Early Literacy Intervention (ELI) • Reading Enrichment and Development (READ)
ELI is specially designed for first graders and provides daily help in reading and writing.
READ is designed for first through fourth grade students.
Students receive services three days per week in reading.
READ is designed for first through fourth grade students.
Students receive services three days per week in reading.
Dr. Nancy Carver works with READ students in grades 1, 2, 3 and ELI students in grade 1.
Cathy Greenwald works with READ students in kindergarten, and grades 2 and 4.
The following are highlights of the general skills and strategies we work on in all programs.
Decoding words - figuring out unknown words• Phonics and phonemic awareness- hearing, identifying, segmenting and blending sounds
• How words work- If I know the word "day," then I know the word "way."
• Rhyming words and word families
• Chunking- saying known word parts and blending them into a word such as "care-ful-ly" or "th-ing"
• Checking picture clues
• Looking through the whole word
• Asking, "Does the word I chose make sense?"
• Asking, "Does the word I chose look right?"
• Asking, "Does the word I chose sound right?"
• If the word I chose isn't working, I go back and reread.
• It also can help to read on so that the context may help me get the word.
• How words work- If I know the word "day," then I know the word "way."
• Rhyming words and word families
• Chunking- saying known word parts and blending them into a word such as "care-ful-ly" or "th-ing"
• Checking picture clues
• Looking through the whole word
• Asking, "Does the word I chose make sense?"
• Asking, "Does the word I chose look right?"
• Asking, "Does the word I chose sound right?"
• If the word I chose isn't working, I go back and reread.
• It also can help to read on so that the context may help me get the word.
The importance of gaining meaning as you read• Think about what you already know about the topic before you read.
• Look through the book at the pictures, headings, charts or graphs before reading.
• Monitor your comprehension- Readers should automatically and consistently ask, "Does it make sense?" as they read.
• Ask, "What is the author telling me?"
• Ask, "What is important for me to remember?"
• Make pictures in your mind of what is happening as you read.
• When you are finished, tell or write about what you read.
• If you have any questions or something doesn't seem clear, go back and reread.
• Look through the book at the pictures, headings, charts or graphs before reading.
• Monitor your comprehension- Readers should automatically and consistently ask, "Does it make sense?" as they read.
• Ask, "What is the author telling me?"
• Ask, "What is important for me to remember?"
• Make pictures in your mind of what is happening as you read.
• When you are finished, tell or write about what you read.
• If you have any questions or something doesn't seem clear, go back and reread.
Building the love of reading• We have fun with books!
• We read a variety of genre.
• We discover real reasons for and benefits of reading.
• We read a variety of genre.
• We discover real reasons for and benefits of reading.
