Transcript Intervention Programs - East Penn School District

Reading Intervention
Programs Facilitated by Title I
-Soar to Success
-Start Up, Build Up, Spiral Up
-Read Naturally
-Words Their Way
-Strategic Intervention
RtII
Soar to Success
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Comprehension Based Program
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Graphic organizers help students visually construct
meaning.
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Reciprocal teaching helps students make large gains
in reading.
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Effective instruction in reading needs to be scaffolded.
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Goal of intervention – accelerate
Soar to Success
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The Teaching Plan
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Revisiting (5 minutes)
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Reviewing (5 minutes)
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Rehearsing (5-10 minutes)
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Reading and Reciprocal Teaching (10-15 minutes)
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Responding/Reflecting (5 minutes)
Total Time 30-40 Minutes
Soar to Success
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Reciprocal Teaching
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Summarize
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Question
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Clarify
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Predict
Soar to Success
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Strategy Prompt Cards
Question
When I question, I ask something that can be answered as I read or after I finish reading. I might
ask...
Summarize
When I summarize, I tell in my own words the important things I have read.
Clarify
An Idea:
I don’t understand this idea: _______. First I ____ (reread, look at pictures, etc.). Then I understand
that... I reread the sentence and it makes sense.
How to Say a Word:
When I come to a word I don’t know, first I look for chunks I know. I know_____. If I still don’t know
the word, I look for letter sounds. In this word I know the sounds __, __, and __. If I blend the sounds
together, the word is _____. Finally, I check the meaning by reading the sentence.
Soar to Success
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Strategy Prompt Cards
Clarify
A Word Meaning
I read this word: _____. I’m not sure what this word is or
what it means. I look at the picture or read to the end of the
sentence. Now I think the word means...
Predict
When I predict, I use clues from the pictures or from what I
have read to help me figure out what will happen next (or
what I will learn). I predict...
Soar to Success
Categories- Gradual
 Category 1
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Soar to Success
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Category 2
Soar to Success
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Category 3
Soar to Success
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Category 4
Soar to Success
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Category 5
Soar to Success
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Category 6
Start Up, Build Up, Spiral Up
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Phonics
Start Up, Build Up, Spiral Up
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Levels:
K-1- Start Up
 2-3- Build Up
 3-4- Spiral Up
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Start Up, Build Up, Spiral Up
Goals
Build a foundation for successful phonemic
awareness and phonics instruction
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Start Up provides explicit lessons to teach and
review phonological awareness skills as well as
letter recognition and formation.
 Build Up and Spiral Up reviews phonemic
awareness, short/long vowels, and consonants
to ensure mastery.
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Start Up, Build Up, Spiral Up
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Explicitly teach short vowels and consonants
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Start Up develops the readiness skills for phonics,
each lesson focuses on a single phonetic element
and its sound.
Build Up further refines and teaches phonic
elements. The instruction moves from direct
modeling and guided practice to real reading of
decodable books.
Spiral Up teaches syllable spelling patterns,
advanced phonetic elements using multisyllabic
word-solving strategies, and word study elements
to strengthen vocabulary development.
Start Up, Build Up, Spiral Up
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Format- At all levels, each lesson includes explicit
instruction on phonemic awareness, sound/symbol
relationship, blending, spelling, and sight words.
Start Up, Build Up, Spiral Up
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Support and motivate all learners
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Each lesson includes hands-on activities,
independent extension activities, support tips for
ELL, and multisensory manipulatives.
Help all students achieve full potential
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Students are assessed to identify their needs. A
skill bag is selected to target the identified area of
instruction needed.
Start Up, Build Up, Spiral Up
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Materials
Read Naturally
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Fluency Based Intervention Program
Read Naturally
Elements
Read Naturally
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Teacher Modeling
In teacher modeling, a proficient reader
models good, correct reading for a less skilled
reader, an approach that teaches phonemic
awareness and phonics. Read Naturally's
products incorporate teacher modeling by
having students read the story along with the
recording. The wide selection of high-interest
nonfiction stories capture the reader's interest
with topics that are age-appropriate and
engaging.
Read Naturally
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Repeated Reading
Repeated reading is the key to
developing fluency, the ability to read as
well as we speak without having to think
about each word. Using Read Naturally,
students practice reading stories with a
timer until they reach a pre-determined
goal rate of fluency, accuracy, speed,
and vocal expression.
Read Naturally
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Assessment and Progress Monitoring
Progress monitoring plays a central role in
helping students achieve their targeted
reading goals. The Read Naturally program
provides multiple tools, such as graphs,
timers, quizzes,which enable students and
teachers to monitor reading progress. This
approach involves students in charting their
own learning process, while helping teachers
determine appropriate reading levels and
goals.
Read Naturally
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Select a Story
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Students choose a story within their
assigned level.
Read Naturally
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Read Along to the Key Words
Students listen and read along as key words and their
definitions are read aloud. This practice helps
developing readers learn how to pronounce the words
and understand what they mean.
Read Naturally
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Write a Prediction
Students use the story title, key words, and pictures to
write a brief prediction of what they think the story is
about. Using this action step, students become
prepared to read by first thinking briefly about the
topic.
Read Naturally
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Cold Timing
This step establishes a baseline for measuring
improvement. As students read the story for the first
time, they time themselves for one minute, marking
unfamiliar or difficult words. This process increases a
student's awareness of unknown words and alerts
teachers to words or word patterns they may need to
teach.
Read Naturally
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Graph the Cold Timing Score
Students graph the number of words read correctly in
one minute. Cold timing scores—total number of
words read correctly minus the number of difficult
words—are typically marked in blue.
