catching them before they fall - cde.state.co.us · – 88% probability of being a poor reader in...
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Colorado Reading First, 2004
Catching Them Catching Them Before They FallBefore They Fall
Using Assessment Data Using Assessment Data To Design InterventionTo Design Intervention
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Content StandardsContent Standards
• Know how to analyze performance data to determine student progress and guide intervention
• Understand how to plan an intervention cycle and instructional routine
• Understand how to create and apply an intervention kit in an instructional routine
• Understand the importance of intervention
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Intermediate II CCRA 3Colorado Reading First, 2004
Why Link Assessment Data Why Link Assessment Data to Interventions?to Interventions?
The Purpose of Intervention is to Change Life Trajectories for Children.
Roland Good
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Intermediate II CCRA 4Colorado Reading First, 2004
Students on poor reading trajectory are at risk for poor academic outcomes which has a lifelong impact.
Why Worry About Basic Why Worry About Basic Early Literacy Skills?Early Literacy Skills?
Wor
d Li
st F
luen
cy
1 2 3 4 5 6
Benchmark At-Risk Achievement GapGrade
100
80
60
40
20
0
Good, Simmons, Smith (1998)
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Intermediate II CCRA 5Colorado Reading First, 2004
Poor readers at the end of Poor readers at the end of first gradefirst grade……• Are at very significant risk for long
term academic difficulty.– 88% probability of being a poor reader in
fourth grade if a poor reader in the first grade.
– 87% probability of remaining an average reader in fourth grade, if an average reader in the first grade. (Juel, 1988)
• Are likely to require intensive instructional support.
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Intermediate II CCRA 6Colorado Reading First, 2004
How can we change reading How can we change reading outcomes?outcomes?• Act with a sense of URGENCY
• Focus instruction on the Five Essential Components for all students
• Target interventions on specific instructional needs
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Intermediate II CCRA 7Colorado Reading First, 2004
Teaching Reading is URGENTTeaching Reading is URGENTAssuming that during reading there are:
– No absences– No field trips– No interruptions– No school assemblies
540 Days
How many days do you have to teach reading in Grades 1 to 3?
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Intermediate II CCRA 8Colorado Reading First, 2004
An Implementation StudyAn Implementation Study• Hartsfield Elementary School
– 70% Free and Reduced Lunch (increasing)– 65% minority (mostly African-American)
• Elements of Curriculum Change– Movement to a more research-based
reading curriculum beginning in SY 1994-1995 for K-2 (incomplete implementation)
– Improved implementation in 1995-1996– Implementation in Fall 1996 of screening
and more intensive small group instruction for at-risk students Torgeson (2002)
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Improved implementation of research-based comprehensive reading program
Screening at beginning of first grade, with additional instructional intervention for those in bottom 30-40%
1995 1996 1997 1998 1999
Proportion falling below the 25th percentile in word reading ability at the end of first grade
10
20
3031.8
20.4
10.96.7
3.7
Average Percentile 48.9 55.2 61.4 73.5 81.7for entire grade (n=105)
Hartsfield Elementary SchoolHartsfield Elementary SchoolProgress Over Five YearsProgress Over Five Years
Torgeson (2002)
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Opening ReflectionOpening Reflection
Write down your thoughts on these questions and then discuss at your table:
– How does intervention look in your classroom?
– How does intervention instruction look different from your instruction in the core?
– How does your DIBELS data guide intervention?
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Intermediate II CCRA 11Colorado Reading First, 2004
What do we mean by What do we mean by intervention?intervention?• Focused instruction that is based
on a student’s response to instruction as measured by assessment
• Guided by formal assessment (i.e., DIBELS) and supported by informal assessment (e.g., unit assessments)
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Organizing Intervention Within Organizing Intervention Within Three TiersThree Tiers
Tier I
Tier II
TierIII
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Intermediate II CCRA 13Colorado Reading First, 2004
Organizing Interventions by Organizing Interventions by the Three Tiersthe Three Tiers
• Time: Minimum 90 minute literacy instruction
• Instruction: 5 elements of beginning reading
• Intensity: Whole class, flexible groups
Tier I: Low Risk/Established
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Intermediate II CCRA 14Colorado Reading First, 2004
Organizing Interventions by Organizing Interventions by the Three Tiersthe Three Tiers
• Time: Additional 20-30 minutes per day
• Instruction: Explicit focus on target skills
• Intensity: Small groups (3-5 Students)
Tier II: Some Risk/Emerging
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Intermediate II CCRA 15Colorado Reading First, 2004
Organizing Interventions by Organizing Interventions by the Three Tiersthe Three Tiers
• Time: Additional 60 minutes per day
• Instruction: Intensive, strategic and explicit
• Intensity: Maximum of 3 in a group
Tier III: At Risk/Deficit
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Intermediate II CCRA 16Colorado Reading First, 2004
Intervention isIntervention is……
Instruction that enables struggling readers to make rapid progress and read as well as or better than their peers not struggling in reading.
