Lexington Public Schools

Transcription

1 Lexington Public Schools Special Education Reading Services Susanne Croy, Victoria Russell & Stephanie Visone

2 Our backgrounds Susanne Croy has worked as a reading specialist and special educator for 30 years at the elementary, middle and high school levels to open the world of reading for the disabled reader; has presented multiple trainings for teachers and parents to inform them about current research- based best practices in learning to read; holds MA licensures in reading, special education, elementary and middle school; certified: Wilson Reading System, pending certification in Orton- Gillingham. Victoria Russell has been teaching for over 25 years, experiences include: classroom teacher, resource teacher and reading teacher Licensed in Elementary Education, Moderate Special Needs, and Reading. Certified in Wilson and Orton Gillingham approaches to reading. Stephanie Visone is from New York and has been teaching for 15 years in the field of special education at both the secondary and elementary levels. Licenced in both NY & MA in Elementary Education, Special Education and Reading. Certified in both Orton- Gillingham & Wilson Reading.

3 What we do and how it is different Provide a systematic, structured, multisensory approach towards reading that targets phonemic awareness, phonics, spelling & oral reading fluency. Services are provided out of the classroom (pullout) typically in a 1:1 or 2:1 setting. Lessons follow a systematic decoding/encoding pattern Practitioners hold certification/licenses in reading, special education and Orton Gillingham.

4 Students who receive Intensive Reading Service Students who are diagnosed with a reading disability and have received multiple interventions that were not successful Students who demonstrate difficulties with: phonemic awareness, phonics, oral reading fluency and spelling Average to above average intelligence

5 Video Clip The Big Picture The Yale Center for Dyslexia & Creativity

6 Video Clip The Big Picture The Yale Center for Dyslexia & Creativity

7 RTI Tiers Special Ed Reading 6!

8 Multisensory Approach The Orton- Gillingham teacher introduces the elements of the language systematically. Sound- symbol associations along with linguistic rules and generalizations are introduced in a linguistically logical, understandable order. Students begin by reading and writing sounds in isolation. blend the sounds into syllables and words students learn the elements of language: consonants, vowels, digraphs, blends, and diphthongs in an orderly fashion Advanced structural elements such as syllable types, sentence structure, vocabulary, elements of composition and reading comprehension are taught in a structured, sequential and cumulative manner.

9 Lesson Plan Template Date: Lesson# Student: Objective: Association 1: (Symbol to sound oral reading) Phonograms: (List the phonograms for drill.) Words/ sentences drill: (List the words and sentences for drill or attach paper.) Association 2: (Sound to symbol oral spelling )

10 Lesson Plan Template What says? (List the sounds you will ask) Association 3: (Sound to symbol - written spelling using SOS) Sounds: (List the sounds) Words: (List the words) Sentence(s): (List the sentence / phrases) Handwriting: (List the letter/s to be practiced) Association 1: - (oral reading) Multisensory Activities: New Vocabulary: Irregular words: (Review and/or new) What needs work in the next lesson?

11 Sample Lesson What does Systematic Phonics look like? (Birsh, 2011) Each multisensory systematic phonics lesson needs to include the following: systematic review of new concept words for oral reading connected to what has been taught: Phonogram drill

12 Sample Lesson Continued Blending drill, say each sound and snap them together Elkonin Boxes

13 Sample Lesson Continued Word reading review: new concepts carefully introduced and linked to students prior knowledge

14 Sample Lesson Continued Sentences- spelling words from dictation that reflect the same letter patterns

15 Sample Lesson Continued What Says (oral spelling)

16 Sample Lesson Continued

17 Sample Lesson Continued What Says Dictation (Encoding stage) Multisensory oral spelling - hear - say - touch

18 Additional Items handwriting integrated to reinforce memory for letter sounds and forms and to stress automaticity and legibility in writing Decodable books oral reading of narrative and expository texts with an emphasis on accuracy and fluency comprehension strategy activities & direct instruction of vocabulary development

19 Parent Resources Strategies for home: If your child becomes frustrated and doesn t know what to do, you may want to use one of the following prompts to help him on his way: Can you code the word? (tap the word) What else could you try? Do you know another word that starts like that? Do you know a word that looks like this word? What do you think it could be? Run your finger under the tricky word. Do the letters give you any clues? Get your mouth ready to say that first sound. Remember, it is very important that your child do the reading work, not you! Give sufficient time for your child to try to work it out independently.

20 Homework Help Modeling fluent reading Set a regular time and place for doing homework (establish the habit of using a planner) Allow for frequent breaks Have needed supplies on hand Break a long assignment into smaller, more manageable tasks Coach your child to seek clarification from the teacher Audio Book resources for students with learning disabilities and visual impairments. Learning Ally Bookshare

21 Thank You! Questions... 20