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Project READ

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Project READ

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    2. History and Principles Orton-Gillingham based approach Direct Concept Teaching Systematic, sequential instruction VAKT (Visual, Auditory, Kinesthetic, Tactile)

    3. Language Circle Project Read was developed by Victoria Greene and Mary Lee Enfield, PhD It is one component of Language Circle: Framing your Thoughts- written expression Story and Report Form- reading comprehension Linguistics- Project READ

    4. “The Big Five” Phonics Phonemic Awareness Fluency Vocabulary Comprehension

    5. All Things Being Equal, You’ll Remember… 10% of what you hear 20% of what you see 50% of what you read 90% of what you do DO ALL YOU CAN!

    6. Reading Research National Reading Panel www.nationalreadingpanel.org Florida Council on Reading Research www.fcrr.org/FCRRReports/CReports.aspx?rep=supp Project READ Case Studies www.projectread.com/topic/php?topID=20

    7. Focus Population Students in grades K-3 Supplemental prevention program for whole class instruction Early intervention program for students in the lowest 30th percentile (1:1 or small group instruction)

    8. Curriculum Voluntary State Curriculum www.mdk12.org Project READ * VSC aligned with PR * PR aligned with VSC

    10. Using Assessment to Match Student needs to Interventions Use Rigby, QRI, Lexile scores Which student would be more appropriately placed in a Project READ program?

    11. Scope and Sequence Volume 1: Consonants, short vowels, digraphs, slides, floss rule, -ck rule, beginning consonant blends, sight words Volume 2: Closed Syllables, ending consonant blends, consonant clusters, -tch, r-controlled syllables, open syllables, VCe syllables, and syllable division Volume 3: y as a vowel, vowel teams, schwa, consonant-le syllables, -dge, diphthongs, hard and soft sounds of c and g

    12. Rate of Progression Project READ end of unit assessments can be used to determine progression as well as a starting point. Student’s dictation work should have at least 50% accuracy before progressing to the next step Use spiral teaching; re-teach trouble spots as you move ahead

    13. Lesson Plan Sound Drill Red Words Concept Introduction or Review Reading (decoding) Spelling (encoding) (some lesson plan format options are in your packet)

    14. Lesson Planning Options PR does not provide a set lesson plan format there several options to meet the needs of students and schedules must include: both decoding and encoding instruction VAKT strategies connected text to read longer passages

    15. Rate of Progression Project READ end of unit assessments can be used to determine progression as well as a starting point. Student’s dictation work should have at least 50% accuracy before progressing to the next step Use spiral teaching; re-teach trouble spots as you move ahead

    16. Project READ Materials Decoding- move from sounds to words to sentences to connected text. Sound Cards, Jewel Box words, Red Words, Treasure Chest Sentences, Bonnie Kline stories Encoding- Dictation use Spell Tabs to practice spelling of sounds and words sentence frames and punctuation written dictation of sounds, words, sentences

    17. Project READ Strategies (VAKT) Sight Word Instruction- Red Words Arm tapping, Trace on Red Felt, Skywriting Current Concept Instruction- Decoding Hammer out words to segment and blend sounds Current Concept-Encoding Strategies Trace on Green felt, Gel bags, Glue Letters, Carpet writing, Skywriting, finger spelling, “catch” and fingerspell words

    24. Short Vowels One vowel is introduced at a time Unit 1- a Unit 4- i Unit 8- o Unit 12- e Unit 14 u Hand signals for vowel sounds Characters for e and o Mr. Ed Ms Odd

    25. -ck rule Unit 5/6 /k/ can also be spelled –ck; like in duck “-ck comes at the end of a one syllable word” (smack the table) “right after the short vowel”

    26. Floss Rule Unit 9 f, l, s. and z are doubled after the short vowel in a one syllable word

    27. Some Closed Syllable Lessons Consonants Emersion in the sound J- wear junky jewelry, juggle, eat Jell-O Nasal Sounds (-ng, -nk) Unit 10 Slides using sliding boards Digraphs Unit 11 H- brothers- dress as “Ma H” Blends Unit 13abc- beginning consonant blends Make a sugar and cocoa mixture Blend those letters together!

    29. Closed Syllables One vowel The vowel is closed in by a consonant The vowel sound is short Let’s go on a hunt!

    30. Bossy R Syllables One vowel followed by the letter r The bossy r tells the vowel what to say, but is polite and lets the vowel go first

    31. Open Syllables One vowel Alone at the end of the syllable Vowel sound is long

    32. Magic E Syllables Vowel-consonant-e pattern at the end of the word or syllable The e is silent The vowel is long- says its name

    33. Syllable Division Steps for Syllable Division 1. Underline the talking vowels and mark with a v 2. Swoop between the vowels and pull down the consonants 3. Look for the pattern and divide or cut the word into syllables 4. Mark the vowels

    34. There are 5 Cutting Patterns

    35. Cutting Tips Remember to keep blends and digraphs together Blends usually go with the second syllable 80% of VCV words are “tiger” words (V / CV)

    37. Volume 3 Concepts: Y as a Vowel Y is usually a vowel; it only makes its consonant sound when it is at the beginning of the word “Toss the penny at the fly in the yellow gym.”

    38. Vowel Team Syllables Two vowels working together Only one vowel speaks There are 4 teams, one switch-hitter, and one twin

    39. SCHWA!!! looks like an upside down e Makes a short u sound Is found in the unaccented syllable of a word with at least 2 syllables The alien schwa comes down, lands on the wekaer vowel, and sucks all the life out of it, until all that’s left is a little “uh”

    40. Consonant –le Syllables When you see consonant –le, count back 3 In a consonant –le syllable, the e jumped over the l and landed on its head puddle pudd l Now it reads consonant-schwa-l

    41. Cutting Consonant –le Syllables

    42. Diphthongs Look like vowel teams- two vowels working together Diphthongs make a new sound that changes the position of the mouth as you make it- oi oy aw au

    43. Soft c and g Hard Sounds G says /g/ before a,o,u Ex: game, goat, gum C says /k/ before a,o,u Ex: cat, cot, cut Soft Sounds G says /j/ before e, i, y Ex: germ, gin, gym C says /s/ before e, i, y Ex: cent, city, cycle

    44. When do we use –tch and –dge? /ch/ at the end of a one syllable word, “right after the short vowel” = tch Ex: pitch /j/ at the end of a one syllable word, “right after the short vowel” = dge Ex: fudge Right after the short vowel!!!

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