Ann Duffy (2001)
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How Does How Does Assessment Guide Assessment Guide
Intervention?Intervention?
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Intermediate II CCRA 18Colorado Reading First, 2004
Data helps us to monitor and assess performance. Just as goals are an essential element of success, so data are an essential
piece of working towards goals.
Results: The Key to Continuous Results: The Key to Continuous School ImprovementSchool Improvement
Mike Schmoker (1999)
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Intermediate II CCRA 19Colorado Reading First, 2004
CRF AssessmentCRF Assessment--Instruction ModelInstruction Model
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Intermediate II CCRA 20Colorado Reading First, 2004
How Does DIBELS Help?How Does DIBELS Help?
• Provides brief assessment of critical areas that are predictive for learning to read
• Is valid and reliable • Has 20 opportunities to monitor
progress in each area assessed (except LNF)
• Assesses the five components
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Big Ideas Drive the TrainBig Ideas Drive the Train
Letter Name Fluency (LNF): Risk Indicator
ISFISF
Phonemic AwarenessPhonemic Awareness FluencyFluency
PSFPSF NWFNWF
Phonics(Alphabetic Principle)
Phonics(Alphabetic Principle)
ORFORF ORFORF RTFRTF
Compre-hensionCompre-hension
WUFWUF
VocabularyVocabulary
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Intermediate II CCRA 22Colorado Reading First, 2004
DIBELS: Basic RationaleDIBELS: Basic Rationale• Data is very predictive of whether
children will be reading on grade level by third grade.– Kindergarten: Phonemic awareness,
letter knowledge, vocabulary– 1st Grade: Phonemic awareness,
phonemic decoding, vocabulary, reading fluency, comprehension
– 2nd/3rd Grade: Vocabulary, reading fluency, comprehension
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3 Tier Model and DIBELS3 Tier Model and DIBELS
Every 1 to 2 weeks
Progress monitoringDiagnostic
Areas of concernTier 3 (DeficitIntensive)
Every 2 to 4 weeks
Progress monitoringDiagnostic
Areas of concernTier 2 (EmergingStrategic)
3 times/yearProgress monitoring
Ongoing daily informal checks
Tier 1 (EstablishedBenchmark)
Beginning of the year
ScreeningPA, P, V, C, FAll StudentsFrequencyPurposeAssessments
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DIBELS Benchmark Scores DIBELS Benchmark Scores and Instructional Focusand Instructional Focus
Kindergarten First Grade Second Grade Third Grade
F W Sp F W Sp F W Sp F W Sp
ISF 25
PSF 35 35
NWF 50
ORF 40 90 110
LNF
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Reflection #2Reflection #2
Take a minute to think about and then write down:
– One point about your practice that has been validated
– One new learning
– One outstanding question
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How Do You Plan How Do You Plan an Intervention?an Intervention?
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Intermediate II CCRA 27Colorado Reading First, 2004
Effective Intervention Design Effective Intervention Design
Time
Instruction
IntensityIntervention
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Intermediate II CCRA 28Colorado Reading First, 2004
Essential Considerations:Essential Considerations:
• Time: How much? How frequently? When?
• Intensity (Grouping): How many? What will the makeup of students be?
• Instruction: What instructional needs will be targeted?
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Intermediate II CCRA 29Colorado Reading First, 2004
Research Findings to Guide Research Findings to Guide Intervention InstructionIntervention Instruction• Instruction must be more focused,
explicit and systematic
• Include word identification strategies and reading fluency practice with connected text
• Provide ample opportunities for guided practice, appropriate levels of scaffolding and responsive feedback
Foorman and Toregson (2001)
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Intermediate II CCRA 30Colorado Reading First, 2004
Research Findings to Guide Research Findings to Guide Intervention Instruction (cont.)Intervention Instruction (cont.)• Teach with small teacher/student
ratios: 1/1 - 1/5 (as appropriate)
• Teach intensively (1 hr per day with a variety of aligned and coherent strategies)
• Double dose, if possible Foorman and Toregson (2001)
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Alterable Components Level of Specific Enhancements
Options 1 2 3 4 5
Program Emphasis
Use core program & explicitly teach priority skills.
