Clear Target▪I can determine which intervention to use for a specific skill deficit and implement with fidelity.
Mama called the Doctor and the doctor said….Your doctor
would declare one
of the following…
So now what? TIER 3-IntensiveThere is a major problem we have to take you to the hospital immediately and hook
you up to IV’s to save your life.
TIER 2-StrategicSomething's not right, you’re going to need a remedy to get your health
back
TIER 1-BenchmarkHealthy
We have drilled down…now what?
The QPS, Blachowitcz, or BRI diagnosed a specific problem. Now what? Skills need to be explicitly taught and specific interventions need to be used.
Quality instruction begins with the teacher modeling, explaining, or demonstrating. Tier 2 and Tier 3 are to provide intense intervention. Thus, there must be direct instruction before students ever begin to practice.
.
5 Critical Components of Reading
Phonemic Awareness
What is Phonemic Awareness?
▪the ability to hear, identify, and manipulate individual sounds-phonemes-in spoken words
Phonemic Awareness
Counting Words, Syllables and Phonemes
Phoneme Segmentation
Phoneme Manipulation
Phoneme Blending
Rhyme (songs, chants, raps, nursery rhymes)
Elkonin Boxes
Tongue Twisters
Rounding Up the Rhymes
PhonicsWhat is Phonics?▪The method of teaching children to associate sounds of spoken language with symbols (letters or a group of letters) and create links to word recognition and decoding skills necessary for reading.
PhonicsLetter Sound Correspondence
Word Sorts
Making Words
Phoneme- Grapheme mapping
Brand Name Phonics
Changing a Hen to a Fox
Guess the Covered Word
If Phonics isn’t the problem, what is?
Sight word Recognition
Fluency
Comprehension
Vocabulary
Sight Words
Sight word RecognitionConcentration
War
Bingo
Bean Bag toss
Swat
Improving Fluency
▪ Choral Read
▪ Echo Read
▪ Chunking ( FCRR )
▪ Beat My Time
▪ Signal Reading
Vocabulary Intervention
▪ Error word Recognition: The teacher/tutor writes down word errors as a student reads and makes mistakes.
▪ Flashcards of those errors made and used to build reading vocabulary.
▪ Vocabulary Pictures
▪Word Supply
Comprehension Interventions
Students who struggle with comprehension must be systematically and explicitly taught to do the following:
Monitor comprehension
Use graphic organizers to illustrate concepts and relationships between concepts in a text
Think about thinking- metacognition
Answer as well as generate questions
Recognize story structure
Summarize
Written Expression
▪ 6 + 1 Traits: Ideas, Organization, Voice, Word Choice, sentence fluency, conventions, presentation
▪Write From the Beginning Lessons
▪ Thinking maps (writing)
▪POW TIDE/ POW TREE/ POW C Space
Case Studies
Read the case study assigned to your table. Visit the wikipage
http://cmcssrti.wikispaces.com/. Click on resources and then go to
The RTI Menu by Dr. Sherri Dobbs Santo.Find an intervention that would be appropriate for the student.
Closure
I can determine which intervention to use for a specific skill deficit and implement with fidelity.
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