Five Plus Reading Programme Intervention

On Thursday 2nd May, I met with the R.T Lit for a session on the Five Plus reading intervention programme. I am going to gradually introduce this with John and Seth.

Here are my notes: Video of process: https://literacyinnovators.co.nz/fiveplus/videos/

4, 7, 3, 1- 15 minutes 5 plus

repeated reading - no of words 

1. word build

r reading

reherasal

review 

p-e-t - hold sound and run each other to blend sounds

reading 3- start on a piece read before 

read for 1 minute no help, count all words

read 1 min - count same peice of text

read 1 minute 

tell unknown word not skip 

rehearsal after the 3 times- pick out 8 tricky words on unseen text - write down in book - printing- large print 

tick words you can read. read them again afte rthey are ticked

what do you know about these unknown words 

- scoop under blends

tick

put hardest words at the top

extended teaching - u is a sound

only teach in detail over one unknown word

go through each one - tell them if you have to- 7 minutes for this part

read the new part that you have taken the teaching words from - 3 minutes - the text you have just rehearsed- up to the last tricky word.

repeated reading - just tell them

have tricky words above when reading the text afterwards - as a prompt

NOTES FROM R.T LIT:

Ideas for Extended Teaching

Alphabet letters and sounds– a b c d e f g h i j k l m n o p q r s t u v w x y z

Sounds for the following can be an issue, some times confuse them (maybe others)

 –eg. vowels a/u and s/c, j/g – q – y/w – y/u – x

Note: Discourage over pronouncing sounds eg. f not fi

Blend letters and sounds– bl br cl cr dr dw fl fr gl gr pl pr sc scr sk sl sm sn sp spl st str sw tr tw

- kn squ wr sch thr shr gh

Digraphs (two letters make one sound) - sh (shop)   ch (chook)    ch  (machine)   th (thank)   ck (back)   ph (phone)   qu (queen)   ng (wrong)   wh (whisper)        ar (car)   ai ay  (rain day)   au or aw (Australia more awesome)   ea ee  (sea see)   ie (pie)   oa (boat)   oi oy (toilet toy)   oo (boot)   ou ow (out owl)  ow (grow) a_e  e_e  i_e  o_e  u_e (split digraph) (take hebe rice note mute)

Exceptions – eg. have

Letters, digraphs can make more than one sound - apron, and, about, chips, chef, school

Word endings (including - s  ing  ed  er  ly  y)

Spelling patterns eg. ight 

Compound words eg. bedroom

Contractions eg. can’t

Syllables eg. hos/pit/al (…vowel, consonant / … vowel, consonant/… vowel, consonant

When 2 vowels go walking, the first one does the talking (eg. pie)

Ce ci cy sound like s (ceiling circus cycle)

Ge gi gy sound like j (germ giant gypsy)

Affixes - prefixes and suffixes and understand how they affect the meanings of words

Note: A good way to see if children are transferring what they do or do not know is to look at their Peters Spelling Test. Often a pattern of common mistakes can be seen in a number of different students and can direct your next steps or focus.

Eg. cup, mud. Ship, chop, thin. Vowel digraphs – date, dart, seem, loud. Rime – fight, right, bright

Morphological Awareness (I have more information on this if you would like it)