Use extensions of the core program (e.g., add examples)
Supplement core with reteaching or intervention components of core.
Replace current core program with intervention program.
Implement specially designed program
Time (Opportunities
to Learn)
Schedule & deliver 90 minutes of daily reading instruction (minimum 30 minutes small group).
Increase opportunities to respond during core instruction.
Schedule core + supplemental period daily. (90 + 30 or 60 + 30)
Schedule two intervention sessions daily (no less than 90 minutes total)
Grouping for Instruction
Check group placement & provide combination of whole & small group instruction.
Schedule small group opportunity for specific practice
Reduce group size
Provide individual instruction
Alterable Variables to Intensify InstructionAlterable Variables to Intensify InstructionIncreasing Intensity
Increasing Intensity
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Intermediate II CCRA 32Colorado Reading First, 2004
Wave Your Magic WandWave Your Magic Wand……
• All but a small number of children can learn to read.
• There is no magical curriculum or program that is effective for all students.
• The magic is in the system of supports that matches supports with the specific needs of each child.
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What is an What is an InterventionIntervention
Cycle?Cycle?
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Step 4. Implement
InstructionalSupport
What is an Intervention Cycle?What is an Intervention Cycle?
Step 3. Plan Instructional Support
Step 5. Evaluate Support
Step 2. Form Groups
Step 1. Identify Students
Step 6. Modify Support
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Intermediate II CCRA 35Colorado Reading First, 2004
Intervention Cycle:Intervention Cycle:
Step 1. Identify Students Step 1. Identify Students • Collect and analyze student data
• Identify needs based on:– Formal assessments
(i.e., DIBELS)– Student’s response to instruction
as measured by observation and ongoing informal assessments
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Intermediate II CCRA 36Colorado Reading First, 2004
Intervention Cycle:Intervention Cycle:
Step 2. Form GroupsStep 2. Form Groups• Identify the student’s greatest
instructional need• Group with other students who have
similar instructional needs• Form groups based on level of need
– Intensive– Strategic – Benchmark– Advanced
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Intermediate II CCRA 37Colorado Reading First, 2004
A note about benchmarkA note about benchmark……
• Benchmark is not average.
• Benchmark is:– The lowest score that a student can
achieve and still have the odds in their favor that they will become proficient readers
– Students at benchmark still need monitoring
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Intermediate II CCRA 38Colorado Reading First, 2004
Intervention Cycle:Intervention Cycle:Step 3. Plan Instructional Step 3. Plan Instructional SupportSupport• Plan intervention, including:
– Time– Intensity– Instruction
• How much time?• How big is the group?• What is the focus of instruction?
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Intermediate II CCRA 39Colorado Reading First, 2004
Intervention Cycle:Intervention Cycle:Step 4. Implement Step 4. Implement Instructional SupportInstructional Support
• What skills should we teach?– Low ISF + PSF = Teach Phonemic
Awareness– Low NWF = Teach Alphabetic Principle– Low ORF = Teach accuracy and fluency
with connected text– Low ORF + RTF = Teach Comprehension– Low WUF = Teach Vocabulary
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Intermediate II CCRA 40Colorado Reading First, 2004
Intervention Cycle:Intervention Cycle:Step 5. Evaluate Step 5. Evaluate Intervention SupportIntervention Support• Set up a progress monitoring schedule
to guide the intervention findings• Ask yourself:
– Are we getting the student(s) on the right trajectory?
– What is our goal(s) and how are we doing?
– Is the course of action working? If not, then what?
– When is increased support needed?
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Intermediate II CCRA 41Colorado Reading First, 2004
Intervention Cycle:Intervention Cycle:Step 6. Modify InterventionStep 6. Modify InterventionIf a student is not demonstrating growth in the targeted skill(s):
– Modify intervention, including:• Time and frequency• Intensity of group size• Instruction and use of curriculum
materials– Consider additional professional
development to assist you in your intervention practice
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Intermediate II CCRA 42Colorado Reading First, 2004
Build a Dynamic AssessmentBuild a Dynamic Assessment--Intervention Feedback LoopIntervention Feedback Loop
Good interventions…– Are identified by their outcomes
– Are individualized
– Integrate assessment
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Group Activity: Mingle, Group Activity: Mingle, MingleMingle
You Do it!
