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

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

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

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  1. S.P.I.R.EReading Intervention program Callie Ault

  2. “…is 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.®

  3. Background on S.P.I.R.E. • Specialized Program Individualizing Reading Excellence • Sheila Clark-Edmands • 35 years educational experience as classroom teacher, administrator, and college-level instructor • Reading specialist, Director of Professional Development for Educators Publishing Service, Inc. • Trained in Orton-Gillingham methods • Aligns with Common Core State Standards

  4. Website:http://eps.schoolspecialty.com/products/details.cfm?seriesonly=3250AMWebsite:http://eps.schoolspecialty.com/products/details.cfm?seriesonly=3250AM • Overview video: http://www.youtube.com/watch?v=2ciQV-6FUk0

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

  6. Sessions • 60 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 years • Average progress: 2-3 levels per year

  7. Scope and Sequence • Pre-Level: Sounds Sensible • Phonological awareness and beginning phonics, consonants, short a, handwriting • Level 1 • a, i, o, u, e, sh, ch, th, wh, ang, ing, ong, ung, ank, ink, onk, unk • Level 2 • ff, ll, ss, al, wa, qu, ck, tch, a-e, i-e, o-e, u-e, e-e, V-se • Level 3 • Open syllables, ild, old, ind, ost, oll, -ay, –ed, -s, -es, -ing, -er, -est, -en, -ish ,-ly, -y, Twin & Non-twin consonant syllable division, ou, a • Level 4 • ea, -le, oa, ai, ee, oo, igh, ie • Level 5 • Soft c & g, /er/, dge, s = /z/, ow, oe, or, ar • Level 6 • a-, -able, ph, ought, aught, ue, ew, tu, oi, oy, aw, au, ey, kn, wr, mb, gh, gu, -age, Open Syllable • Level 7 • ct, 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 8 • Prefixes 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/

  8. 10 Step Lesson Structure • Phonogram Cards • Phonological Awareness • Word Building • Decoding and Sentence Reading • Prereading • Reading Comprehension • Sound Dictation • Prespelling • Spelling • Sentence Dictation

  9. Orton-Gillingham Connection • Simultaneously multi-sensory • Auditory, visual, kinesthetic. Student learns spelling simultaneously with reading • Direct instruction • Teacher-guided reading strategies and activities • Systematic and structured • 10-step lesson structure • Sequential and cumulative • Lessons move students from emergent levels of literacy to early reading to fluent reading • Applied linguistics • Integrative reading, writing, and spelling practices • Cognitive • Learn history, rules, and how to apply language

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