Classroom Application Grades: K-5
Kindergarten Students At Risk:
Teachers are presented with the First-Year Materials, which include:
Beginning Level Teaching Cards:
The Teacher's Manual introduces foundational letter skills; such as, sound/symbol association, phonemic awareness, printing and optional reading and spelling skills.
The Printing Workbook provides students with extra practice in letter formation and printing.
The Letter Clue Workbook assists students with more serious learning problems. Students that struggle with the regular curriculum will complete assignments through Stevenson and once they master their letters, they will return to the regular curriculum for reading and spelling. Each student is different and learns at their own pace; therefore, some students may be able to complete the material in one year or less and others until first grade.
Mild Learning
First and Second Grade: Potential Mild to Moderate Learning Difficulties
Students are encouraged to work at a pace that is comfortable for them. First grade students who were exposed to Stevenson's letters in Kindergarten will be able to cover the same material, but quicker because it will be a review for them.
It is best to start at the Beginning Green Level, so it can cover any gaps in the students learning and also for a quick review to get the students ready to learn. As students begin to advance through the program, they will move from Beginning Green Level to Lonely Vowels. Students should be able to complete both programs in one academic year. Again, students that were not exposed to Stevenson in Kindergarten may have difficulty in first grade. Once Beginning Green Level is completed, students will advance to Basic Blue Level.
First and Second Grade: Moderate to Serious Learning Differences
Students start at Lesson 1 of the Beginning Green Level. Again, the assignments should as a review to students that have been exposed to Stevenson prior to first grade. Students will work at their own pace; therefore, teachers should anticipate working on one section for a longer period of time. Students in Tier 3 do not progress as quickly as their non-disabled peers, and the work load may not be as intense.
Third Grade: Potential Mild to Moderate Learning Difficulties
Students begin to transition into the next stage, "Overlapping Strategy Books."
Students should be able to:
Third Grade: Moderate to Serious Learning Differences
It is important to remember to never skip over a lesson, even if the students understand the concept. It is best to cover the material that students already know than to leave out something they may need.
These students are likely to have any or all of the following problems:
Fourth and Fifth Grade: Mild to Moderate Learning Differences
Students at this level work on the Overlapping Strategy and once it is complete, students move onto Basic Blue Level Reading books. Both can be completed in one academic year.
Fourth and Fifth Grade: Moderate to Serious Learning Differences
Students with more serious learning problems will probably need to complete the full Beginning Green Level including the Lonely Vowels. Students with significant but not quite so severe, can follow the Overlapping Strategy. Material and instruction will be slow and beginning with Beginning Green Level for extra practice.
Kindergarten Students At Risk:
Teachers are presented with the First-Year Materials, which include:
- Stevenson's Letters
- Teacher's Manual
- Printing Workbook
- Letter Clue Workbook
Beginning Level Teaching Cards:
The Teacher's Manual introduces foundational letter skills; such as, sound/symbol association, phonemic awareness, printing and optional reading and spelling skills.
The Printing Workbook provides students with extra practice in letter formation and printing.
The Letter Clue Workbook assists students with more serious learning problems. Students that struggle with the regular curriculum will complete assignments through Stevenson and once they master their letters, they will return to the regular curriculum for reading and spelling. Each student is different and learns at their own pace; therefore, some students may be able to complete the material in one year or less and others until first grade.
Mild Learning
- 15-20 minutes daily
- One year or less
- 10-15 minutes
- Students do fewer printing pages and delay much of the printing practice until first grade
- Should use all of the hands-on, multi-sensory activities described in the manual.
First and Second Grade: Potential Mild to Moderate Learning Difficulties
Students are encouraged to work at a pace that is comfortable for them. First grade students who were exposed to Stevenson's letters in Kindergarten will be able to cover the same material, but quicker because it will be a review for them.
