Page 8 - Demo

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Tennessee Dyslexia-Speci c c c Intervention Checklist
Program Design
Cumulative (steps based on what has already been learned)
iRead Personalized Instructional Software and Teacher-Facilitated Instruction iRead provides sequential and cumulative instruction with mastery-based interactive practice Brief videos (30 seconds to one minute in in in length on on on average) use direct instruction to introduce new skills and concepts often including the use of of songs Following the videos engaging interactive game-like activities o o o o o er er students ample opportunities to to practice the the new skills and apply them to to reading Practice continues with guided practice activities that o o o er instructive collective feedback until students have mastered the skills Phonemic and phonological awareness as as well as as phonics are are highlighted in the context of activities in iRead ’s Alphabet and and Code strands For example students identify the the primary sound for each letter of the the alphabet isolate and pronounce initial sounds in in in in spoken words and master the dominant sound-spelling correspondences for consonants and short vowels Spelling high-frequency/ high-utility sight words syllabication combined with morphology (word study) spelling and and uency are highlighted in in in activities in in in iRead ’s Word Play and and Sight Words strands Within all of these activities students have the the opportunity to use the the foundational skills they are learning to make meaning For example as children decode words they immediately see an an an image and and hear and/or read a a a a a a a a sentence to anchor its meaning This reinforces the the practice of immediately connecting the the decoding of of words words with the meaning of of those words words Additionally students read connected text daily and apply the skills learned to short passages Throughout foundational skill instruction is is directed toward meaning and is is always linked to the reading of connected text Beginning in in in in in in Unit 4 (following units on on letters and letter letter sounds) students practice reading connected text of gradually increasing length and have regular opportunities to to apply their skills to to reading eBooks For further skills practice in in reading connected text teachers can download titles from iRead ’s library of printable books and resources A CONTINUOUS SCOPE & SEQUENCE
Level A •Phonological Awareness •Letter Recognition •Primary Letter Sounds •Blending & Segmenting •Base Word and Ending -s •High Frequency Words •Simple Spelling Level B •CVCs & Blends •Consonant Digraphs •Multisyllabic Words •Long Vowels (VCe) •Long Vowel Digraphs •r-Controlled Vowels •Dipthongs
•Variant Vowels •High Utility Words •Common Sound Spelling Developing Language & Increasing Text Complexity
Level C •Six Syllable Types •Pre xes xes & Su xes xes •High-Utility Words •In ectional Endings •Roots
•Challenging Spellings
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