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Remedial Reading Chatboard

LLI Fountas & Pinnell

by Cathy

Feb 6, 2010

Is anyone using Fountas & Pinnell's LLI (Leveled Literacy Intervention) in their school? If so, is the classroom teacher or reading specialist using it? Thanks.

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Cathy One more question - Do you know if it's expected that the students continue from where they begin with no skipping to a next level before they finish all lessons in the current level? I'm thinking if students start to 'get it' and can progress faster than the program requires. Thanks. Cathy

Feb 15, 2010

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Lynn/NJ Our teachers use it instead of their regular guided reading group with great success. It is my understanding that the kids don't skip any lessons. The teacher follows the TG in order. Thanks

Feb 25, 2010

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Beginning reading for special ed. unior high student

by Shirley Holloway

Feb 11, 2010

I am a LIPS/Wilson tutor. I am a retired classroom teacher. I have a new student. He is a junior high student who can not read at all. He knows most consonant sounds, struggles with most vowel sounds, digraphs are impossible. I have been working with him for three weeks and things are real slow. I need some very short motivating easy things to read...See More

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BarbaraB On 2/13/10, Anna wrote: > On 2/11/10, Shirley Holloway wrote: >> I am a LIPS/Wilson tutor. I am a retired classroom teacher. >> I have a new student. He is a junior high student who can >> not read at all. He knows most consonant sounds, struggles >> with most vowel sounds, digraphs are impossible. I have >> been wo...See More

Feb 13, 2010

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Jenn Hi Shirley ~ I am a special ed. teacher, and use a combination of materials. Right now I'm using ABeCeDarian as my "lead" ([link removed])

Good luck!

Jenn

Feb 15, 2010

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final consonant blends

by Paula

Feb 12, 2010

Looking for activities that I can use with my resource students gr3-5 on ending blends and triple blends. For some the focus is on spelling, the others reading. I only have them for 30 minutes. My contact time is short, so the activities need to be focused, and able to be completed within that time frame. Can anyone suggest any books/websites. I ha...See More

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Rod Everson On 2/23/10, Mark Pennington wrote: > I get the not teaching blends... but what do you call ct ft lb ld lf lk > lm lp lt mp nd nt nst pt sm? > > Mark Pennington

I'm just guessing here, but I suspect Nicole meant to say that the only three BEGINNING blends that are also ending blends are the sk, sp, sp that she mentions. Of cour...See More

Feb 24, 2010

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Nicole/MO You made many good points in your last post. I especially agree the point at the end of the post about phonograms not being taught to mastery. Every year I have to reinforce phonograms in my small pull out groups because they were never taught to the mastery level in 1-2. The best instructional program I've observed to help students reach mastery w...See MoreYou made many good points in your last post. I especially agree the point at the end of the post about phonograms not being taught to mastery. Every year I have to reinforce phonograms in my small pull out groups because they were never taught to the mastery level in 1-2. The best instructional program I've observed to help students reach mastery with phonograms is Johnny Can Spell or as laid out in the book, "The Writing Road to Reading." It has also been called the Spalding reading program.

I wish my school would implement the program or integrate some of the underlying concepts. By the way, what are the main differences between Spalding, Johnny Can Spell, and the program put out by the Riggs Institute? The sites for those three are below:

Spalding: [link removed]

Anybody familier with any of the three?

Nicole

On 2/24/10, Rod Everson wrote: > On 2/23/10, Mark Pennington wrote: >> I get the not teaching blends... but what do you call ct ft lb ld lf lk >> lm lp lt mp nd nt nst pt sm? >> >> Mark Pennington > > I'm just guessing here, but I suspect Nicole meant to say that the only > three BEGINNING blends that are also ending blends are the sk, sp, sp that > she mentions. Of course, in the same post she claimed there are no blends > at all, but rather consonant clusters, but that's a separate issue. > > Basically, though, I agree with both you and Nicole about teaching blends > as an entity. Not only is it confusing to label TWO or even THREE sounds > as A blend, implying that there's now several more individual entities to > learn in this confusing mess we call English, but there's really no need > to do so. Instead, kids need to just learn to do the physical act of > blending, whether it be two or three consonant sounds at once (or even 4, > as in the ending of a word like "instiNCTS". > > I've come to the conclusion that it's the kids with vision problems who > generate all this curriculum confusion. Things that most kids easily learn > to do frustrate the visually challenged student and that drives teachers > to look for ways to explain things in a "different" manner. This results > in all sorts of wasted efforts ranging from games to teach the code, to > exercises in teaching blends, all because straightforward instruction just > isn't "sinking in." Along the way, the really important information, such > as the vowel digraphs ow, ou, ie, ough, etc., get glossed over or not > taught at all nor do the varying sounds attached to letters and digraphs > get efficiently taught. > > All second graders should be able to routinely cite the two sounds of > "ow", the two sounds of "ie" and the three sounds of "ea" as well as the > options for a couple of dozen more letters and digraphs, but in the end > these are rarely taught to mastery, in my opinion. Yet that's what needs > to be done if students are to master the English code. > > > >

Feb 25, 2010

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fnal blends

by Yvonne

Feb 12, 2010

Another good book is "Road to Reading" by Benita Blachman and Darlene Tangel.