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Group Activity: Mingle, Group Activity: Mingle, MingleMingle• What are the three intermediate
teacher performance benchmarks?
• How is Tier I organized by time, instruction and intensity?
• How is Tier II organized by time, instruction and intensity?
• How is Tier III organized by time, instruction and intensity?
You Do it!
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Intermediate II CCRA 45Colorado Reading First, 2004
Changing a Life ForeverChanging a Life ForeverWhen classroom instruction is not enough…. strategically plan to do more!
Each step forward gives us the chance to change a life in a positive direction!
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How do you Establish How do you Establish an Intervention an Intervention
Reading Routine?Reading Routine?
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Intermediate II CCRA 47Colorado Reading First, 2004
Creating an Intervention Creating an Intervention Reading RoutineReading Routine
Element 1: Oral Language Connection
Element 2: Brief Review and Practice
Element 3: New Concept and Practice
Element 4: Writing Connection
Element 5: Fluency for Automaticity
Element 6: Fluency with Connected Text
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Intermediate II CCRA 48Colorado Reading First, 2004
Intervention Routine:Intervention Routine:
Element 1. OralElement 1. OralLanguage ConnectionLanguage Connection• Specific word instruction should be
incorporated into each intervention!
• Practice skills at the oral level, when possible
• Listening, speaking, retelling, questioning, using vocabulary
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Intermediate II CCRA 49Colorado Reading First, 2004
Intervention Routine:Intervention Routine:
ElementElement 2. Brief Review 2. Brief Review and Practiceand Practice
• Plan opportunities for review and practice.
• Include opportunities for cumulative review of skills previously taught but not mastered.
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Intermediate II CCRA 50Colorado Reading First, 2004
Intervention Routine:Intervention Routine:Element 3. New Concept Element 3. New Concept and Practiceand Practice• Teach a new skill or continue
reviewing previously taught concepts or skills not mastered
• Give opportunities for practice of the new skills
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Intermediate II CCRA 51Colorado Reading First, 2004
Intervention Routine:Intervention Routine:Element 4. Writing Element 4. Writing ConnectionConnection• LNF = practice writing letters
taught
• ISF = write the first sound
• PSF = writing in sound boxes, phoneme/grapheme mapping
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Intermediate II CCRA 52Colorado Reading First, 2004
Intervention Routine:Intervention Routine:Element 4. Writing Element 4. Writing Connection (cont.)Connection (cont.)• NWF = writing in sound boxes,
slow word and sentence dictation
• ORF + NWF = writing intervention, if needed, i.e. writing high frequency words.
• WUF = writing activities to grow vocabulary
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Intermediate II CCRA 53Colorado Reading First, 2004
Intervention Routine:Intervention Routine:Element 5. Fluency for Element 5. Fluency for AutomaticityAutomaticity• Speed drills to practice the new
skill taught
• Speed drills reinforce previously taught skills and help them to become automatic
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Intermediate II CCRA 54Colorado Reading First, 2004
Intervention Routine:Intervention Routine:Element 6. Fluency with Element 6. Fluency with Connected TextConnected Text
Decodable Less controlled
• Practice reading text connected with new skill and reinforce prior skills.
• Throughout early reading instruction children should be encouraged to read connected texts and should be read to often!
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Creating an Creating an Intervention KitIntervention Kit
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Intermediate II CCRA 56Colorado Reading First, 2004
The Intervention KitsThe Intervention Kits
The intervention kits contain:– Strategies and activities which
are powerful and efficient
– Strategies which supply opportunities for repeated practice to lead to automaticity
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Working Memory and Working Memory and AutomaticityAutomaticity
Processing Task
Processing Task
Less Fluent Reader More Fluent Reader
Working Memory
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Intermediate II CCRA 58Colorado Reading First, 2004
The Intervention KitsThe Intervention Kits• Phonemic Awareness Intervention
Kit– If Initial Sound Fluency or Phoneme
Segmentation Fluency is weak
• Phonics (Alphabetic Principle)Intervention Kit– If Letter Naming Fluency, Nonsense Word
Fluency or Oral Reading Fluency is weak
• Oral Language Intervention Kit– If Oral Reading Fluency, Retell Fluency or
Word Use Fluency is weak
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Intermediate II CCRA 59Colorado Reading First, 2004
What is in the Phonemic What is in the Phonemic Awareness Intervention Kit?Awareness Intervention Kit?
