Charlene Iannone-Campbell, Susan Lloyd Lattimore
As early as preschool, children who struggle with emergent literacy skills can benefit from effective response to intervention. Don't wait until later grades when they've already fallen behind—improve their literacy skills now with this evidence-based Tier 2 RTI curriculum, ready for any pre-K educator to pick up and use right away.
Created by teachers for teachers, this activity-based curriculum is based on Project Early ID, a successful pilot program that's been improving reading outcomes in Baltimore public schools since 2005. Expertly organising their lessons into one hands-on, step-by-step guide, the authors give teachers, SLPs, and paraprofessionals eleven complete units of small-group instruction.
Educators can use this curriculum with confidence because it:
Young children will love the engaging activity sets, filled with songs, stories, fingerplays, rhymes, and games that help increase their reading readiness while they have fun. And all adults involved in pre-K instruction—from teachers to classroom volunteers—will love how this curriculum helps them make the most of their classroom time and get real, measurable results. With this highly effective, teacher-friendly curriculum, pre-K educators will help struggling students achieve "literacy lift-off" as early as possible so they're ready for long-term reading success.
Contents of the Accompanying CD-ROM
About the Authors
Foreword - Linda Baker, Ph.D.
Preface
For the Reader
Acknowledgments
Chapter 1: Theoretical Framework and Concept Design of DROPPS
Chapter 2: Getting Started with DROPPS
DROPP 1: Rhyme Awareness
DROPP 2: Rhyme Discrimination
DROPP 3: Sentence Segmentation
DROPP 4: Compound Word Blending
DROPP 5: Compound Word Segmentation
DROPP 6: Syllable Awareness
DROPP 7: Syllable Blending
DROPP 8: Syllable Segmentation
DROPP 9: Blending Awareness
DROPP 10: Beginning Sound Alliteration
References
Index
CD-ROM Table of Contents
"Activities are well-laid out and provide explicit instruction . . . I like that there is a vocabulary component. I also support the fluidity in movement between the tiers (ten days of lessons, then a check) so that a child who makes quick progress can easily return to Tier 1 and that a child who needs more help can receive it."
- Betty Bunce, Clinical Professor, Schiefelbusch Speech Language Hearing Clinic, University of Kansas, Lawrence
"I highly recommend the book . . . it may stand as one of the best ones I have seen in 25 years of teaching primary children."
- Doug Potts, Kindergarten Teacher, Colton, California
"A terrific contribution to the field . . . With scores of strategies field tested in real schools, and a friendly teacher script that assures program fidelity, this book makes RTI come alive."
- Judy Montgomery, Speech Language Pathology Professor, Chapman University, Orange, CA