Transcript No Slide Title

Academic Intervention Services
(AIS)
Presented by:
Mrs. Holtmart
Mrs. Siverson
Mrs. Wert
What is RTI/AIS?
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Response to Intervention
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RTI/AIS teachers use interventions that best
meet your child’s needs
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Small group and/or individual help in areas of
reading, writing, spelling, and math
How are students selected?
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Services are provided for any student
performing below grade level or
struggling to maintain grade level status
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Students are assessed with multiple
measures
AIS Scheduling
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Services vary according to the student’s needs and
the intervention being used (based on different tiers)
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Students with similar needs are grouped together
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On-going observations and assessments throughout
services
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Continuous updates and discussions with classroom
teachers to align instruction and further target areas
of most need
Interventions
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Take many forms at the primary level
Some programs within AIS are:
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Reading Recovery- a first grade reading intervention program
for those who qualify after screening
Sonday Systems- a multi-sensory phonics based program for
those who qualify
Kindergarten Club- small group rotations addressing each
literacy concept such as letter identification, phonemic
awareness, phonics, concepts about print, and handwriting.
Leveled Literacy Intervention (LLI)- Fountas & Pinnell -is a
supplementary intervention program designed to provide
powerful, daily, small-group instruction for the lowest
achieving children in the early grades.
Parent Involvement
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Important element of the program
Parents encouraged to discuss student needs
with school staff
Progress reports sent with classroom report
cards to update parents on student learning
On-going communication encouraged through
phone calls, conferences, and written letters
Early Literacy Foundations
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Phonemic Awareness
Letter work (recognition and letter formation
practice)
Letter sounds
Word Study (spelling & rime patterns)
Concepts about Print (one to one matching, book
handling, directionality, punctuation)
Sight word practice (reading and writing words)
Writing (saying words slowly-blending sounds)
Reading Strategies (the best way to figure out
unknown words)
Letter work & Letter Sounds
Important components of reading and writing
 Children need to have automatic
recognition and have flexible responding in
different ways (either in isolation or in a
word)
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Must be able to produce sounds when
shown the letter and make connections to it
Three Ways to Learn Letters
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Form (Give three ways to remember the letter
through movement, words, and visual form.)
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Connect the eyes, ears, and the hands.
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Identification (through sorting and alphabet
books)
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Function (letter books & in context)
Letter knowledge helps a child gain a foothold in
print and use it as an anchor in reading.
Ideas for Letter Work at Home
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Begin with letters the child knows already and add
easy to recognize letters first (letter in name)
Trace the letter with his/her writing finger (use playdoh, sand trays, shaving cream, or sandpaper cut into
letters to practice letter formation)
Match capital and lowercase letters
Look and sort letters for similarities or differences
saying the letter with sorting
If there is reversals or confusions between letters, pick
one and practice until it is secure. (dry-erase boards)
Sequence letters in A-B-C order. (song with
letter cards or magnetic letters)
Letter Sounds
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Use alphabet book have child say letter and its
sound; eventually just say sound
Using pictures, ask for beginning letter sounds
at first, increase level of difficulty, with ending
or full word.
Make connections such as “a” sound like in the
word apple (need cues to remember)
Practice writing with saying words slowly
Clap words to hear parts/syllables-(read/ing)
Letter and Letter Sound Games
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Letter/Sound/Rhyming Memory (with either letter
cards or using index cards, have child flip over cards
and make a match, saying the letter each time or
beginning sounds with pictures)
Go Fish with letters or with pictures matching first
letter, etc. (such as “Do you have a something that
starts with the letter t like in turtle?”)
Boggle Jr., Scrabble Jr, Fridge Phonics, Leapfrog, etc.
Put magnetic letters, cards, or pictures in a hat, have
child say letter, sounds, or words that start with that
letter.
Sight Word Practice
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Practice with flashcards and writing on dry erase
boards
Use magnetic letters to make words and later by
changing words by the first letter ( such as cat to mat);
using rhyming to help (L→R direction)
Go Fish/Memory
Use different mediums to write such as chalk, dryerase markers, or paint, etc.
Make up a bingo board (6-9 squares). Write words in
squares and call words out.
Writing
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Have your child write whenever you can
Write simple sentences using a coloring
book/picture/sticker/photograph
Make books
Write letters, shopping lists, etc.
Have the child say the words slowly (like
stretching out bubble gum)
Making connections between words
Practice short vowels (three letter words)
Reading Strategies
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Tell your child to reread when they get stuck to help them
get the word
Get their mouth ready for the first sound
Get them to monitor their reading so that it looks right and
sounds right
Ask them to look for parts through the word such as in
before (be and for)
Have them notice their own errors and fix the error by
searching for more information to help
Have your child use these strategies independently and
provide time for your child to figure out words and
notice errors.
Pictures are excellent cues for meaning.
Don’t cover up the pictures.
Reading Comprehension
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Talk about the story with your child.
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Have your child preview, discuss, and retell the
story (beginning to end)
Discuss characters, setting, problems, and
solutions
Have them listen to stories and ask questions
afterward
Discuss vocabulary
Math Concepts
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Calendar practice (days of the week/months of the
year)
Number recognition and formation (similar ideas to
letter practice)
Counting to 100
Counting from a random number up and back (start
at 19 and count up and back) Hundreds Grid
Counting by 2’s,5’s, and 10’s
Greater/less than
Place Value
Counting Money
Telling Time
Math Facts (Fact Families)
Conclusion/Questions
Make practicing skills and reading fun!
The more hands-on activities the better
A heartfelt thank you for your help and work at
home