I would highly recommend that you look into the SIPPS program (Systematic Instruction in Phoneme Awareness, Phonics, and Sight Words) published by Developmental Studies Center. The SIPPS program is a decoding curriculum that teaches the prerequisites for developing reading fluency and comprehension. It can serve as either an intervention program (Tier II) or as an initial decoding program. The key to its success is that it begins with an assessment that indicates at what level of the program the child needs to begin. Included in the lessons are the specific phonics elements which are then applied to texts that accompany the program. The texts are more sophisticated when aimed at students in the intermediate grades. The program is leveled and you might choose to purchase either SIPPS Plus or the Challenge Level to accommodate fifth grade students. I just went on their website (I googled SIPPS) and I see that you can request a sample packet. The focus of this intervention program is to have the students become independent readers as they become more secure in their word attack skills. I know this program would meet the challenges you have described! Good Luck!! Roberta Reingold
Roberta Reingold Title I Director Randolph Public Schools John F. Kennedy Elementary Schools 20 Hurley Drive Randolph, MA 02368 [email protected] Phone: 781-961-6255 x507 FAX: 781-961 -6298 -----Original Message----- From: [email protected] [mailto:[email protected]] On Behalf Of [email protected] Sent: Tuesday, February 08, 2011 7:34 PM To: [email protected] Subject: [MOSAIC] phonics/RTI advice needed Hi all, I am currently working with a couple of 5th grade students. I have them each day during a 30 min RTI slot. My dilemma is that I've explicitly taught to fill in the gaps that they have in phonics. The problem is that they can use the info correctly while doing word sorts or phonics activities during instruction time, but they don't apply it when being assessed. I already am torn because I've read so much saying that struggling readers need to read more rather than skill and drill. And I am of that mindset as well. This is supplemental instruction and isn't supplanting reading instruction, but............ I've contemplated several other courses of instruction: guided reading, independent reading, instruction that focuses on strategy instruction (a la Stephanie Harvey) or instruction that focuses on non-fiction text structure. But, am unsure of what would be the most beneficial so am hoping to glean some info from someone's expertise in this situation. One student in particular I'm beginning to wonder if she will ever "own" the phonics concepts that she lacks and would be best served in learning how to compensate for her deficit. She still struggles with comprehending in class. I'd love to hear how any of you have successfully dealt with this situation. I guess I've always worked with students that are on a lower level rather than ones who only have a few gaps and/or ones that seem to be able to apply what they learn even if it takes some repetition. Thanks in advance!! norma Let us be grateful to people who make us happy, they are the charming gardeners who make our souls blossom. ~Marcel Proust ____________________________________________________________ $65/Hr Job - 25 Openings Part-Time job ($20-$65/hr). Requirements: Home Internet Access http://thirdpartyoffers.juno.com/TGL3131/4d51e12f7202266f33st02duc _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
