remediation plus training final (1)

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

http://www.nichd.nih.gov/publications/pubs/nrp/documents/report.pdf

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


• 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


• 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


• 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




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.


• 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




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 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 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

https://drive.google.com/file/d/0B5kd5xGjW3lkNExNTmtqTldCUE5vMkpBeXBkUWpTeDROcUFR/view?usp=sharing

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.