1. Janet Seabold, Annette Farelli, & Lillian Pagano
Ridgefield Public Schools Recipe for Reading Implementation November 17, 2016
Janet Seabold, Annette Farelli, & Lillian Pagano

2. What is Recipe for Reading?
Recipe for Reading is a research-based, comprehensive, multisensory, phonics-based reading program that is designed for beginning readers in grades K–3 or at-risk and struggling readers in grades 1–6. Recipe for Reading incorporates visual, auditory, and kinesthetic techniques to teach and reinforce phonetic concepts, as researched in the Orton Gillingham method for word study . The Recipe for Reading curriculum is ideal for differentiated instruction in a variety of settings.
Recipe for Reading

3. How did we begin with Recipe for Reading?
We were using this method with our students with special needs.
After analyzing data from the classrooms and standardized testing during the 2013/2014 school year, we determined that our students in fifth grade and up were encountering difficulty with reading larger, content based words.
We began researching various word study programs while piloting Recipe for Reading in Kindergarten during 2014/2015.
The Word Study Committee determined that the Recipe for Reading Program best suited our needs as a district.
The program was implemented in grades K – 2 last year and grade 3 during the current year.
Recipe for Reading provides a consistency in the methods to learn to decode words and read fluently in all of our educational environments. Students receive the same teaching techniques in all areas (grade level classroom, RTI, resource pull-out or special education classroom).

4. The Ridgefield Public Schools Implementation
All teachers in Kindergarten attended the 30 hour Orton Gillingham training in the summer of 2014.
Teachers in grades 1 – 3 and our special education classrooms began training in June of All new staff are continuing to be trained in the methodologies.
Training has been reinforced with in district visits from a Recipe for Reading certified trainer. The trainer continues with training, observes in classrooms, demonstrates lessons, and provides us with feedback on best practices for implementation within our classrooms.
The program has provided teachers with data on student reading fluency beginning in January of a student’s Kindergarten year.
This data allows us to begin to address reading difficulties in a much more proactive manner, both inside and outside of the classroom.

5. Recipe for Reading Format
Lesson steps
Sense
Lesson Activity
Sound drill cards
Visual
The teacher flashes index cards with previously learned sounds. Students name sounds.
Sound-symbol practice
Auditory-kinesthetic
The teacher gives the sound of each letter or letter combination aloud. Students name and write letters.
Blending drills
Auditory-visual
Sound cards are placed together to form CVC words. Students sound each letter separately and then blend the sounds to form the word or syllable.
New concept introduction
Students are shown the new phonetic element and practice using all senses.
Word dictation
Teacher dictates words using the new phonetic element. Students repeat the word, spell it , write it, and read it aloud.
Sentence dictation
Teacher dictates a sentence and students repeat the sentence, write it while saying each word aloud, then read the sentences aloud.
Reading
Students read vocabulary-controlled text containing only those sounds words previously taught.
Reinforcement
Students engage in word games or other activities to practice and review phonic elements

6. What does Recipe for Reading Look like in Action?
Blending Boards
IMSE Phoneme Grapheme Card Pack
Sensational Sand Trays
Multi-Sensory Screens
Dry Erase Paddles
Red and Green Crayons
Finger and Arm Tapping

7. Thank you for your kind attention
Questions?