Transcript Reading Intervention - Verona Public Schools

Reading
Intervention
Meet Miss Flynn
What is Reading Intervention?
Reading intervention is a program,
supplementary to an existing literacy
curriculum, that is provided to students
for the primary purpose of increasing
reading levels.
What does the Reading
Intervention Program look like in
Verona?
• Grades 1-4 currently
• Kindergartens will be looked at
the second half of the year
What does the Reading
Intervention Program look like in
Verona?
• Meet with students for half hour
sessions
• Groups are made up of 1 to 6
students
What guidelines are used for
students to enter the Reading
Intervention Program?
• DRA Scores
• SRC Referral
• NJ ASK Scores
What skills will be worked
on?
• Print
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
What Are Phonemes?
Phonemes are the sounds that make
up spoken words.
Phonemes are speech sounds, not letters.
This symbol, r, is not a phoneme. It is a
letter that has been designated to
represent the phoneme /r/.
Here is a way to check your own
understanding of phonemes. How
many phonemes are in these words?
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ran
rain
reign
ate
eight
straight
How many phonemes did you hear?
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ran (3) /r/ /a/ /n/
rain (3) /r/ /a/ /n/
reign (3) /r/ /a/ /n/
ate (2) /a/ /t/
eight (2) /a/ /t/
straight (5) /s/ /t/ /r//a/ /t/
Fluency
• Fluency is the ability to read text accurately
and smoothly.
• Readers need to put less effort into word
recognition and therefore have more available
for comprehension
Fluency
What can we do to help a child’s reading
fluency?
• Repeated Reading
• Guided Repeated
Reading
The district uses the Fundations program in
grades K-2.
Fundations: By the End of Kindergarten
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Letter formation associated with sounds
Write manuscript letters in lower-case and upper-case
Print knowledge and concepts of print: track print left to right/top to bottom of page; match spoken words
to printed words
Identify separate words in an oral sentence, segment words into syllables; segment syllables into sounds
(phonemes) - up to 3 sounds
Phoneme substitution, deletion, addition, and manipulation activities done with letter cards and tiles to
assist with cognitive manipulation
Isolate phonemes using tapping procedure for both blending and segmenting (segment phonemes in
words; blend phonemes into words)
Alphabetic order
Know a-z letter/sound relationships (map letter to sound and sound to letter)
Read and spell approximately 200 CVC words
Read targeted high-frequency words: the, a, and, is, was
Identify 75% of first 100 high frequency words, including 25-30 irregular (trick words) such as the, was, of
Identify and name correct punctuation (period or question mark)
Identify upper-case letter use for beginning of sentences and names of people
Retell short narrative stories
Echo-read a passage with correct phrasing and expression
Fundations: By the End of First Grade
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Segment words into syllables and syllables into sounds (phonemes) - up to 5 sounds
Name corresponding letter(s) and short and long vowels when given letters
Name corresponding letter(s) when given sounds of letters and vowels
Identify word structure such as blends, digraphs, basewords, suffixes, syllable types (closed
and vowel-consonant-e syllables)
Read and spell closed and vowel-consonant-e syllable type words
Name sounds for r-controlled vowels and for vowel digraphs and vowel diphthongs
Read and spell compound words and other words with two syllables
Read and spell words with s, es, ed, ing suffixes
Read and spell words with unexpected vowel sounds
Read and spell CVC, CCVC, CVCC,CCVCC, CVCe words
Read and spell the first 100 high frequency words, including irregular words (trick words)
Read and spell targeted high-frequency,non-phonetic words
Construct sentences using vocabulary words
Read approximately 60 words per minute with fluency and understanding
Read controlled stories (95-100% decodable) with fluency, expression, and understanding
Apply beginning dictionary skills
Apply correct punctuation (period, question mark, exclamation point)
Apply capitalization rules for beginning of sentences and names of people
Retell short narrative stories and facts from expository text
This is what 60 words would look like
for a first grader…
It has been so cold this winter. The wind blew
and blew. It rained and rained. The days have been
gray and dark. I had to wear mittens and a hat to
school every day. It even snowed twice.
At first winter was fun. Now I’m tired of the cold.
It has been too cold and wet to play outside.
