manual
A syllable where the e is influencing the sound of the vowel.
am/usee/rase
pro/videstam/pede
tad/pole
Bossy E Syllables
Let’s Practice
Complete Exercise C with
a partner. Live Training Manual
A syllable with a vowel combination, such as ai, ea, ee, oi, ou, oa, oo.
can/teencom/plain
hea/vypoi/sonfa/mous
VOWEL PAIR SYLLABLES
Let’s Practice
Complete “Worksheet”
with a partner. Live Training Manual
A syllable containing the r controlled sounds, or, oar, our, ore, oor, er, ir, ur, ear, eer, ier, are, air, etc.
per/fectpur/
chasesnor/keltar/getthir/sty
R CONTROLLED SYLLABLES
Let’s Practice
Complete Exercise B with
a partner. Live Training Manual
A syllable containing a consonant le grouping, ble, cle, tle, etc.Note: In a consonant le syllable, there is no discernable vowel sound
ap/pleti/tle
no/blepoo/dleket/tle
CONSONANT-LE SYLLABLES
“le” has no discernable sound. Make students say,
“consonant –le” to help them remember that it is
NOT spelled “el.”
The only time we double the consonant in the middle of the word is when we hear the short vowel. Examples: little, babble, middle
Let’s Practice
Complete Exercise D
with a partner. Live Training Manual
Let’s Review
• railroad• employ• proceed• partake• tarnish• scooter
More Review
1. dapple2. hostel3. despite4. program5. awful6. barter
1. dap/ple (c, l)2. hos/tel (c, c)3. des/pite (c, e)4. pro/gram (o,c)5. aw/ful (v, c)6. bar/ter (r,r)
HOW TO USE THE R+ PROGRAMOther Important Program Content
Double Deficit Students
• Some kids can’t get to fluency. They are rare.• Dr. Maryanne Wolf describes this profile of
student as having both phonological deficit and a visual deficit.
• “Phonological deficits and the processes underlying naming speed are separable sources of reading dysfunction, and their combined presence leads to profound reading impairment.”
Study of Program Fidelity
Executive Summary of R+ 2003 Evaluation• Data collected in head office in Toronto• Sample of 60 students, K-6
Lessons Completed # if Students in Sample % Students Achieving Grade Level in Reading
24 24 63%48 30 86%85 6 100%
Drawing Conclusions from the Study
• 24 Lessons (first binder…good)• 48 Lessons (about first two binders…better)• 85 Lessons (all three binders…best)• Daily sessions (school setting) are better
than two-three days (tutoring) a week, but both get results
• RtI small group instruction is 30 minutes daily
Recommendations for RtI
Tier II Fidelity Grade 1: 32 hours, 64 sessionsGrade 2-3: 48 hours, 96 sessions
Number of Students Per Group 3-4Days per Week 4 days a week, Day 5 consolidate
and readLength of Sessions 30 minutes
Tier III Fidelity 85 Lessons one hour lessons, delivered in 30 minute segments
Exiting the Intervention Program
• Consider the grade level equivalent scores on the IOTA and CRST I and II.
• Consider the grade level benchmark assessments that your district is using (STAR, F &B Benchmarking).
• Marinette had good results dismissing kids when they scored one year above grade level or scored at or above benchmark for at least two progress monitoring periods, showing that progress was stable.
• The process of learning to read is curvilinear. Be careful not to dismiss students until they are ready or you will lose precious time and student motivation if they have to reenter the program.
Program Fidelity Measures
• Results will not be achieved without well trained teachers who are executing the curriculum as outlined in the R+ Lesson Plan.
• Remember, every step of the Lesson Plan is researched base. If you alter the lesson plan, you jeopardize a student’s ability to be successful in the program.
• Teachers should consider having colleagues observe and critique each other to ensure program fidelity. (Growth mindset)
• Professional learning communities
Observation/Feedback Tool
Organizing the Student Binder
• Word lists for homework; students must be able to read fluently before they can “retire” a list (usually 3-5 out loud readings)
• Some students will have a few lists going at time• Spelling Tests (Remediation Plus Lesson Plan
sheets)• Sound cards (parents; add rule to card)• Stories for fluency practice
Training presentation materials created by Darla Brink, Director of Literacy, at
CESA 8 in Gillett, Wisconsin.