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Planning family literacy events

by Nicole/MO

Feb 20, 2010

If you are a Title 1 Reading teacher like myself, then you know what a stressor it is to plan family literacy events. I'd like to hear from others who have had good experiences when planning family literacy events or trying to get the parents to attend a school function.

My latest event was titled, "Make and Take Reading Games for Families...See More

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DOWNLOAD instructioal reading games from Reading Horizons

by Nicole/MO

Feb 23, 2010

Before I even begin listing these instructional online games, let me just note that I do not integrate them into my daily intensive group instruction. I use them during my first grade after school tutoring sessions only. My tutoring sessions last 1hr and 15 minutes and the online reading games I refer to below are give the kids a brief break that i...See More

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Christina On 2/23/10, Nicole/MO wrote: > Before I even begin listing these instructional online > games, let me just note that I do not integrate them into > my daily intensive group instruction. I use them during my > first grade after school tutoring sessions only. My > tutoring sessions last 1hr and 15 minutes and the online > reading ga...See More

Mar 6, 2010

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Christina Thanks- I spend a lot of time looking for this exact type of link/

On 2/23/10, Nicole/MO wrote: > Before I even begin listing these instructional online > games, let me just note that I do not integrate them into > my daily intensive group instruction. I use them during my > first grade after school tutoring sessions only. My ...See More

Mar 6, 2010

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Scheduling remedia classes - schoolwide

by Andrea

Mar 2, 2010

Our school is being required to have remedial reading and math classes next year (40-60% of students are below standard in one or both area). Does anyone have examples of good programs/schedules that work? We're looking at class sizes of 30+ in each remedial class, being taught by regular ed teachers with little to no training (and quite a large po...See More

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Mark Pennington I've blogged on this at [link removed]

Mar 5, 2010

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Christina As a twenty year veteran with a Master's in Reading and Literacy I can tell you that what you have just proposed WILL NOT WORK! For every child below level in reading there may be different problems-visual perception, phonemic awareness phonics, vocabulary, comprehension, etc. To have success, students would have to be grouped by areas of need. The...See MoreAs a twenty year veteran with a Master's in Reading and Literacy I can tell you that what you have just proposed WILL NOT WORK! For every child below level in reading there may be different problems-visual perception, phonemic awareness phonics, vocabulary, comprehension, etc. To have success, students would have to be grouped by areas of need. The first thing that needs to be done is testing to determine each students current reading level and area of need. A reading specialist or at least a reading coach to work with clsssroom teachers is a must. If you have to have 30 in a class your best bet is to have some kind of literacy centers where kids can work so you can pull small groups but this will not be very effective. Struggling readers need direct, explicit instruction followed by scaffolding activities to support them on their way to independence. Good luck!

On 3/03/10, Mr. A wrote: >

It depends on the way in which the kids are "below" standard. > > If it's defined by grades, then the grading policies need a > thorough look. > > On 3/02/10, Joanne wrote: >> Your school should be able to qualify for Title 1 Funds. >> Hire an experienced reading teacher and develop a reading >> center where students may be pulled out of their >> LA classes for specific targeted remedial instruction. >> Classes of 30 would be ridiculous. >> >> >> >> >> >> >> >> >> On 3/02/10, Andrea wrote: >>> Our school is being required to have remedial reading and >>> math classes next year (40-60% of students are below >>> standard in one or both area). Does anyone have examples of >>> good programs/schedules that work? We're looking at class >>> sizes of 30+ in each remedial class, being taught by regular >>> ed teachers with little to no training (and quite a large >>> portion of our staff has true disdain for students below >>> standard) and no curriculum at this point. It's been >>> promised...but we all know how that goes! >>> >>> Any resources or ideas of things that work really well and >>> things to avoid at all costs would be SO helpful! We're >>> scheduling for next year now and I'd like to get some input >>> in before things are set. :) >>> Thanks!

Mar 6, 2010

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marie clay sentence dictation

by estelle

Mar 3, 2010

Does anyone know Marie Clay's March dictation sentences? I'm thinking it's: "The bus is coming. It will stop here to let me get on."

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Mary Jo On 3/03/10, Nicole/Missouri wrote: > I just integrated dictation sentences in with my small groups > receiving Reading Mastery intervention. You can access this > download by going to: > [link removed]

Aug 30, 2011

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Glad to be done with DI After eight years of DI, we have finally gone to a new program...Journeys. The students are enjoying reading, the teachers are enjoying teaching, and the parents are thrilled with what they are seeing and hearing at home

Sep 20, 2011

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