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Below is a visual of a single RILL lesson, which follows the same structure every time, thus allowing the child to recognise the rhythm whilst bringing familiarity and confidence as the course progresses. Each lesson takes 45 minutes to complete and lessons take place twice a week for 15 weeks.
A detailed description of lesson components and tasks can be found below...
COMPONENT
COMPONENT
TASK
TASK
Introduction
Introduction
Recap
Recap
Recap previous lesson and outline aim of the lesson.
Recap previous lesson and outline aim of the lesson.
Vocabulary
Vocabulary
Words of the day
Words of the day
The 'words of the day' are tier two words (Beck et al., 2002) which can also be found in the story. Tier two words are:
High frequency for mature language users
Demonstrate utility (i.e., appear frequently across multiple domains).
Have instructional potential (i.e., worked with in various ways and linked to other words in order to build rich semantic representations).
Possess some conceptual basis (i.e., students have some underlying understanding, but which a more sophisticated or specific verbal label can be applied).
Words of the day are trained following the approach used in the Reading and Vocabulary Intervention (REVI; Duff et al., 2008), based on Beck et al. (2002). It follows:
Instructor contextualises word
Pupil repeats word
Instructor defines the word
Instructor uses an alternative
Pupil uses the word in context
Pupil repeats the word
Reading
Reading
Passage of the day
Passage of the day
Read the passage with the instructor.
Read the passage with the instructor.
Depending on the pupil’s level, they may read aloud independently or shared with the instructor. The passage contains the two 'words of the day' and so the pupil is also exposed to the written form of these words in text.
Depending on the pupil’s level, they may read aloud independently or shared with the instructor. The passage contains the two 'words of the day' and so the pupil is also exposed to the written form of these words in text.
The instructor will help the pupil decode words they are unfamiliar with.
The instructor will help the pupil decode words they are unfamiliar with.
The instructor will ask the pupil two or three pre-set questions on the text.
The instructor will ask the pupil two or three pre-set questions on the text.
Phoneme awareness and Phonics
Phoneme awareness and Phonics
Word games
Word games
In this activity pupils focus on blending the phonemes (i.e., synthesising individually presented phonemes to produce the target word), of up to five words which include the lessons target blend. This activity follows a systematic structure also.
In this activity pupils focus on blending the phonemes (i.e., synthesising individually presented phonemes to produce the target word), of up to five words which include the lessons target blend. This activity follows a systematic structure also.
Break
Break
Spelling
Spelling
Spelling
Spelling
Where necessary, this session will focus on securing letter knowledge (for younger and poorer readers and spellers; see Byrne, 1998).
Where necessary, this session will focus on securing letter knowledge (for younger and poorer readers and spellers; see Byrne, 1998).
The focus then shifts to explicit instruction of a specific vowel sound/pattern. The focus early in the programme is short vowel sounds, advancing to long vowel sounds later.
The focus then shifts to explicit instruction of a specific vowel sound/pattern. The focus early in the programme is short vowel sounds, advancing to long vowel sounds later.
Pupils are taught to segment and examine the orthographic context of specific patterns (Treiman, 2018). Where possible, the words used in the vocabulary or phonological awareness activities were integrated (Graham et al., 2018).
Pupils are taught to segment and examine the orthographic context of specific patterns (Treiman, 2018). Where possible, the words used in the vocabulary or phonological awareness activities were integrated (Graham et al., 2018).
Narrative
Narrative
Verbal and written story skills
Verbal and written story skills
Focus on one key narrative skill (characters, sequencing, and structuring, elaborating, connectives, and verb use; see Clarke et al., 2010) in both the verbal and written domains. These skills are used to incrementally construct a story over several sessions.
Focus on one key narrative skill (characters, sequencing, and structuring, elaborating, connectives, and verb use; see Clarke et al., 2010) in both the verbal and written domains. These skills are used to incrementally construct a story over several sessions.
Vocabulary
Vocabulary
Words of the day recap
Words of the day recap
Recap on the words of the day by:
Recap on the words of the day by:
- Recalling the words.
- Defining the words.
- Providing context for the words.
Close
Close
Recap and discussion
Recap and discussion
Instructor leads the discussion by prompting the pupil to describe what they have learned in the lesson and what they enjoyed doing.
Instructor leads the discussion by prompting the pupil to describe what they have learned in the lesson and what they enjoyed doing.
Instructor briefly describes the plan for next lesson.
Instructor briefly describes the plan for next lesson.
References
Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing Words to Life: Robust Vocabulary Instruction. In Guilford Press (2nd ed.). Guildford Press/ Childcraft International.
Byrne, B. (1998). The Foundation of Literacy : The Child’s Acquisition of the Alphabetic Principle. In The Foundation of Literacy (1st ed.). Psychology Press. https://doi.org/10.4324/9781315804484
Clarke, P. J., Snowling, M. J., Truelove, E., & Hulme, C. (2010). Ameliorating Children’s Reading-Comprehension Difficulties: A Randomized Controlled Trial. Psychological Science, 21(8), 1106–1116. https://doi.org/10.1177/0956797610375449
Duff, F. J., Fieldsend, E., Bowyer-Crane, C., Hulme, C., Smith, G., Gibbs, S., & Snowling, M. J. (2008). Reading with vocabulary intervention: evaluation of an instruction for children with poor response to reading intervention. Journal of Research in Reading, 31(3), 319–336. https://doi.org/10.1111/J.1467-9817.2008.00376.X
Graham, S., Liu, X., Aitken, A., Ng, C., Bartlett, B., Harris, K. R., & Holzapfel, J. (2018). Effectiveness of Literacy Programs Balancing Reading and Writing Instruction: A Meta-Analysis. Reading Research Quarterly, 53(3), 279–304. https://doi.org/10.1002/RRQ.194
Treiman, R. (2018). Teaching and Learning Spelling. Child Development Perspectives, 12(4), 235–239. https://doi.org/10.1111/CDEP.12292
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