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Andrew P. Johnson, Ph.D.
1710 Roe Crest Drive
North Mankato, MN 56003
EXPLANATION OF CLC STRATEGIES
*1. Language Experience Approach (LEA)
At the start of every session, students dictate what is going on in their life or what they want to say
(three to four sentences). You then write what they say using a word program. There are two monitors so that students are able to see their words forming in print. Use large print and/or the zoom function so that the words appear large. Next, students read back there writing two or three times, or until they can read without miscues. Finally, save their LEA stories under their name with a date for each entry. Each week start by reading the previous week’s LEA before starting a new one. Students should re-read these until they can read it fluently with minimal errors as well.
Purpose : develop fluency, syntax, and semantics.
Videos Related to LEA
1. http://www.youtube.com/watch?v=3aV7nDQ-cO4
2. http://www.youtube.com/watch?v=FmGdmqzPo60
2. Fluency
To strengthen neural pathways, students engage repeated reading activities. a. WPM . At every tutoring session, the student should be given a graded reader text at instructional level for a WPM. Students read the piece through three times for one minute. WPM scores are recorded.
Students then put their WPM scores on a graph in their file folder. Students are thus able to see growth. (I use the same graded reader piece several times.) The CLC has graded readers for this purpose. b. Replay analysis. Do a WPM (above). Record the student using a voice recorder. Have the student follow along to identify words that were missed or didn’t identify quite correctly. Record that word in that student’s journal. c. Time readers. You can find timed readers on the OPDT-Johnson website.
The most common one is to have students read a piece of graded reading three times for one minute each and record the number of words read each time. You can also have students read a piece three times and record the time after each reading.
Purpose : develop fluency and phonological awareness.
Videos Related to Fluency
1. http://www.youtube.com/watch?v=ZmYNXUj0S0A
2 http://www.youtube.com/watch?v=uaPO8A-QfRI
3. http://www.youtube.com/watch?v=vJSWgWtHQ5g
4. http://www.youtube.com/watch?v=m082OFICqeI
Andrew P. Johnson, Ph.D.
Cell: 507- 469 – 4521
Email
: dr.andy@charter.net
Website: www.OPDT-Johnson.com

5. http://www.youtube.com/watch?v=OEEGlCaCr1E
6. Demo: http://www.youtube.com/watch?v=rrrLJR7Zbq0
7. Demo: http://www.youtube.com/watch?v=LihljEYaL-w
3. Word Work a. Practice letter patterns and vowel sounds. The CLC website contains several PowerPoints under the heading ‘Word Work’. Each focuses on one or two vowel sounds or letter patterns. First, introduce students to the new sound. Second, show the sound as part of a word. There are usually three words to a slide that show the onset and rime separated and then together. Colors are used to differentiate the target letter sound or pattern. Put these in a verbal sentence using a blank to indicate where the word should be. This gets the student used to using context. Third, the next slide shows all the words with that letter pattern in a list. Read through the list until the student can read it fluently. Finally, there is a writing prompt at the end that used a word with the identified letter pattern. Ask students to write one or two sentences in response to that prompt in their journal. b. Onset-rime. ( For students reading at the kindergarten or first grade level.) The onset is the beginning part of the word. The rime is the word family or phonogram (ap, ate, et, ig, ug, etc.) Students are shown a sentence with part of the target word missing. For example, the dog _an down the road. What letter makes sense here?
First, read the sentence through together. Say “blank” at the target word. Ask students what word might fill in the blank. (It’s okay to give hints here. Under no circumstances do we want to frustration students.)
Second, students are asked to select one of four onsets or rimes that would complete the target word. When you press the key, the correct answer will show right below the target word. Third, read the sentence with the student pointing at each word as it is read. Finally, have students read the sentence by themselves while you point to each word.
Purpose: develop word recognition, phonological processing, and fluency.
Videos Related to Word Work
• Word Work http://www.youtube.com/watch?v=VBf3Um0PphA
• Letter Patterns and Vowel Sounds http://www.youtube.com/watch?v=Bf4B3TeK54c
• Onset-Rime http://www.youtube.com/watch?v=Ecz4Opjwc2A
*4. Cloze
See the PowerPoints on the CLC website. Students are shown a sentence with one word missing. They are to guess the missing word. If they can’t guess is, press return and a second sentence appears. This one has the missing word with one letter clue. The third sentence shows the complete sentence with the target word included. Have students read that sentence before moving on to the next (you may need to read this together).
Purpose: develop semantics, syntax, and fluency.
Andrew P. Johnson, Ph.D.
Cell: 507- 469 – 4521
Email
: dr.andy@charter.net
Website: www.OPDT-Johnson.com

