clear target ▪i can determine which intervention to use for a specific skill deficit and implement...
TRANSCRIPT
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Clear Target▪I can determine which intervention to use for a specific skill deficit and implement with fidelity.
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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
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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.
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5 Critical Components of Reading
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Phonemic Awareness
What is Phonemic Awareness?
▪the ability to hear, identify, and manipulate individual sounds-phonemes-in spoken words
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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
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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.
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PhonicsLetter Sound Correspondence
Word Sorts
Making Words
Phoneme- Grapheme mapping
Brand Name Phonics
Changing a Hen to a Fox
Guess the Covered Word
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If Phonics isn’t the problem, what is?
Sight word Recognition
Fluency
Comprehension
Vocabulary
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Sight Words
Sight word RecognitionConcentration
War
Bingo
Bean Bag toss
Swat
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Improving Fluency
▪ Choral Read
▪ Echo Read
▪ Chunking ( FCRR )
▪ Beat My Time
▪ Signal Reading
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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
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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
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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
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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.
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Closure
I can determine which intervention to use for a specific skill deficit and implement with fidelity.