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Enhancing Word Reading in ERI

Enhancing Word Reading in ERI. Introduction and Acceleration of Critical Skills Prepared by Peggy Concillo/Oregon Reading First October, 2008. Summer Regression Spring KG to Fall First Grade. Review of kindergarten and first grade data suggests:

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Enhancing Word Reading in ERI

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  1. Enhancing Word Reading in ERI Introduction and Acceleration of Critical Skills Prepared by Peggy Concillo/Oregon Reading First October, 2008

  2. Summer Regression Spring KG to Fall First Grade Review of kindergarten and first grade data suggests: • Kindergarten students not firmly established by end of year are at risk of skill regression Percent Loss: Benchmark Students at End of KG vs. Beginning 1st

  3. ORFC Project Level Goal • Increase student automaticity in whole word reading • By the end of kindergarten, students need to be able to read VC and CVC words as whole units. Strive for new goal of 8-10 wrc in addition to 25 sounds correct on NWF • Increase % of 1st grade students reaching ORF goal of 20 wrc by winter and 40 wrc by end of year

  4. To Achieve the Goal • Introduction of critical skills earlier in the year to provide kindergarteners in ERI with more practice on phoneme blending and continuous blending • Provide more and earlier practice reading whole word units vs. sound by sound reading, thereby achieving more firmly established beginning word reading skills in Kindergarten

  5. Phoneme Blending • Additional instruction starts at lesson 45, instead of lesson 70, providing 25 additional days of practice • Teachers use PB (phoneme blending) ERI card • Five examples per day, all with initial continuous sounds (oral tasks)

  6. Continuous Blending • Instruction will begin at lesson 54, instead of lesson 73, providing 19 additional days of practice • Teachers use CB Card 1 (5 days with teacher lead) and CB Card 2 (remaining lessons without teacher lead) • Five examples per day with initial continuous sounds (teacher writes the words from the daily lesson map on the board)

  7. Word Reading Preskills • TL Card: Lessons 64-65 • Students learn to touch the letters of a word on paper, in left-right sequence • TSS Card: Lessons 66-68 • Students learn to touch the letters and say the sounds of the word, with continuous blending • (These lessons provide scaffolded instruction in reading words on paper before sentence reading is introduced in ERI)

  8. Word Reading • Beginning on lesson 69, students learn to touch letters and sound out words on paper • Teachers use SOW (sound out word) Card • Ready-to-print student papers, containing two VC or CVC words/day • At lesson 97, students will have had 28 additional days of word reading practice, before the 3-word sentences are introduced in ERI

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