Videos Related to Cloze
• Cloze http://www.youtube.com/watch?v=h0T4hUw9GdM
• Cloze http://www.youtube.com/watch?v=g_MzmhZnEWA
• Cloze http://www.youtube.com/watch?v=FNSSKOTDytY
• Cloze demonstration -1 http://www.youtube.com/watch?v=4IuEu4xT8pw
• Cloze demonstration -2 http://www.youtube.com/watch?v=FQRqgmc16do
6. Writing a. *Scaffolded writing.
Students are asked to write two to four sentences about a topic of their choice in their journal. I usually ask them to tell me about something that’s going on in their life. Students write one sentence at a time, skipping every other line on the sheet of paper. Tell them not to worry about spelling. If they don’t know how to spell a word, use a letter or two to hold the idea. Once the sentence is completed, ask students if there are any words that do not look right. Misspelled words are identified. I write the correct spelling on top of the word. Students write the correct spelling beneath the word. The misspelled word is crossed out. When the three sentences are completed, students read through the sentences until they achieve fluency (usually two to four times). b. Predictable writing. This is for students at the kindergarten or first grade level. If you do this with students in 4 th
grade or above, you must make sure that the prompt is related to their life and is age-appropriate.
In students’ journal, write a sentence with one word missing. For example ‘I like to ____________________ .”
Skip a line and write the five or six times on one journal page. Students fill in the blank (help them with spelling if you must). When you’re done, have students read the sentences by themselves.
Purpose: develop phonological processing and syntax.
Videos Related to Writing
• Sentence combining, writing, and syntax http://www.youtube.com/watch?v=0WG15V4Mxu0
7. *ScORe -Good books.
We end the session reading good books using ScORe (Scaffolded Oral Reading). This is similar to the neurological impress method (NIM). Here, you read a text together orally together with the student acting as a scaffold. That is, you provide just enough structure so that students can read, but you keep the pace moving. Drop out some of the words if you can. Provide just the beginning sounds of other words. It works best if you point to the words as you are reading them. After reading a page or paragraph, ask students to point to particular words. Example: “Put your finger on the word ‘scaffold’ in the previous paragraph.”
Andrew P. Johnson, Ph.D.
Cell: 507- 469 – 4521
Email
: dr.andy@charter.net
Website: www.OPDT-Johnson.com

Text should be at students’ instructional level.
Purpose: develop fluency, syntax, semantics, and motivation to read.
Videos Related to ScORe
• ScORe http://www.youtube.com/watch?v=eQJoWZ8xVMw
• NIM demonstration - 1 http://www.youtube.com/watch?v=7DhpeyI2_2s
• NIM demonstration - 2 http://www.youtube.com/watch?v=xhOGj6i8f8s
8. Sight words a. Journal and sight word sheet. Some students may need to practice sight words. I have the 220
MFW sight words listed on a sight word sheet. Each session go through one column. Identify the words with which the student has problems. Circle the word or highlight it. Have students write the word in their journal in the back. Each session, go back and practice these words. b. Flashcards.
After identifying the words with which students have problems, have them create flashcards on 3x5 cards. Practice the list. c. IPAD and computer games. We have IPAD apps and some computer games that can be used to practice and reinforce sight words. These work best at the end of the lesson.
Videos Related to Sight Words
• Sight word strategies http://www.youtube.com/watch?v=_yZwYU5vGcY
• Sight word strategies http://www.youtube.com/watch?v=hhuSr0tea_M
• Lots of neat games – sight word and other http://www.turtlediary.com/
*9. Goals and Home Practice.
Set reading goals for next week (a certain number of books). Record this goal on the Home Practice
Scorecard (HPS). (Because of the strong negative association, we avoid calling this homework.) Home practice should also include a timed reader and sometimes sight flashcards. Timed reader (TR) sheets can be found on www.OPDT-Johnson.com
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Andrew P. Johnson, Ph.D.
Cell: 507- 469 – 4521
Email
: dr.andy@charter.net
Website: www.OPDT-Johnson.com