Reading and Language Intervention: One Teachers
6/22/2016
Reading and Language Intervention: One Teachers Approach
Presentation by Lynne Hyman, M.Ed. Presentation Adapted from RLI program
Goals of Today • Learn a fabulous strategy • Show how I’ve implemented the program in my class • Give you practical strategies to take back and use immediately in the classroom
What is RLI? RLI is an intervention that was developed and evaluated with children with Down Syndrome in the United Kingdom. RLI combines reading and language into a intervention strategy that targets beginning readers.
1
6/22/2016
Structure of RLI ❏ RLI includes a reading strand and a language strand. ❏ RLI consists of daily one‐to‐one teaching sessions. (either 40 minutes or two 20 minute sessions)
What we know….. • • • •
Children with Down syndrome have speech and language delays. Expressive language is often difficult. Children with Down syndrome have difficulties holding and processing verbal information. Children with Down Syndrome often times have greater difficulties in mastering phonics.
What does the reading strand teach?
• letter‐sound knowledge • phoneme awareness • sight words • Putting it all together to increase reading skills
2
6/22/2016
Components of the Reading Strand Easy level book reading
2-3 minutes
Instructional level book reading
5 minutes
Sight word reading Letters, sounds and phonology
2-3 minutes 5 minutes
New instructional level book reading
5 minutes
Running Record • As the student is reading, take a running record. • Don’t prompt or correct as the student is reading • Purpose is to identify what the student can do independently (similar to DRA) • Self‐corrects don’t count
Calculating Reading Score • Total number words – total number errors = Words correct • Words correct / Total number of words X 100 = % correct
3
6/22/2016
Book Grading Levels • Easy = 95% or better • Instructional = 90%‐94% • Hard (frustrating) = less than 90%
When to move up a level… • After the student has read three books at 95% mastery at one level, you can move to the next level. • Dependant on the student
What does the language strand teach?
•
Interactive and engaging vocabulary
•
Exposure to new words many times and in different contexts. (includes nouns, verbs, adjectives and prepositions)
4
6/22/2016
How is the language strand taught?
• Vocabulary is introduced in themes • One word per session • Words include nouns, verbs, adjectives, and prepositions
Components of the Language Strand Introducing new words
5 minutes
Reinforcing the meaning of new words
5 minutes
Using new words in connected speech
5 minutes
Using new words in written language
5 minutes
Introducing New Words 1) Explain the new word of the day and link to the theme and prior knowledge 2) Have the kids repeat the word 3) Show representations and (if applicable) non‐representations of the word
5
6/22/2016
Introducing New Words, cont. 4) Link to a personal example 5) Show definition 6) Create a word web
Connecting New Word to Speech
• Students verbally communicate the new word in a sentence.
• Increase student utterance by modeling and expanding
New Word in Written Language
• Students write sentences in a journal or concept book
• Adaptable from one word to full grammatically correct sentences
6
6/22/2016
Progress Noted in Reading 2015‐2016 School Year Student 1 – Kindergarten Began in January BOY‐ A EOY‐2 instructional Student 2 – Kindergarten Began in February BOY‐ A EOY‐A instructional Student 3 – 2nd grade BOY‐ A EOY‐A instructional 2nd
grade Student 4 – BOY‐ A EOY‐3 instructional Student 5 – 3rd grade BOY‐ 6 EOY‐10 instructional
Student 6 – 3rd grade BOY‐ 2 EOY‐3 instructional Student 7 – 4th grade BOY‐ 1 EOY‐3 instructional Student 8 – 5th grade Began in January BOY‐ A EOY‐2 instructional Student 9 – 4th grade BOY‐ 18 EOY‐24 instructional Student 10 – 5th grade BOY‐ 6 EOY‐10 instructional Student 11 – 5th grade BOY‐ 20 EOY‐34 instructional
WRITING Adapted from Writing for Students with Significant Disabilities Presented by Ann Jacobson
Shared Predictable Chart Writing • A five day program • Encourages thoughts and ideas • Scaffolds independent writing development • Uses structure to reinforce concepts • Students become the author
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6/22/2016
Five Day Program • Day one – Create the Chart • Day two – Read and Examine the Chart • Day three – Cut up Sentences • Day four – Be the Sentence • Day five - Publish
Day One – Write the Chart Complete the follow sentence prompt.
“At RLI training, …” Ex. At RLI training, I learned new strategies to use in my classroom.
Day TwoRead and Examine the Chart 1) Read the chart (each person reads own sentence) 2) Circle the capital letters in your sentence 3) Underline the final punctuation of your sentence
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6/22/2016
Day Three – Cut-up Sentences 1) Give each person a sentence strip 2) Find the corresponding cut up sentence by matching the color 3) Match or order your sentence
Day Four – Be the Sentence Let’s be the sentence!! This is a great opportunity for the kids to have control. They get to be the director of the sentence and tell the other kids where to go.
Day Five – Publish!
9
6/22/2016
Sources: • Down Syndrome Education International • Fellow teachers Shea Davis and Bethanie Cody • Region 13 – Ann Jacobson •[email protected]
Thanks for coming!! What is your go step?
