Callie Ault S.P.I.R.E Reading Intervention program.

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Transcript of Callie Ault S.P.I.R.E Reading Intervention program.

SPIRE

Callie AultS.P.I.R.EReading Intervention programis a comprehensive and multisensory reading intervention program. It is designed to prevent reading failure and to build reading success through an intensive, structured, and spiraling curriculum. It integrates phonological awareness, phonics, handwriting, fluency, vocabulary, spelling, and comprehension in a 10-Step lesson plan that is specifically designed for the way struggling readers learn.

S.P.I.R.E. Background on S.P.I.R.E.Specialized Program Individualizing Reading ExcellenceSheila Clark-Edmands35 years educational experience as classroom teacher, administrator, and college-level instructorReading specialist, Director of Professional Development for Educators Publishing Service, Inc.Trained in Orton-Gillingham methodsAligns with Common Core State StandardsWebsite:http://eps.schoolspecialty.com/products/details.cfm?seriesonly=3250AMOverview video: http://www.youtube.com/watch?v=2ciQV-6FUk0

Who uses it?Grades PreK-8RtI Tiers 2 & 3Used by teachers, reading specialists, and tutors in group sessions, in the classroom, or 1 on 1

Students receive appropriate intervention and assistance based on reading levels 5Sessions60 minutes a day, 5 days a week Pre-Level 1, Sounds Sensible, takes 6-8 months, Levels 1-8 can be completed in 3-5 yearsAverage progress: 2-3 levels per year

Scope and SequencePre-Level: Sounds SensiblePhonological awareness and beginning phonics, consonants, short a, handwritingLevel 1 a, i, o, u, e, sh, ch, th, wh, ang, ing, ong, ung, ank, ink, onk, unkLevel 2ff, ll, ss, al, wa, qu, ck, tch, a-e, i-e, o-e, u-e, e-e, V-seLevel 3Open syllables, ild, old, ind, ost, oll, -ay, ed, -s, -es, -ing, -er, -est, -en, -ish ,-ly, -y, Twin & Non-twin consonant syllable division, ou, aLevel 4ea, -le, oa, ai, ee, oo, igh, ieLevel 5Soft c & g, /er/, dge, s = /z/, ow, oe, or, arLevel 6a-, -able, ph, ought, aught, ue, ew, tu, oi, oy, aw, au, ey, kn, wr, mb, gh, gu, -age, Open Syllable Level 7ct, ei, eigh, open i, -tion, -sion, -ci, -ti, -tu, -ture, -sure, -ous, -ence, -ent, -ance, -ant, -cy, -ency, -ancy, ui, eu, -er, -or, -ar, -ard Level 8Prefixes dis-, mis-, pre-, pro-, re-, de-, ex-, in-, im-, il-, ir-, un-, under-, sub-, con- com-, cor-, para-, ab-, ad-, per- suffixes al, -en, -on, -an, -ain, -ine, -et, -ite, -ate, -ic, -ive, -ary, i=/y/, /k/, /sh/, que=/k/

10 Step Lesson StructurePhonogram CardsPhonological AwarenessWord BuildingDecoding and Sentence ReadingPrereadingReading ComprehensionSound DictationPrespellingSpellingSentence DictationOrton-Gillingham ConnectionSimultaneously multi-sensoryAuditory, visual, kinesthetic. Student learns spelling simultaneously with readingDirect instructionTeacher-guided reading strategies and activities Systematic and structured10-step lesson structureSequential and cumulativeLessons move students from emergent levels of literacy to early reading to fluent readingApplied linguisticsIntegrative reading, writing, and spelling practicesCognitiveLearn history, rules, and how to apply language

Phoneme Segmentation Chart

Magnet Board and Letters

Word Find SheetBlackline Master, Level 4

Key Word Concept SheetBlackline Master, Level 1

STEPS 7, 9, 10

ouou mound /ou/ou doughnuts //ou cousins //ou you //

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Student Reader, Level 3Phonogram Cards

!e S.P.I.R.E. 10-Step LessonLevels 18 utilize a consistent lesson plan with a sequence and timing refined over years of working with struggling readers. For each concept there is an introductory lesson and one or more reinforcement lessons.

BENEFITS:All sensory channels are used to enhance memory and learning.Struggling readers are kept engaged with efficient pacing.

Consistent procedures simplify teacher preparation and maintain student focus on increasingly complex concepts.

STEP 1 Phonograms Cards5 minutesConcepts are introduced and reviewed with a Key Word Concept Sheet, and Phonogram and Word Cards.

STEP 2 Phonological Awareness5 minutesA variety of multisensory activities help to develop students ability to hold sounds in their minds.

STEP 5 Prereading5 minutesA word from the reading selection is orally reviewed for phoneme-grapheme analysis. The teacher activates prior knowledge and builds background.

STEP 4 Decoding & Sentence Reading10 minutesIntroductory Lesson: Students markup words for decoding.Reinforcement Lesson: Students read words and sentences, developing vocabulary and comprehension.

STEP 3 Word Building5 minutesStudents build and manipulate words with their Magnetic Board and Letters and move on to writing words.

Student Reader, Level 5

STEP 6 Reading5 minutesIntroductory Lesson: Students utilize a Word Find Sheet to identify and read new concept words.

Reinforcement Lesson: Students read fiction and nonfiction texts, applying the newly introduced concept and developing comprehension skills.

Short Lesson Dictation PaperBlackline Master, Level 4

STEP 7 Sound Dictation2 minutesTen sounds are dictated to students and they write and say all known letter combinations for those sounds.

STEP 8 Prespelling (Orally)3 minutesThe first word to be spelled in Step 9 is orally analyzed for its phoneme-grapheme relationships.

STEP 9 Spelling5 minutesWords are dictated to the students. Students spell words as they name letters and sound out the words.

STEP 10 Sentence Dictation5 minutesStudents say and write sentences systematically, proofread, and make corrections with teacher guidance.

IndependentWork

Concepts are reinforced through Workbook /Z

STEP 8

Illustrated Decodable Reader, Level 5