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

Comprehension Based Program

Graphic organizers help students visually construct meaning.

Reciprocal teaching helps students make large gains in reading.

Effective instruction in reading needs to be scaffolded.

Goal of intervention – accelerate

Soar to Success

The Teaching Plan

Revisiting (5 minutes)

Reviewing (5 minutes)

Rehearsing (5-10 minutes)

Reading and Reciprocal Teaching (10-15 minutes)

Responding/Reflecting (5 minutes)

Total Time 30-40 Minutes

Soar to Success

Reciprocal Teaching

Summarize

Question

Clarify

Predict

Soar to Success

Strategy Prompt Cards

QuestionWhen 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.

ClarifyAn 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

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...

PredictWhen 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- GradualCategory 1

Soar to Success

Category 2

Soar to Success

Category 3

Soar to Success

Category 4

Soar to Success

Category 5

Soar to Success

Category 6

Start Up, Build Up, Spiral Up

Phonics

Start Up, Build Up, Spiral Up

Levels:

K-1- Start Up2-3- Build Up3-4- Spiral Up

Start Up, Build Up, Spiral Up

Goals

Build a foundation for successful phonemic awareness and phonics instruction

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.

Start Up, Build Up, Spiral Up

Explicitly teach short vowels and consonants 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

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

Support and motivate all learners Each lesson includes hands-on activities,

independent extension activities, support tips for ELL, and multisensory manipulatives.

Help all students achieve full potential 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

Materials

Read Naturally

Fluency Based Intervention Program

Read Naturally

Elements

Read Naturally

Teacher ModelingIn 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

Repeated ReadingRepeated 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

Assessment and Progress MonitoringProgress 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

Select a Story

Students choose a story within their assigned level.

Read Naturally

Read Along to the Key WordsStudents 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

Write a PredictionStudents 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

Cold TimingThis 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

Graph the Cold Timing ScoreStudents 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

Read Along to the StoryStudents 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

Practice Reading the StoryStudents 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

Answer the QuestionsStudents 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

Pass TimingThe 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

Graph the Pass Timing ScoreWhen 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

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

Developmentally driven instructional approach providing an integrated way to teach phonics, vocabulary, and spelling to improve literacy skills.

Words Their Way

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 MeaningEmergent StagePre-K to Middle 1

Letter Name-Alphabetic StageK to middle of 2

Within Word Pattern StageGrade 1 to middle of 4

Syllables and Affixes StageGrades 3 to 8

Derivational RelationsGrades 5 to 12

Words Their Way

The Role of Word SortingWhen students sort words, they are

engaged in the active process of searching, comparing, contrasting, and analyzing.

Words Their Way

Word Study is DevelopmentalStudents’ knowledge of words develop in

phases along a continuum. At each “stage” there are 3 functional levels:

1. What students do correctly- independent or easy level

2. What students use but confuse- instructional level

3. What is absent in students’ spelling- frustration

Words Their Way

Where do you begin?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.

Words Their Way

When introducing a new sort- the teacher-directed sort is the most commonly used: 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 home- Students participate in activities to reinforce their understanding.

Words Their Way

Approaches to Sorting:Teacher-directedStudent-centered

Variation of Sorts:Guess My CategoryWriting SortsWord HuntsBrainstormingRepeated individual and buddy sortsSpeed Sorts

Words Their Way

Weekly Schedule:

Monday Tuesday Wednesday Thursday Friday

Introduce sort in a Group (20 minutes)

Re-sort and write Sort(10-15 minutes)

Buddy Sort

Writing Sort(10-15 minutes)

Word Hunt(10-15 minutes)

Testing and Games(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.

Strategic Intervention

Components: 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 pre-teach 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

Components: 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

Components: Interactive Writing Support-lessons that

reinforce key writing traits.Review Lessons-lessons that provide

cumulative reviews of skills.

Title I Contact Information

Tricia GutmanLincoln Elementary School233 Seem StreetEmmaus, PA 18049610-966-5407X36414