ELA Resources
Reading Interventions
Read Naturally Software Edition develops fluency, supports vocabulary development, and promotes comprehension using the powerful, research-based Read Naturally strategy, taking advantage of the benefits and functionality of computers.
Text and audio prompts guide students through the steps of the program, maximizing their time on task. Read Naturally SE includes a modeling step (Read Along), a repeated reading step (Practice), and progress monitoring using computer-generated graphs of student scores. Students work in Read Naturally three to five times a week for at least 30 minutes a day.
Text and audio prompts guide students through the steps of the program, maximizing their time on task. Read Naturally SE includes a modeling step (Read Along), a repeated reading step (Practice), and progress monitoring using computer-generated graphs of student scores. Students work in Read Naturally three to five times a week for at least 30 minutes a day.
Based on Orton-Gillingham principles, Wilson Reading System is a highly-structured remedial program that directly teaches the structure of the language to students and adults who have been unable to learn with other teaching strategies, or who may require multisensory language instruction.
The Wilson Reading System is a research-based reading and writing program. It is a complete curriculum for teaching decoding and encoding (spelling) beginning with phoneme segmentation. WRS directly teaches the structure of words in the English language so that students master the coding system for reading and spelling. Unlike other programs that overwhelm the student with rules, the language system of English is presented in a systematic and cumulative manner so that it is manageable. It provides an organized, sequential system with extensive controlled text to help teachers implement a multisensory structured language program.
The basic purpose of the Wilson Reading System is to teach students fluent decoding and encoding skills to the level of mastery. From the beginning steps of the program, it also includes sight word instruction, fluency, vocabulary, oral expressive language development and comprehension. Throughout the program, a ten part lesson plan, designed to be very interactive between teacher and student, is followed. The lessons progress from easier to more challenging tasks for decoding and then spelling.
The Wilson Reading System is a research-based reading and writing program. It is a complete curriculum for teaching decoding and encoding (spelling) beginning with phoneme segmentation. WRS directly teaches the structure of words in the English language so that students master the coding system for reading and spelling. Unlike other programs that overwhelm the student with rules, the language system of English is presented in a systematic and cumulative manner so that it is manageable. It provides an organized, sequential system with extensive controlled text to help teachers implement a multisensory structured language program.
The basic purpose of the Wilson Reading System is to teach students fluent decoding and encoding skills to the level of mastery. From the beginning steps of the program, it also includes sight word instruction, fluency, vocabulary, oral expressive language development and comprehension. Throughout the program, a ten part lesson plan, designed to be very interactive between teacher and student, is followed. The lessons progress from easier to more challenging tasks for decoding and then spelling.
RAVE-O takes reading intervention beyond the typical decoding program and moves it to a more comprehensive level, where students learn the power of words and how they grow into meaningful text.
How Does RAVE-O Work? RAVE-O instruction is built on the exploration of core words—the sounds, word parts, meanings, connections—and how they function in text. The main premise of the program is that the more students know about a word, the more quickly they can read and understand it.
Fluency: Fluency is not just about reading fast—it is about reading accurately and for meaning. RAVE-O students build fluency across several literacy domains. The RAVE-O approach teaches students to read with speed and accuracy, but to also call upon background knowledge and word meanings to quickly understand a word in context.
Comprehension: The goal of RAVE-O is for students not only to understand what they read, but to interact with and analyze text. Students build their own, thoughts, opinions, and new knowledge in response to what they read. Students read Minute Story Anthologies--collections of imaginative stories with wonderfully engaging illustrations. In exploring the richness of language in the context of connected text, students achieve fluent comprehension.
Instructional Approach It’s not only the science behind RAVE-O that makes it work—it is the motivational component. RAVE-O students become word detectives who uncover the mysteries of words and what they mean in context. Students experience words through a series of multisensory activities that enable them to literally manipulate language to build meaning and understanding.
How Does RAVE-O Work? RAVE-O instruction is built on the exploration of core words—the sounds, word parts, meanings, connections—and how they function in text. The main premise of the program is that the more students know about a word, the more quickly they can read and understand it.