It is best to start at the Beginning Green Level, so it can cover any gaps in the students learning and also for a quick review to get the students ready to learn. As students begin to advance through the program, they will move from Beginning Green Level to Lonely Vowels. Students should be able to complete both programs in one academic year. Again, students that were not exposed to Stevenson in Kindergarten may have difficulty in first grade. Once Beginning Green Level is completed, students will advance to Basic Blue Level.
First and Second Grade: Moderate to Serious Learning Differences
Students start at Lesson 1 of the Beginning Green Level. Again, the assignments should as a review to students that have been exposed to Stevenson prior to first grade. Students will work at their own pace; therefore, teachers should anticipate working on one section for a longer period of time. Students in Tier 3 do not progress as quickly as their non-disabled peers, and the work load may not be as intense.
Third Grade: Potential Mild to Moderate Learning Difficulties
Students begin to transition into the next stage, "Overlapping Strategy Books."
Students should be able to:
- Identify the sounds of uppercase and lowercase consonants with consistent accuracy. The one exception is lowercase b and d for which exercises are given. (Vowel sounds change frequently in English so they are not included in this criterion).
- Be able to discriminate consonant sounds auditorily (phonemic awareness) with consistent accuracy.
- Blend sounds correctly and consistently.
- Speak with average clarity and have an oral language vocabulary that is roughly average for children their age.
- Print or write legibly.
Third Grade: Moderate to Serious Learning Differences
It is important to remember to never skip over a lesson, even if the students understand the concept. It is best to cover the material that students already know than to leave out something they may need.
These students are likely to have any or all of the following problems:
- Poor Phonemic Awareness
- Difficulty Blending Sounds
- Oral Speech and Language Deficits
- Comprehension Problems.
Fourth and Fifth Grade: Mild to Moderate Learning Differences
Students at this level work on the Overlapping Strategy and once it is complete, students move onto Basic Blue Level Reading books. Both can be completed in one academic year.
Fourth and Fifth Grade: Moderate to Serious Learning Differences
Students with more serious learning problems will probably need to complete the full Beginning Green Level including the Lonely Vowels. Students with significant but not quite so severe, can follow the Overlapping Strategy. Material and instruction will be slow and beginning with Beginning Green Level for extra practice.
Classroom Application Grades: 6-12
All students start at the beginning Green Level and work to the Basic Blue level. Students use the work books to develop key mnemonic strategies that can be used with both simple one-syllable and multi-syllable words. Teachers needs to Basic Blue Level Core Manual, Basic Blue Spelling Manual, Basic Blue Reading Books 1-3 and Workbooks A-C. All the sections books are covered before students move to the Intermediate Level of the Stevenson Program.
Use in the Classroom:
Category 2A: Students with Moderate to Severe Specific Learning Disabilities, but Minimal or No Cognitive Impairment
Category 2B: Students with Moderate Specific Learning Disabilities and No Cognitive Impairment
Category 3: Students with Minimal Reading Problems But Very Severe Spelling Issues
All students start at the beginning Green Level and work to the Basic Blue level. Students use the work books to develop key mnemonic strategies that can be used with both simple one-syllable and multi-syllable words. Teachers needs to Basic Blue Level Core Manual, Basic Blue Spelling Manual, Basic Blue Reading Books 1-3 and Workbooks A-C. All the sections books are covered before students move to the Intermediate Level of the Stevenson Program.
Use in the Classroom:
- Stevenson program materials are consistent with common core standards in English
- The program teaches both sound/symbol correspondence and linguistic structures with multi-sensory techniques.
- Reading and Spelling instruction is taught in every lesson. Lessons can also consist of vocabulary, comprehension, dictation, and grammar instruction.
- There are two important books needed for instruction: The overlapping Strategy Teacher’s Manual and The Overlapping Strategy Student Book
- Meets the needs of students how fall in four categories:
Category 2A: Students with Moderate to Severe Specific Learning Disabilities, but Minimal or No Cognitive Impairment
Category 2B: Students with Moderate Specific Learning Disabilities and No Cognitive Impairment
Category 3: Students with Minimal Reading Problems But Very Severe Spelling Issues