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Which TWO of the 10 S.P.I.R.E components are most relevant to your students? Why? Be Specific

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Which TWO of the 10 S.P.I.R.E components are most relevant to your students? Why? Be Specific

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What are some challenges that you have faced in your S.P.I.R.E Implementation this year?

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What are some challenges that you have faced in your S.P.I.R.E Implementation this year?

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Phonological Awareness: This helps students, especially ELLs and those with special needs, learn to recognize sounds and decode words, which is key for reading fluency.

Vocabulary: Building vocabulary is crucial for understanding texts, especially for students who may struggle with academic or everyday language.

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Two components that are meaningful for my students are reading comprehension and spelling. where they are able to understand what the story is about and the been able to spell those words that were incorrect.

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The components that are most relevant to my students are sound dictation and sentence dictation. My students are more auditory learners and sentences and words need to be dictated repeatedly for them to grasp understanding.

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Differentiation: Meeting the diverse needs of students, especially those with varying reading levels and language proficiency, can be tough. Adapting lessons to support both struggling readers and advanced students requires careful planning.

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For my fifth-grade students who are currently reading at a first- or second-grade level, the two most relevant components of the SPIRE program are Phonological Awareness and Phonics. Phonological awareness is crucial because it helps students develop the ability to hear and manipulate the sounds in spoken language, which is a foundational skill for reading. Many of my students struggle with tasks such as rhyming, segmenting syllables, and identifying individual sounds in words, so reinforcing these skills is essential for their reading development. Phonics is equally important, as it teaches the relationship between letters and sounds. Since my students are still learning to decode words, they benefit greatly from explicit instruction in letter-sound correspondence, blending sounds to read words, and recognizing high-frequency words. These two components provide the structured, sequential, and multisensory instruction that my students need to build confidence and make progress toward grade-level reading skills.

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A challenge that I faced in my S.P.I.R.E. implementation was the length of the lessons for the students. The amount of steps in one lesson are numerous and lengthy. Lesson had to be broken into two days and the students retention caused issues as well.

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Some challenges I faced when implementing the SPIRE program in my classroom included time management, student engagement, and adapting the materials to meet the needs of older students working at a lower reading level. One of the biggest hurdles was finding enough time in the school day to implement the full SPIRE lesson sequence with fidelity.

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1) Spelling is massively important for my group of SPIRE students. They are emerging readers, but they all greatly struggle to form letters and words while writing. Some even struggle to properly hold a pencil or write within the lines, so the regular practice that SPIRE provides is important.

2) The Reading component is also important because, while my students are getting stronger reading individual words or sentences, they lack confidence when faced with a full story to read on their own. They benefit greatly from the opportunity to read an entire story on their level and respond to questions. It also provides great comprehension practice on top of the fluency.

Challenges: Students can become bored with the repetitive lessons. Once they get used to the structure of the lessons, they often try to rush ahead as well. It also may be too difficult to do with a whole class, and works much better in a small group with lessons broken up over two days. I complete components 1-4 on Day 1 and then Reading and Dictation on Day 2.

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Two of the most relevant components for my class are Phonological awareness and decoding and sentence reading. Both give my students in particular an opportunity to practice the skills that they need the most. Some challenges are that sometimes it is difficult for some of my students to keep up with the group, especially those struggling readers. So, it is sometimes challenging to support all in one group. Another challenge is to be consistent with the program. I believe it is a great reading program for low level readers, but if it is not administered with fidelity, it will not do as well as it should do for those struggling students.

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I think Step 3 Word Building is extremely engaging for my students. It give them a multiple opportunities to build new words by making phoneme changes. They enjoy using manipulatives, however the routine and purpose must be clearly explained and practiced so that students do not use the manipulative as "toys." I also believe that Step 5 Prereading is relevant to my students because students are engaged by the call and response format. It also gives the teacher multiple opportunities to listen to the sounds each child is producing and provides a chance for the teacher to ask the child to make corrections when necessary. Some of the challenges I have faced in the implementation of the programs have been student absences that interrupt the progress of individual students and the repetition of lessons has also led some students to complain that the program is "boring."

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Two components that will be very useful for my students is word building and sound dictation. It can help them learn and understand what and how words are written, spoken and sound.