Fundations: By the End of the Second Grade
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Segment syllables into sounds (phonemes) – up to 6 sounds
Identify word structures such as vowels, consonants, blends, digraphs, digraph blends
Identify parts of words (syllables, basewords, suffixes)
Identify all six syllable types: closed, vowel-consonant-e, open, r-controlled, vowel digraph/diphthong, consonantle
Read and spell words with: short vowels,
long vowels in vowel-consonant-e and open syllables,
r-controlled vowels (ar, er, ir, or, ur)
vowel teams (ai, ay, ee, ey, ea, oi, oy, oa, ow, oe, ou, oo, ue, ew, au, aw)
Read and spell words with unexpected vowel sounds (old, ild, ind, ost, olt, ive)
Read and spell words with common suffixes (s, es, ed, ing, est, ish, able, ive, y, ful, ment, less, ness, ly, ty)
Read and spell words with common prefixes (un-, dis-, mis-, non-, trans-, pre-, pro-, re-, de-)
Read and spell phonetically regular one-, two- and three-syllable words
Read and spell targeted high-frequency,non-phonetic words
Divide multisyllabic words
Write clear, legible manuscript at an appropriate rate
Spell words with options for the grapheme representation for sounds with use of a spell checker or dictionary
Apply correct punctuation (period, question mark, exclamation point)
Apply capitalization rules for beginning of sentences and names of people
Read controlled stories with fluency, expression and understanding
Read approximately 90 words per minute with fluency and understanding
Construct sentences using vocabulary words
Use synonyms, know some multiple meaning words, and apply dictionary skills
Retell facts from expository text
Locate facts and details in narrative and expository writing
Skim for information
Make judgements, predictions from given facts
This is what 90 words would look like
for a second grader…
Yesterday my mom started her new job. Her
job is to drive a school bus every morning. She took
driving classes to get ready for her new job. She
had to get a special license, too. She wears a dark
blue uniform with a yellow vest.
Now that she is driving a school bus, my mom
has to get up even earlier than we do. She has to
be at work on time or the children won’t get to
school on time. She does her best to get everyone
to….
Fundations: By the End of Third Grade
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Segment syllables into sounds (phonemes) – up to 6 sounds
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Identify word structures such as vowels, consonants, blends, digraphs, digraph blends
Identify parts of words (syllables, basewords, suffixes)
Identify all six syllable types: closed, vowel-consonant-e, open, r-controlled, vowel digraph/diphthong, consonant-le
Identify the "exceptions" to these six syllable types
Read and spell words with: short vowels,
long vowels in vowel-consonant-e and open syllables,
r-controlled vowels (ar, er, ir, or, ur)
vowel teams (ai, ay, ee, ey, ea, oi, oy, oa, ow, oe, ou, oo, ue, ew, au, aw)
Read and spell words with unexpected vowel sounds (old, ild, ind, ost, olt, ive)
Read and spell words with the unexpected vowel sound of schwa in unaccented syllables
Read and spell words with suffixes (s, es, ed, ing, est, ish, able, ive, y, ful, ment, less, ness, ly, ty)
Identify and know meaning of most common Latin suffixes
Read and spell phonetically regular one-, two- and three-syllable words
Read and spell targeted high-frequency,non-phonetic words
Divide multisyllabic words
Write clear, legible manuscript at an appropriate rate
Spell words with options for the grapheme representation for sounds with use of a spell checker or dictionary
Construct simple, compound and complex sentences using vocabulary words using proper capitalization and incorporating
coordinating and subordinating conjunctions
Apply correct punctuation and capitalize rules for beginning of sentences and names of people
Read controlled stories with fluency, expression and understanding
Read approximately 90 words per minute with fluency and understanding
Construct sentences using vocabulary words
Use synonyms, know some multiple meaning words, and apply dictionary skills
Retell facts from expository text
Locate facts and details in narrative and expository writing
Skim for information
Make judgements, predictions from given facts
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This is what 90 words would look like
for a third grader…
I have a new friend at school. She can’t walk so
she uses a wheelchair to get around. She comes to
school in a special van that can transport four
people who use wheelchairs. The van brings my
friend and another boy to school. My friend is in
the third grade with me, and the boy is a fourth
grader.
I like to watch my friend get in and out of the
van. The driver pushes a button and part of the van
floor lowers to the driveway to form a….
What assessments are being used?
• DIBELS
• Teacher’s College Running Records
• DRA
Here is what the DIBELS measures:
Letter Naming Fluency
Students are presented with a page of uppercase and lowercase letters and are
asked to name as many as they can.
Initial Sound Fluency
This test measures a child's ability to recognize and produce the initial sound in
an orally presented word.
Phoneme Segmentation Fluency
This test measures a child's ability to segment three- and four-phoneme words
into individual phonemes fluently. This is a good predictor of later reading
achievement.
Nonsense Words Fluency
This is an individually administered test of the alphabetic principle, including
letter-sound correspondence and the ability to blend letters into words in which
letters represent their most common sounds.
Oral Reading Fluency
This test measures a child's accuracy and fluency with a connected text.
How do students exit?
It’s a Team Effort!
Parents
Reading
Intervention
Teacher
Thank you for coming!!
If you have any questions please feel
free to e-mail me:
[email protected]