Reading Intervention Strategies Introductions Big Ideas Quick Review

Reading Intervention Strategies

Introductions

Big Ideas Quick Review • Phonemic Awareness • Phonics • Fluency and Accuracy • Vocabulary • Comprehension

Reading Comprehension Strategies Building Schema/Making Connections Working with Nonfiction Questioning Determining Importance

Comprehension – Schema Rachel Delevoryas

Comprehension Schema Folder • Activate background knowledge: What we think we know. • Predict vocabulary • Read text • Record “New Learning” on Post-Its • Record “New Vocabulary” on Post-Its • Record Questions / I Wonder… • Delete Misconceptions/Incorrect Information on the back of the file folder

Comprehension – Schema Connections • Questions for making connections • Thinking stems Text to Self Text to World

Text-Self = Relating reading to your own life Text-Text = Connections between different texts Text-World = Between text and the bigger issues, events, or concerns of the world at large

Reading Comprehension Strategies Building Schema/Making Connections Working with Nonfiction Questioning Determining Importance

Comprehension – Questioning Questions Only Game

Question/Fact Charts Bats Questions Facts • What kind of animal is a bat? • A bat is a mammal. • What do bats eat? • Some bats eat fruit. Some bats eat insects.

Comprehension – Questioning • • I wonder… What if… Why… I don’t understand… • It confused me… • How could…

I Wonder Questioning Web I Wonder…_ _________ I’m thinking…_____________

Reading Comprehension Strategies Building Schema/Making Connections Working with Nonfiction Questioning Determining Importance

Comprehension – Determining Importance

Comprehension – Determining Importance “In your thirst for knowledge, be sure not to drown in all the information. ” -- Anthony J. D’Angelo, author

Managing It All • Time • Work stations • Ideal Skill Targeting • Progress Monitoring • Parents

“Teachers should model the use of strategies identified by research that have the greatest effect on student learning, provide students time to apply these strategies, and give students feedback on their progress. ” -Diane Paynter, 2005

The Ideal Reading Intervention Skill Skills A B A&B 30 minutes

Managing Progress Monitoring For Example:

Day One of Benchmark Window Benchmark Assessment Intervention Instruction Progress Monitoring

Day Two of Benchmark Window Benchmark Assessment Intervention Instruction Begins Progress Monitoring* *Scheduled Assessments To Be Started After Benchmarking Assessment is Completed

Day Three of Benchmark Window Benchmark Assessment Intervention Instruction Begins Intervention Instruction Continues Progress Monitoring* *Scheduled Assessments To Be Started After Benchmarking Assessment is Completed

Day Four of Benchmark Window Benchmark Assessment Intervention Instruction Begins Intervention Instruction Continues Progress Monitoring* *Scheduled Assessments To Be Started After Benchmarking Assessment is Completed

Day Five of Benchmark Window Benchmark Assessment Intervention Instruction Begins Intervention Instruction Continues Progress Monitoring* *Scheduled Assessments To Be Started After Benchmarking Assessment is Completed

Day Six of Benchmark Window Benchmark Assessment Intervention Instruction Begins Intervention Instruction Continues Progress Monitoring* *Scheduled Assessments To Be Started After Benchmarking Assessment is Completed

Day Fifteen of Benchmark Window Benchmark Assessment Progress Monitoring* Intervention Instruction Continues *Scheduled Assessments To Be Started After Benchmarking Assessment is Completed

Student Self Monitoring Example Progress Monitor Day Nine Day Eight: Day Seven: Day Six: Day Five: Day Four: Day Three: Day Two: Day One: Name : ________________

Making Intervention Kits