Koosh Ball Baggie of CountersSlinkySound box sheetMagnet and circles MirrorsBag of realia
Say it and move it cardWhisper Phone Plastic alphabet lettersAlphabet matAlphabet cards/
Picture LibraryExpo Marker / Sock
(wipes)
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Intermediate II CCRA 60Colorado Reading First, 2004
The Phonemic Awareness The Phonemic Awareness Intervention KitIntervention Kit
Work at the oral level to increase phonemic awareness:
– Using pictures, realia and oral word play have students listen to words, tap them out
– Listen in order to identify beginning, ending or medial sounds.
Routine Element 1: Oral Language Connection
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Intermediate II CCRA 61Colorado Reading First, 2004
The Phonemic Awareness The Phonemic Awareness Intervention KitIntervention Kit
Using markers or sound boxes have students use a marker to mark the sounds they are hearing.
Routine Element 2: Brief Review and Practice
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Intermediate II CCRA 62Colorado Reading First, 2004
The Phonemic Awareness The Phonemic Awareness Intervention KitIntervention Kit
Oral Word Play: Using a ball have students play the Beginning and Ending game involving segmentation and blending.
Example:– First person says “tap”– Next person says a word that starts
with the last sound in tap = /p/, such as “pan”
– Next person says a word that starts with /n/, such as “nail “
Routine Element 3: New Concept and Practice
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Intermediate II CCRA 63Colorado Reading First, 2004
The Phonemic Awareness The Phonemic Awareness Intervention KitIntervention Kit
Using sound boxes, ask students to move the markers into one set of boxes and then write the sounds that go with the word in the bottom.
m a p
Routine Element 4: Writing Connection
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Intermediate II CCRA 64Colorado Reading First, 2004
What is in the Phonics What is in the Phonics Intervention Kit?Intervention Kit?
• Koosh ball• Timer• Bag of realia• Alphabet cards
(Picture Library)• Phoneme
/Grapheme Boxes• Examples of sound
boxes
• Plastic alphabet letters
• Alphabet mat• Stamp collector mat• Cut up alphabet
letters for mat• White boards, Expo
markers, sock (wipes)• Blank index cards
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Intermediate II CCRA 65Colorado Reading First, 2004
What is in the Phonics What is in the Phonics Intervention Kit? (cont.)Intervention Kit? (cont.)
• Syllable cards for syllable tracking
• Speed Drills: for Letter Knowledge and Phonics Features
• Blank notebook: sentence dictation; journaling
• Fry Instant Phrases and Short Sentences
• Sticky notes or cut up paper for Making Words activities
• Dice and flash cards (index cards) for phonics games
• Blank BINGO game
• Sight word lists• Word family lists• Morpheme list
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Intermediate II CCRA 66Colorado Reading First, 2004
The Phonics Intervention The Phonics Intervention LessonLesson
• Review: /a/ /i/
• Use ABC letters, make the following words: – map, tap, tip, rip, rap, rat, bat, bit
Routine Element 2: Brief Review and Practice
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Intermediate II CCRA 67Colorado Reading First, 2004
The Phonics Intervention The Phonics Intervention LessonLesson
• Short sound of /o/, as in octopus, or the key word from your core program
• I can make words with /o/• Let’s touch and say: mop/ hop/ top/• Use ABC letters make words
– hot, pot, cot – mom, mop, pop, top, stop
• Reading words:– rock, sock, sick, rot, pot, spot
Routine Element 3: New Concept and Practice
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Intermediate II CCRA 68Colorado Reading First, 2004
The Phonics Intervention The Phonics Intervention LessonLesson
• Tap out the word first – pot, mop, map, tap, top, tip
• Write the following sentence (oral, repeat, write): I can tap the hot pot.
• Code the sentence– Circle the words with the /o/– Put a square around the words with /a/– Put a triangle around the sight words.
Routine Element 4: Writing Connection
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Intermediate II CCRA 69Colorado Reading First, 2004
The Phonics Intervention The Phonics Intervention LessonLesson
• High Frequency Words• Read the following: the, and, said,
that, play• Let’s write: Pat said that the cat
and the dog can play.
