Enhancing Word Reading in ERI Introduction and Acceleration

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: • 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 1 st 2

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 1 st grade students reaching ORF goal of 20 wrc by winter and 40 wrc by end of year 3

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 4

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) 5

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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

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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) 10

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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 13

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