Learning Center Room 30
620-8195 ext 3330
We are busy in LC 30! Every day we see over 70 students in kindergarten through second grade
that come in for extra help for reading and/or math.
Here is what we do!
A Three-Part Punch!
Each day we begin with training phoneme awareness. This refers to the ability to notice that spoken words can be broken down into smaller parts called phonemes. Those with good phoneme awareness are usually good at remembering the words they read. They learn new words quickly and do not forget them. Studies show that as phoneme awareness improves, word reading typically improves as well.
Next, we learn the code. We start learning the basic sounds in the alphabet and then move to digraphs, blends, vowel teams, diphthongs, and multi-syllabic words. In Intervention, we primarily use two reading programs, Reading Horizons and Phono Graphix to teach phonics. These programs are Orton Gillingham based programs that are explicit, systematic, multi-sensory and sequential.
Connected Text Reading
After reading and spelling words in isolation, we read sentences, paragraphs, and stories where the phonics skills that have been taught are reinforced. This is an opportunity to put into play the skills that have just been learned.
We begin by assessing students' knowledge of their addition and subtraction math fact proficiency using a Math Running Record. We identify their first level of instructional need and we begin there. Small group instruction is given following a CPA approach where students first explore the math facts concretely (C) using manipulatives, then move to a pictorial representation (P) and finally ending with the abstract (A) using flashcards and games. This process helps students to internalize and understand the math facts, not just memorize them. For a student to be truly fluent with their math facts they should be automatic, accurate, efficient and flexible.