Enhancing Word Reading in ERI Introduction and Acceleration of Critical Skills Prepared by Peggy Concillo October, 2008

ORFC Project Level Goal Increase student automaticity in whole word reading By the end of kindergarten, students need to be able to read VC and CVC words as whole units. Strive for new goal of 8-10 wrc in addition to 25 sounds correct on NWF Increase % of 1st grade students reaching ORF goal of 20 wrc by winter and 40 wrc by end of year

To Achieve the Goal Introduction of critical skills earlier in the year to provide kindergarteners with more practice on phoneme blending and continuous blending Provide more and earlier practice reading whole word units vs. sound by sound reading, thereby achieving more firmly established beginning word reading skills in Kindergarten

Phoneme Blending Instruction will start at lesson 45, instead of lesson 70, providing 25 additional days of practice Teachers use PB (phoneme blending) ERI card Five examples per day, all with initial continuous sounds

Continuous Blending Instruction will begin at lesson 54, instead of lesson 73, providing 19 additional days of practice Teachers use CB Card 1 (5 days with teacher lead) and CB Card 2 (remaining lessons without teacher lead) Five examples per day with initial continuous sounds

Word Reading Preskills TL Card: Lessons Students learn to touch the letters of a word on paper, in left-right sequence TSS Card: Lessons Students learn to touch the letters and say the sounds of the word, with continuous blending (These lessons provide scaffolded instruction in reading words on paper before sentence reading is introduced in ERI)

Word Reading Beginning on lesson 69, students learn to touch letters and sound out words on paper Teachers use SOW (sound out word) Card Ready-to-print student papers, containing two VC or CVC words/day At lesson 97, students will have had 28 additional days of word reading practice, before the 3-word sentences are introduced in ERI