Prevent Reading Problems-Teacher Training for K-1

1. Remediation Plus Systems
Early Language Curriculum Training

2. Jo-Anne Gross, Founder
“I saw children at the Remediation Plus
Reading Clinic during the development of our
intervention that had no L.D/dyslexia. They
could not understand how to read and spell.
They had no phoneme-grapheme connection.
They could barely hold a pencil to print their
name and frequently their names were
misspelled, their letters were badly misshaped.
They were void of a foundation to build on
their literacy improvement and acquisition.
This curriculum serves as a essential
preventative to reading problems or
as a segue into the large R+ reading
intervention system.”

3. Early Language
Teacher Curriculum
Prevention or intervention
Unit 1
Learning to see, hear and shape the 26 sounds
and apply phonological awareness
Unit 2
Reading and spelling CVC blends
Unit 3
Reading and spelling CVCC blends and CCVC
words.
Included
 Training video
 a set of CVC readers
 a set of consonant blend readers
 2 sets of lower case teaching cards
 a set of workbooks for each unit

4. Decodable Readers
5 CVC Decodable Texts
During clinical development children lost
confidence in their reading if the
grapheme looked different, thus the
reason the capital letters were removed;
they will be taught at the end of this
curriculum
 One for each vowel sound
 For emergent readers
 Use with Binder One or the Early Language
Curriculum

5. Who is the Curriculum For?
• Pre-readers and writers
– Kindergarten classroom core curriculum
• Intervention students
– K-1st grade students or:
– Those students who are struggling with blending
and need explicit instruction before going into the
Large Binder

6. Overview of the Curriculum
Three units, four workbooks
1. Phoneme grapheme correspondence and
multisensory handwriting for the alphabet
2. Read and spell with the letters
3. Consonant blends
4. Capital Letters (purchased separately)
– Use at the end of the first binder
– There is no Unit 4, modify the verbiage
used to teacher the lower case letters

7. Simultaneous, Multisensory Instruction
Visual…see it
Auditory…
hear it
Kinesthetic-Tactile…
write it
Speech…say it
Simultaneous
When all steps are done together the information goes in at the same
time and it lodges in memory…it sticks!

8. Unit 1: The Sounds of the Alphabet
• Teach up to 5-6 sounds a week
(teaching the phoneme grapheme
connection)
• Practice by naming things in the
room, b for box or d for desk and
c for computer..
• I spy with my little eye..
• First unit should be finished in a
month
• Can read oral stories and build
oral vocabulary and can weave all
of it in...

9. 1. Tracing and Printing—
explicit instruction of
sounds and letter
formations. (not letter
names)
2. Coloring and
brainstorming
other words with
the sound.
3. Completing the
alphabet train.
Use with the
alphabet song.

10. Singing the Alphabet
• After the /n/ is added to the
Alphabet Train, begin singing
the alphabet song with the
children.
• Sing with letter names and
then with letter sounds, but
use the short vowel sounds.
• Sing it up to the letter
you are working on each
day.
• Sing, celebrate and
make a fuss when
students finish the entire
alphabet!

11. Bossy e Lesson
If you are using the ELC as
core instruction, you can
teach the Bossy e Rule
after Unit 3, consonant
blends.
Then students will learn
the “name” of the
vowels.

12. Intervention Students
Remediation Plus recommends
taking caution to emphasize the
letter sounds over the letter names,
so students will be able to focus on
learning the sounds, which is what
they need for learning to read and
write.
Make sure you use the proper
articulation of the sounds, learn your
silent consonants and please don`t
schwa!

13. Unit 2: Let’s Read and Spell-CVC Words
Students spell words they
read and read words they
spell; the integration of
encoding and decoding leads
to significant gains in
phonemic awareness,
alphabetic decoding, word
reading, spelling, writing,
fluency, and comprehension.

14. Unit 2: Let’s Read and Spell-CVC Words
1. Teaching students to
segment (using left
hemisphere)
– Always color vowels red,
the consonant another
color; then circle the
number of sounds
2. Sound manipulation
with magnets using
sticky notes

15. 3. Add a vowel
4. Introduction to
spelling—use sticky
notes over the top of
magnets (video)
5. Reading—words,
sentences and
phonetically
decodable text
Read list 3 or 4 times ALOUD to build
fluency at school and at home

16. High Frequency Word Instruction
Students will need to
learn a few high
frequency words by
heart in order to read
the sentences and the
decodable books.

17. Teaching Irregular Words
Use multisensory strategies to practice the letters in
the word while saying letter names:
1. Say and write word in the rice tray, three times.
2. Give each student a card with the word on it.
3. Choose a color and have each student trace and say
the word on the card with that color.
5. Write the word in a phrase. Read it with the
students.

18. Each day, repeat the steps and trace the word with a
different color.

19. Unit 3: Consonant Blends
Systematic and Cumulative:
1. Ending blends are easier
than beginning blends
2. Two sound beginning
blends
• s blends
• l blends
• r blends

20. 1. Introduce Blending

21. p. 173-4

22. Explicit Instruction: Blending Strategy
Put the vowel /a/ in front of ‘sk’.
Read the word.
Put the vowel /i/ in front of ‘sk’.
Read the word.
Put the vowel /u/ in front of ‘sk’.
Read the word.
Put the vowel /e/ in front of ‘sk’.
Read the word.
__ s ka
__ s ki
__ s k
__ s k
u
e

23. Explicit Instruction: Blending Strategy
Put /m/ in front of ‘ask’. Read the
word.
Put /r/ in front of ‘isk’. Read the
word.
Put /t/ in front of ‘usk’. Read the
word.
Put /d/ in front of ‘esk’. Read the
word.
a s km
i s kr
u s k
e s k
t
d

24. 2. Segmenting Worksheet
• vowels are always red
• same sounds are same color
• different color for each
different sound
3. Sound Manipulation
4. Spelling
Segmenting to Spelling

25. Apply to Reading
5. Read the word lists.
– Read aloud, 3-4 times. Send home to read to
build fluency.
6. Read the sentences.
– Remember students will need to know the high
frequency words in order to read the sentences.
7. Read the books.

26. Decodable Text and Comprehension
Before and After
Reading Questions

27. Unit 4: Capital Letters

28. Teaching Capital Letters After the
Lower Case Alphabet
• Two sets of letter cards so you can post the
capital letter next to the lower case once you
have taught it
• Use the same technique as teaching lower
letter (language is not provided).
• Use descriptive speech (verbal path), touch
trace and state the sound simultaneously

29. Explicit Instruction for Students
A capital letter…
• always begins a sentence.
• is used as the first letter in a person’s name.
(Steve, Jane, etc.)
• is used as the first letter in a city’s name,
county, state or country’s name.
(Bonduel, Wisconsin)
• is used to describe a person’s title
(President Obama)

30. Explicit Instruction for Students
A capital letter …
• is used to describe whether or not a person is
married. (Miss, Mr., or Mrs.)
• is used to give respect to a doctor. (Dr. Jones)
• is used in a book title with each word beginning
with a capital except for very small words.
(The Cat in the Hat)
• sometimes a book title is written with all
capital letters. (THE MITTEN)

32. If you are using the R+ Early
Language Curriculum as part of the
students` remedial journey go to
Lesson 10 – The ffsszzll rule – and
continue in the sequence.
Good luck with your students!