What is LEAP

1
What is LEAP?

• LEAP is an early intervention enrichment and
  acceleration program designed for first grade
  students. All students in first grade qualify
  for LEAP. Each class is divided into small
  groups and are served in the LEAP Lab four days a
  week. The Observational Survey is administered
  to all first grade students at the beginning of
  the year. The LEAP coordinators use the
  information obtained from the survey , along with
  classroom teacher input, to assign students to
  flexible groups. The LEAP coordinators (Reading
  Recovery teachers) and classroom teacher each
  work with a group. LEAP classes meet 30 minutes
  a day for four days each week. All lessons are
  planned by the LEAP coordinators (certified
  Reading Recovery teachers).

2

• LEAP is based on the principal that early
  intervention is the key to ensuring optimal
  success in reading.
• LEAP combines research-based Reading Recovery
  strategies with the Cunningham Four Blocks
  instruction.
• LEAP activities are designed to meet the needs of
  all students in the first grade.
• During each lesson, students are actively engaged
  in the reading/writing process. Throughout the
  week, students read a new book, write to reflect
  comprehension of the book, generate words, and
  practice writing high frequency words. They are
  taught strategies to become successful readers.

3
A Week in LEAP Lab

• The following slides provide a breakdown of daily
  activities in LEAP Lab

4
Monday

• The facilitators introduce a new book to each
  group. Students predict and locate known and
  unknown words. Students read the new book using
  known strategies and new strategies. After
  discussing the book, each student generates a
  sentence about the book.

5
Tuesday

• Students revisit their sentence and write it in
  their journal, practicing correct letter
  formation and high frequency words whenever
  necessary. The facilitator writes these
  sentences on sentence strips and cuts the
  sentence apart, according to the childs needs.
  The children reassemble their cut-up sentence.

6
Wednesday

• Facilitators take Running Records on each student
  from the weeks book. During this time, the
  other students read familiar books, read in
  pairs, pair/share their cut-up sentences, or do a
  related project.

7
Thursday

• Students work with magnetic letters and dry erase
  boards, making and breaking to explore new words.

8
Successful Reading Strategies

• Look at the picture.
• Think about the story.
• Go back and reread.
• Get your mouth ready.
• Make a guess and check it.

9
Early Strategies

• Directional movement
• One-to-one matching
• Locating known words
• Locating unknown words

10
Higher Level Strategies

• Self-monitoring
• Search for and use of multiple cues
• Meaning
• Structure
• Visual
• Cross-checking
• Confirming
• Self-correcting