• There are so many strengths. Everything was very well thought out and organized. The activities planned were interesting to the children. I knew I was leaving my child in good hands.–SAIL Parent 2016

Below each teacher’s name are the skills addressed in her class!

Reading A

During the first week of SAIL, students were administered the WADE (Wilson Assessment of Decoding and Encoding) to determine their level of instruction and phonics abilities, as well as the Fundations Placement Test. (Fundations  is an Orton Gillingham Program, like the Wilson Program, and better supports younger students in phonics and fluency.)

Below are the skills which will be addressed throughout the SAIL Program:

  • Daily Sound Reinforcement/Phonemic Awareness (manipulating sounds in words)
  • Sky Write/Letter Formation (kinesthetic approach using their body to make letters and write words.)
  • Read consonant-vowel-consonant words (ie cat)
  • Tap words out as a strategy to help with decoding
  • Read and spell short vowel and vowel-consonant-e words in one and two syllable words.
  • Read and write words with digraphs (sh, ch, wh, ck, th)
  • Read and write words with blends (c l  o w n)
  • Learn trick words (high frequency words that are difficult to spell.)
  • Scooping strategies to help teach fluency
  • Bonus letters: ll, ff, and ss (one syllable words that end with l, f, or s need to be doubled (ie:  still, huff, hiss)
  • Read and write words with welded sounds (am, an, all, ank, ink, onk, unk)
  • Read and write words with suffixes.
  • Reinforce writing complete sentences (capital letters, punctuation, and finger spaces between words.)
  • Students will write words and sentences from dictation.
  • Use the Wilson Writing Grid to practice neat letter formation and staying within the lines while writing.
  • Keep a student notebook to practice new skills taught.
  • Engage in Word Talk Activities to practice decoding and review past concepts and vocabulary.

Your child will receive multisensory instruction in a very sequential manner, daily.  In addition to phonics instruction, your child will work on building vocabulary, fluency (reading naturally and smoother), and reading comprehension skills.

 

 

 

Reading B

During the first week of SAIL, students were administered the WADE (Wilson Assessment of Decoding and Encoding) to determine their level of instruction and phonics abilities. Students are provided with direct instruction on the sub-step indicated on the WADE.  As students’ progress through the sub-steps and demonstrate the ability to read, as well as write, 90% of words, including nonsense words, they proceed to the subsequent step.

Below are the Steps addressed in the Wilson Program:

  • Steps 1 and 2: Closed Syllables (up to 4-6 sounds in a word.) In closed syllables, the vowel sound is short where the vowel is “closed in” by a consonant. (ie:  slump)
  • Step 3: Closed Syllables in multisyllabic words (ie:  insult)
  • Step 4: Vowel-Consonant-e Syllables  (ie:  make)
  • Step 5: Open Syllables-  In open syllables, the vowel sound is long and can “walk right out.”  Nothing is closing in the vowel. (ie:  cry)
  • Step 6: Basewords, suffixes, and consonant l-e syllables (ie: effectively)
  • Step 7: Addresses Sound Options (ie:  /j/ for g and /s/ for c.)
  • Step 8: R-Controlled Syllables:(ie:  ar, or, er, ir, and ur)
  • Step 9: Dipthong Syllables:  sounds for the following vowel combinations are: ai, ay, ee, ey, oa, oe, ue, ow, ou, oo, igh, eigh, eu, ew, ui, and ea (ie cow)
  • Step 10: Adding Suffixes to Changing Basewords (ie: silent e is dropped when a vowel suffix is added as in the word, as in, likable)
  • Step 11: Contractions, Advanced Suffixes, and Y Rules (ie:  won’t, betrayal, and babied.)
  • Step 12: Advanced Concepts (ie 2 sounds for dipthongs ie and ei, rh, wr, kn, and mb sounds)

 

As you can see, the Wilson Program is very systematic and goes through sequential steps as students demonstrate an understanding of the content in which they are being taught.  Student progress is closely monitored through daily observations and informal assessments to allow for success and the need for supplemental or differentiated instruction, should a student have difficulty grasping a certain concept. Students are provided with a multisensory learning approach that is structured and predictable; students learn through repetition of taught skills. In addition to phonics instruction, fluency (reading at a natural, smooth rate), vocabulary, and comprehension are reinforced.  Students are provided with chapter books, at their level, and practice generalizing learned skills taught.  While reading, students receive scaffolding with decoding skills, modeling of fluency, and practice with building comprehension skills.

 

Reading C

During the first week of SAIL, students were administered the WADE (Wilson Assessment of Decoding and Encoding) to determine their level of instruction and phonics abilities.  Your child demonstrated excellent decoding skills on the WADE; therefore, the focus will be on building fluency skills (reading smoothly, not choppy) as well as comprehension skills. Students are provided with chapter books at various levels. During the first week of SAIL, students select a book that they are motivated to read. The selection includes literature-rich books that will, hopefully, peak their interest and provide them with reading enrichment; my goal is to hook reluctant readers and keep them engaged and interested to read.  Students will receive modeling, encouragement, reinforcement of comprehension skills, and scaffolding.  Within each group, students will receive differentiated instruction, and all learning modalities will be addressed to target specific needs. Below is a list of comprehension skills which will be taught:

  • Character Analysis:  Students will describe character traits of the characters in their books, as well as compare characters within a story or to themselves.
  • Vocabulary Enhancement:  As students come across unknown words, they will be encouraged to use their strategies to read the words and use resources, such as a dictionary, to determine the meaning of words.
  • Making Predictions: As readers, we are constantly making and changing our predictions throughout a story based on context clues.
  • Inferencing:  Students will practice making inferences (taking what they already know and what they read to demonstrate an understanding of what is going on in a story). Inferencing is a higher-level skill and students require a lot of teaching and practice.
  • Answering Text-Based Evidence Questions:  Students will answer Who, What, When, Why, and How Questions while reading.  Students will be encouraged to go back into the text and match the answer to the question.  This takes a lot of guidance and modeling and addresses the common core learning standards.
  • Provide Summaries:  Students will take the most pertinent information from their stories (identifying the main idea and important details to provide a summary.)  They will be provided with graphic organizers and practice this skill.  Students will “make a movie in their mind” to help them write their summaries.
  • Story Elements: Students will identify characters, setting, problems and solutions while reading.

Each week, students will receive direct and explicit instruction on a specific comprehension skill. Students will continue to read their book and generalize learned strategies within the text. In addition, they will complete activities to demonstrate an understanding of the skills.  Students’ progress will be closely monitored through informal observations and daily interventions.