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

“…is a comprehensive and multisensory reading intervention program “…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.®

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

Website:http://eps. schoolspecialty. com/pr oducts/details. cfm Website:http://eps.schoolspecialty.com/pr oducts/details.cfm?seriesonly=3250AM Overview video: http://www.youtube.com/watch?v=2ciQ V-6FUk0

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 Students receive appropriate intervention and assistance based on reading levels

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

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/

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

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