Routine Element 5: Fluency for Automaticity
Routine Element 4: Writing Connection
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Intermediate II CCRA 70Colorado Reading First, 2004
The Phonics Intervention The Phonics Intervention LessonLesson
hotbathitmat
notmatmopmom
hiphopmoptop
tiptapmapmop
Routine Element 5: Fluency for Automaticity
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Additional Examples of Additional Examples of Patterned Word ListsPatterned Word Lists
panepancapecappanepanpalepalcapecappanepanpalepalcapecappanepanpalepal
cophotjobrobbobcophophotcopbobrobhotjobcophoprobjobcophotbob
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Intermediate II CCRA 72Colorado Reading First, 2004
The Phonics Intervention The Phonics Intervention LessonLesson
• Read from decodable text with sounds that have been mastered
• Example:Matt and Pat like to hop. The pals tap on the top of the pot. The popcorn is hot. The popcorn can pop and pop. We can eat it. Yum!
Routine Element 6: Fluency with Connected Text
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Intermediate II CCRA 73Colorado Reading First, 2004
What is in the Oral What is in the Oral Language Intervention Kit?Language Intervention Kit?
Word Recognition Level• Timer• Speed Drills: Word level specific to story• Phrases and sentences for timed
readings• Post-it notes; index cards to highlight key
concepts• Phrase-cued text reading
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Intermediate II CCRA 74Colorado Reading First, 2004
What is in the Oral Language What is in the Oral Language Intervention Kit? (cont.)Intervention Kit? (cont.)
Vocabulary/Comprehension Level• Bag of realia; Picture Library• Text for oral reading/rereading for fluency,
generating oral retells• Sharing Hand Planning Guide• PBS Comprehension Card• Quick Reads Instructional Routine Card• Visualizing-verbalizing short stories• Journals for reading responses• Chart for graphing time and accuracy• Quick Flip Questioning Stems • 2 Dice: “Wh” question words; parts of speech
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Intermediate II CCRA 75Colorado Reading First, 2004
The Oral Language The Oral Language Intervention LessonIntervention Lesson
• Listen to short reads and practice retelling at the oral level
• On different days, practice questioning and/or find specific information within the story
Routine Element 1: Oral Language Connection
Routine Element 2: Brief Review and Practice
Routine Element 3: New Concept and Practice
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Intermediate II CCRA 76Colorado Reading First, 2004
The Oral Language The Oral Language Intervention LessonIntervention Lesson
Practice high frequency words to work toward automaticity– New words: because, friend, play– Ongoing practice words: there, where, said– Read the words– Speed drill with key words
becausewherethereplaytherebecausefriendbecausewheretheresaidplayfriendplayfriendbecause
Routine Element 5: Fluency for Automaticity
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Intermediate II CCRA 77Colorado Reading First, 2004
The Oral Language The Oral Language Intervention LessonIntervention Lesson
• Vocabulary building activities related to short reads
• Multiple meaning activity:– Find different meanings for the word draw– Choose 2 including the one from the story and
make a quick sketch of them (draw them!)
Routine Element 1: Oral Language Connection
Routine Element 2: Brief Review and Practice
Routine Element 3: New Concept and Practice
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Intermediate II CCRA 78Colorado Reading First, 2004
The Oral Language The Oral Language Intervention LessonIntervention Lesson
• Practice reading short reads and retelling
• On different days, practice questioning and/or specific information within the story
Routine Element 6: Fluency with Connected Text
Routine Element 1: Oral Language Connection
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Intermediate II CCRA 79Colorado Reading First, 2004
The Oral Language The Oral Language Intervention LessonIntervention Lesson
• Timed practice of short reads• Chart progress• Suggestions:
– Great Leaps– Quick Reads– Read Naturally– Elements of Reading Fluency
Routine Element 5: Fluency for Automaticity
Routine Element 6: Fluency with Connected Text
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Practicing with the KitsPracticing with the Kits1. With your grade level group, choose a kit and
bring it to your table.2. First read through the sample lesson plan.3. As a group work through the different strategies
using the sampler of activities. 4. Spend time processing the various strategies.5. After 20 minutes, choose a new kit and repeat
these steps until you have worked with all three kits.
6. As a group, generate 1 to 2 positive connections for each kit that you could take back and use with your students.
You Do it!
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Planning Intervention: Planning Intervention: Making it HappenMaking it Happen
Brainstorm and plan how to make intervention happen for your class.
You Do it!
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Intermediate II CCRA 82Colorado Reading First, 2004
Final ThoughtsFinal Thoughts……
If you want to see it, teach it!
If you teach it, assess it!If you assess it, use it to guide
instruction!Assess again to see if instruction was
effective!