Fluency: Fluency is not just about reading fast—it is about reading accurately and for meaning. RAVE-O students build fluency across several literacy domains. The RAVE-O approach teaches students to read with speed and accuracy, but to also call upon background knowledge and word meanings to quickly understand a word in context.
Comprehension: The goal of RAVE-O is for students not only to understand what they read, but to interact with and analyze text. Students build their own, thoughts, opinions, and new knowledge in response to what they read. Students read Minute Story Anthologies--collections of imaginative stories with wonderfully engaging illustrations. In exploring the richness of language in the context of connected text, students achieve fluent comprehension.
Instructional Approach It’s not only the science behind RAVE-O that makes it work—it is the motivational component. RAVE-O students become word detectives who uncover the mysteries of words and what they mean in context. Students experience words through a series of multisensory activities that enable them to literally manipulate language to build meaning and understanding.
Soar to Success includes beautiful reading selections used to reinforce phonics and build critical comprehension skills, strategies, and fluency. Graphic Organizer charts are used to reinforce and expand critical comprehension strategies. A Soar to Success Student Guide features graphic organizers, support reading pages, reflect/respond pages, and strategy prompts. Assessment is built into Soar to Success through a variety of opportunities for monitoring progress. Through this Progress Monitoring effort, students are able to move out of Soar to Success as they grow and accelerate to their desired level of instruction. Sound practices and beautiful, engaging literature make Soar to Success an intervention program for the children who need it most!
Writing Program
Empowering Writers, a proven, research-based methodology is applied to narrative, expository and persuasive writing instruction to improve student writing. The methodology uses whole class instruction, minimally twice a week for the introduction, modeling, and practice of the explicit skills called for in the genre being taught.
1.) USE LITERATURE OR PUBLISHED EXAMPLES AS A JUMPING OFF POINT FOR INSTRUCTION Introduce, define the specific skill through use of middle grade literature (the middle grade novel –E.B. White, Avi, Roald Dahl, etc.) for narrative / creative writing, or, in expository / informative or persuasive writing students are provided with published examples, generally from magazines or nonfiction books.
2.) TEACHER MODELING Modeling involves the teacher, stepping into the role of author, verbalizing the thought and questioning processes of an author. Modeling is the best way to build powerful vocabulary – asking specific productive questions, eliciting verbal and nonverbal responses from students and incorporating these responses into powerful writing. Over time, if asked enough detail-generating questions, students will internalize the questions and apply them independently to their own writing.
3.) GUIDED PRACTICE Students are provided the opportunity to practice whatever skill they’ve observed in published pieces and experienced through modeling – this with plenty of teacher direction, circulating, reiterating detail generating questions, offering feedback and encouragement. The focus is on the explicit, discrete skill, rather than on an entire piece of writing, which can be overwhelming.
4.) APPLICATION Eventually students emulate the process and apply what they’ve learned, independently.
1.) USE LITERATURE OR PUBLISHED EXAMPLES AS A JUMPING OFF POINT FOR INSTRUCTION Introduce, define the specific skill through use of middle grade literature (the middle grade novel –E.B. White, Avi, Roald Dahl, etc.) for narrative / creative writing, or, in expository / informative or persuasive writing students are provided with published examples, generally from magazines or nonfiction books.
2.) TEACHER MODELING Modeling involves the teacher, stepping into the role of author, verbalizing the thought and questioning processes of an author. Modeling is the best way to build powerful vocabulary – asking specific productive questions, eliciting verbal and nonverbal responses from students and incorporating these responses into powerful writing. Over time, if asked enough detail-generating questions, students will internalize the questions and apply them independently to their own writing.
3.) GUIDED PRACTICE Students are provided the opportunity to practice whatever skill they’ve observed in published pieces and experienced through modeling – this with plenty of teacher direction, circulating, reiterating detail generating questions, offering feedback and encouragement. The focus is on the explicit, discrete skill, rather than on an entire piece of writing, which can be overwhelming.
4.) APPLICATION Eventually students emulate the process and apply what they’ve learned, independently.