Reading Intervention Programs Facilitated by Title I

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Reading Intervention Programs Facilitated by
Title I

• -Soar to Success
• -Start Up, Build Up, Spiral Up
• -Read Naturally
• -Words Their Way
• -Strategic Intervention

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RtII
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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

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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

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Soar to Success

• Reciprocal Teaching
• Summarize
• Question
• Clarify
• Predict

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Soar to Success

• 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 dont 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 dont know, first I look
  for chunks I know. I know_____. If I still
  dont 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.

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Soar to Success

• Strategy Prompt Cards
• Clarify
• A Word Meaning
• I read this word _____. Im 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...

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Soar to Success

• Categories- Gradual
• Category 1

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Soar to Success

• Category 2

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Soar to Success

• Category 3

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Soar to Success

• Category 4

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Soar to Success

• Category 5

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Soar to Success

• Category 6

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Start Up, Build Up, Spiral Up

• Phonics

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Start Up, Build Up, Spiral Up

• 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
• 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

• 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.

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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.

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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.

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Start Up, Build Up, Spiral Up

• Materials

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Read Naturally

• Fluency Based Intervention Program

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Read Naturally

• Elements

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Read Naturally

• 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.

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Read Naturally

• 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.

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Read Naturally

• 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.

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Read Naturally

• Select a Story
• Students choose a story within their assigned
  level.

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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.

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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.

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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.

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Read Naturally

• Graph the Cold Timing ScoreStudents graph the
  number of words read correctly in one minute.
  Cold timing scorestotal number of words read
  correctly minus the number of difficult wordsare
  typically marked in blue.

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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 arent just
  listening to the audio recording.

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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.

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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.

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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.
•  

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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.

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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.

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Words Their Way

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

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Words Their Way

• Words Their Ways 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
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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.

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Words Their Way

• Word Study is Developmental
• Students 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

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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.

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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.

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Words Their Way

• 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

• 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)
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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

• 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.

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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.

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Strategic Intervention

• 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

• Tricia Gutman
• Lincoln Elementary School
• 233 Seem Street
• Emmaus, PA 18049
• 610-966-5407
• X36414