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Remedial Reading Interventions Level B1 & B2
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News & Events > It's Here! Remedial Reading Interventions
Available Summer/Fall 2011! Why Remedial Reading Interventions? Remedial Reading Interventions (RRI) was created to use as an extension of Corrective Reading Decoding (B1). While we recognize the power of Corrective Reading (Decoding) in teaching students to decode and build fluency, the reality is that students who need and are placed in CR (Decoding) often miss out on the necessary instruction of Reading Comprehension skills taught in the core reading programs. The extension program was written with this dilemma in mind. The Decoding B1 lessons were grouped into lesson ranges, based on story lines. Being careful not to upset the purpose of CR Decoding, we created a lesson guide for each Decoding lesson, starting with lesson 11 of Decoding B1. These teacher-friendly routines prompt the teacher to break (very briefly) from the CR Decoding Teacher Presentation Book several times throughout the Decoding lesson to teach fluency, rich vocabulary (vocabulary concept words were taken from SAT word lists) and comprehension skills (including Bloom’s Taxonomy comprehension questions). In addition, for each lesson range there is one main comprehension skill, called the FOCUS SKILL, taught and reinforced through the use of graphic organizers. For instance, the FOCUS SKILL for lessons 28-34 is Cause and Effect. For additional fluency practice, this program also contains short decodable stories, complete with a five-day intervention plan, group reading strategies, a fluency graph indicating not only CR Decoding criteria but also DIBELS criteria for grades 3 and above and other great teaching tools contained in the INTERVENTION PLAN SECTION OF THIS BINDER. We believe in the Corrective Reading Decoding programs. We also believe that by adding quick, consistent, powerful “punches” of instruction to these programs your students will get the best of both worlds: aggressive fluency intervention and crucial comprehension skill instruction. Who is RRI For and How Do I Place My Students? RRI is appropriate for any student (3-12) who places confidently in Decoding B1. Extensive field-testing has shown that all students will make significant progress when the programs are taught with fidelity. RRI instruction begins when students begin Lesson 11 in Corrective Reading. Lesson progress in Remedial Reading Interventions (RRI) follows the same guidelines and sequence as Corrective Reading Decoding B1. How Do I Start the Lessons in RRI? • Teacher Materials: All teacher materials are found in the spiral bound SUPPLEMENTAL GUIDE for RRI. Materials include the Lesson Guide Routines and the Teacher Tools/Appendix materials which include everything needed for the lesson such as a Reading Expectations Poster, Scripts, Vocabulary List with definitions, Group Reading Strategies, reproducible Graphic Organizers and Behavior Expectations with Teacher/Student game. For each lesson taught, the necessary materials are indicated in the teacher’s Lesson Guide for that lesson. • Student Workbooks: The student workbook is an essential part of every lesson. The workbooks are consumable items that the students will work from each day. The workbook provides teacher directed activities as well as independent activities for each lesson. A section is provided in the student workbook for students to write the vocabulary words (including concept words) and definitions. These should be reviewed daily/weekly as time permits. This will also serve the purpose of aiding students in the writing assignments found in the workbook lessons. • Teacher Notes: 1. The Lesson Guides were designed to be used daily with the Corrective Reading lesson. What the teacher says is in dark type, what the teacher does or what the students say is in regular type, and important words are either in italics or underlined. 2. Be sure your BEHAVIOR EXPECTATIONS are posted for daily review. Sit in learning position, Track with your finger and eyes, Answer on signal, and Respect others are 4 simple, effective expectations. They are easy to use along with the TEACHER/STUDENT game (see appendix). 3. Also, your REVIEW LIST(s) should be on your white board, smart board or chart paper to review daily (see appendix). 4. CONCEPT WORDS should be reviewed daily. Refer to the concept word chart or poster and say a definition in random order so the students can respond as a group with the correct word. Choose 3-5 words daily to review. This chart or poster will be created by you and placed where students can easily see it. 5. When teaching the VOCABULARY WORDS, the words and definitions should be up for students to see. When reinforcing the vocabulary words during the story-reading portion of the lesson, be sure to point to the words and definitions on your board as you use the scripted routine. As in any sound instructional strategy remember to teach with fidelity. This ensures that you will increase the probability of more students reaching master of these strategies. Teach with efficiency. A quickly paced lively and positive presentation sends your students a clear message. And that message is…”this is important.” And finally always remember…” all learning is a function of instruction, not a function of the learner.”
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