Read Naturally
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Read Along to the Story
Students read along while listening to a recording of
the story, repeating the step several times. Using
teacher modeling, students learn new words, proper
pronunciation, expression, and phrasing. To get the
most out of this step, students should ‘subvocalize’
quietly as they read along to make sure they aren’t just
listening to the audio recording.
Read Naturally
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Practice Reading the Story
Students time themselves as they practice reading the
story several times without the recording. They
continue to reread the story until they achieve or
exceed their predetermined goal rate.
Read Naturally
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Answer the Questions
Students answer up to nine quiz questions about the
story, a process that encourages students to read for
comprehension and ensures that they understand
what they are reading.
Read Naturally
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Pass Timing
The teacher times the student as he or she reads the story. As
with the cold timing, the teacher subtracts the number of errors
from the number of words read in a minute to get the correct
words per minute score.
To pass a story, students must read at their goal rate, make no
more than three errors, read with good expression, and answer
the comprehension questions correctly.
If a student does not pass, the teacher points out areas that need
more work, and, if necessary, assigns some remedial action, such
as reading along again or continuing to practice.
Read Naturally
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Graph the Pass Timing Score
When students pass a story, they graph their pass
timing score in red above the blue bar representing
their cold timing score. When students see their
progress, they build self-esteem and feel motivated to
continue improving.
Read Naturally
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Retell the Story
By retelling information from the story, either in writing
or orally, students are required to think about the ideas
in the story, rather than just the words. If time is
limited, teachers may choose to skip this step.
Words Their Way
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Developmentally driven instructional
approach providing an integrated way to
teach phonics, vocabulary, and spelling
to improve literacy skills.
Words Their Way
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Words Their Way’s curriculum is designed as a systematic guide for
instruction based on the layers of English Orthography and Spelling Error
“Clusters”
Alphabet
Pattern
Meaning
Emergent Stage
Pre-K to Middle 1
Letter Name-Alphabetic Stage
K to middle of 2
Within Word Pattern
Stage
Grade 1 to middle of 4
Syllables and Affixes Stage
Grades 3 to 8
Derivational Relations
Grades 5 to 12
Words Their Way
The Role of Word Sorting
 When students sort words, they are
engaged in the active process of
searching, comparing, contrasting, and
analyzing.
Words Their Way
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Word Study is Developmental
Students’ knowledge of words develop in
phases along a continuum.
 At each “stage” there are 3 functional levels:
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1. What students do correctly- independent or
easy level
 2. What students use but confuse- instructional
level
 3. What is absent in students’ spellingfrustration
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Words Their Way
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Where do you begin?
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Select and Administer a Spelling Inventory:
Primary Spelling Inventory- recommended for
kindergarten through early third grade
 Elementary Spelling Inventory- recommended
for second through sixth. Offers a wide range of
features to survey.
 Upper Level Spelling Inventory- can be used for
upper elementary, middle, and high school
students.
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Words Their Way
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When introducing a new sort- the teacherdirected sort is the most commonly used:
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Demonstrate- Introduce sort, use key words or pictures:
Teacher pronounces difficult words, defines words,
establishes categories, and models sort (first by sound, then
by sight)
Sort and Check: Individually or with a partner- Students
complete sort cooperatively or independently.
Reflect: Compare and declare- Students verbalize what the
sorts have in common.
Extend: Activities to complete at seats, in centers, or at homeStudents participate in activities to reinforce their
understanding.
Words Their Way
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Approaches to Sorting:
Teacher-directed
 Student-centered
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Variation of Sorts:
Guess My Category
 Writing Sorts
 Word Hunts
 Brainstorming
 Repeated individual and buddy sorts
 Speed Sorts
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Words Their Way
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Weekly Schedule:
Monday
Tuesday
Wednesday
Thursday
Friday
Introduce sort Re-sort and
in a Group
write Sort
Buddy Sort
Writing Sort
Word Hunt
Testing and
Games
(20 minutes)
(10-15 minutes)
(10-15 minutes)
(10-15 minutes)
(10-15 minutes)
Strategic Intervention
Strategic Intervention provides support
for struggling readers in key instructional
strands, plus prerequisite phonics skills
and oral-reading fluency.
 Strategic Intervention provides help with
core instruction.
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Strategic Intervention
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Components:
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Vocabulary-lessons and student friendly
explanations to pre-teach and re-teach key
vocabulary.
Robust Vocabulary-lessons to enrich students’
listening and speaking vocabularies and help them
master the language.
Phonics and Spelling-lessons to systematically preteach and re-teach basic phonics skills and connect
spelling and phonics.
Fluency-activities that reinforce key vocabulary,
phonics, and spelling skills while providing reading
practice and promoting oral reading fluency.
Strategic Intervention
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Components:
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Comprehension Focus Skill: lessons to ensure that
struggling readers get the in-depth instruction they
need to reach comprehension-based grade-level
standards.
Directed Reading-lessons for the Interactive
Reader selection to reinforce comprehension skills,
using questions and teacher modeling.
Grammar-lessons to help students learn and apply
the fundamentals of grammar, mechanics, and
sentence structure.
Strategic Intervention
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Components:
Interactive Writing Support-lessons that
reinforce key writing traits.
 Review Lessons-lessons that provide
cumulative reviews of skills.
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Title I Contact Information
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Tricia Gutman
Lincoln Elementary School
 233 Seem Street
 Emmaus, PA 18049
 610-966-5407
 X36414
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