[email protected]
10
Reading and Language Intervention: One Teachers Approach
Presentation by Lynne Hyman, M.Ed. Presentation Adapted from RLI program
Goals of Today • Learn a fabulous strategy • Show how I’ve implemented the program in my class • Give you practical strategies to take back and use immediately in the classroom
What is RLI? RLI is an intervention that was developed and evaluated with children with Down Syndrome in the United Kingdom. RLI combines reading and language into a intervention strategy that targets beginning readers.
1
6/22/2016
Structure of RLI ❏ RLI includes a reading strand and a language strand. ❏ RLI consists of daily one‐to‐one teaching sessions. (either 40 minutes or two 20 minute sessions)
What we know….. • • • •
Children with Down syndrome have speech and language delays. Expressive language is often difficult. Children with Down syndrome have difficulties holding and processing verbal information. Children with Down Syndrome often times have greater difficulties in mastering phonics.
What does the reading strand teach?
• letter‐sound knowledge • phoneme awareness • sight words • Putting it all together to increase reading skills
2
6/22/2016
Components of the Reading Strand Easy level book reading
2-3 minutes
Instructional level book reading
5 minutes
Sight word reading Letters, sounds and phonology
2-3 minutes 5 minutes
New instructional level book reading
5 minutes
Running Record • As the student is reading, take a running record. • Don’t prompt or correct as the student is reading • Purpose is to identify what the student can do independently (similar to DRA) • Self‐corrects don’t count
Calculating Reading Score • Total number words – total number errors = Words correct • Words correct / Total number of words X 100 = % correct
3
6/22/2016
Book Grading Levels • Easy = 95% or better • Instructional = 90%‐94% • Hard (frustrating) = less than 90%
When to move up a level… • After the student has read three books at 95% mastery at one level, you can move to the next level. • Dependant on the student
What does the language strand teach?
•
Interactive and engaging vocabulary
•
Exposure to new words many times and in different contexts. (includes nouns, verbs, adjectives and prepositions)
4
6/22/2016
How is the language strand taught?
• Vocabulary is introduced in themes • One word per session • Words include nouns, verbs, adjectives, and prepositions
Components of the Language Strand Introducing new words
5 minutes
Reinforcing the meaning of new words
5 minutes
Using new words in connected speech
5 minutes
Using new words in written language
5 minutes
Introducing New Words 1) Explain the new word of the day and link to the theme and prior knowledge 2) Have the kids repeat the word 3) Show representations and (if applicable) non‐representations of the word
5
6/22/2016
Introducing New Words, cont. 4) Link to a personal example 5) Show definition 6) Create a word web
Connecting New Word to Speech
• Students verbally communicate the new word in a sentence.
• Increase student utterance by modeling and expanding
New Word in Written Language
• Students write sentences in a journal or concept book
• Adaptable from one word to full grammatically correct sentences
6
6/22/2016
Progress Noted in Reading 2015‐2016 School Year Student 1 – Kindergarten Began in January BOY‐ A EOY‐2 instructional Student 2 – Kindergarten Began in February BOY‐ A EOY‐A instructional Student 3 – 2nd grade BOY‐ A EOY‐A instructional 2nd
grade Student 4 – BOY‐ A EOY‐3 instructional Student 5 – 3rd grade BOY‐ 6 EOY‐10 instructional
Student 6 – 3rd grade BOY‐ 2 EOY‐3 instructional Student 7 – 4th grade BOY‐ 1 EOY‐3 instructional Student 8 – 5th grade Began in January BOY‐ A EOY‐2 instructional Student 9 – 4th grade BOY‐ 18 EOY‐24 instructional Student 10 – 5th grade BOY‐ 6 EOY‐10 instructional Student 11 – 5th grade BOY‐ 20 EOY‐34 instructional
WRITING Adapted from Writing for Students with Significant Disabilities Presented by Ann Jacobson
Shared Predictable Chart Writing • A five day program • Encourages thoughts and ideas • Scaffolds independent writing development • Uses structure to reinforce concepts • Students become the author
7
6/22/2016
Five Day Program • Day one – Create the Chart • Day two – Read and Examine the Chart • Day three – Cut up Sentences • Day four – Be the Sentence • Day five - Publish
Day One – Write the Chart Complete the follow sentence prompt.
“At RLI training, …” Ex. At RLI training, I learned new strategies to use in my classroom.
Day TwoRead and Examine the Chart 1) Read the chart (each person reads own sentence) 2) Circle the capital letters in your sentence 3) Underline the final punctuation of your sentence
8
6/22/2016
Day Three – Cut-up Sentences 1) Give each person a sentence strip 2) Find the corresponding cut up sentence by matching the color 3) Match or order your sentence
Day Four – Be the Sentence Let’s be the sentence!! This is a great opportunity for the kids to have control. They get to be the director of the sentence and tell the other kids where to go.
Day Five – Publish!
9
6/22/2016
Sources: • Down Syndrome Education International • Fellow teachers Shea Davis and Bethanie Cody • Region 13 – Ann Jacobson •[email protected]
Thanks for coming!! What is your go step?
[email protected]
10
