ENGLISH LANGUAGE ARTS

INTERVENTION PROTOCOL FOR

K-5

~A guide to help determine the most appropriate support for struggling

readers~

Determining a Focus for Tier 2 and 3 Interventions

Is the student reading (accuracy, fluency, comprehension) and spelling at grade level based on the PALS?

Any student who does not meet the summed score benchmark, a benchmark in a subtest or is on the bubble, the teacher(s) is expected to consider whether or not administering an additional diagnostic assessment is needed to inform appropriate instruction (see below for options).

For help and guidance with English Learners, click here.

• Continue with core instruction and monitor progress Yes

• Determine if you need to administer an additional diagnostic assessments to determine area of focus for core instruction and intervention.

No

• Consider using an additional diagnostic assessment to determine student needs.On the Bubble

UNIVERSAL SCREENING:

Universal screening is a critical first step in identifying students who are at risk for experiencing reading difficulties and who might need more time in instruction or different instruction altogether. Screening is conducted to identify or predict students who may be at risk for poor learning outcomes. Universal screening assessments are typically brief and conducted with all students from a grade level. They are followed by additional testing or short-term progress monitoring to corroborate students’ risk status. Universal screening can be used for all academic subjects and for social and behavior assessment.

Information from VDOE https://www2.ed.gov/about/inits/ed/earlyliteracy/tools.html

All students in Kindergarten -5th grade will get screened two to three times a year using PALS. Use the links below to see the PALS fall and spring benchmarks for each grade.

Kindergarten 1st 2nd 3rd 4th 5th

ADDITIONAL DIAGNOSTIC ASSESSMENTS FOR CONSIDERATION:

Oral Reading Accuracy/Decoding

Developmental Reading Assessment (DRA) can help teachers get additional oral reading and comprehension data. DRA kits are in each building. Talk to your reading specialist if you need training or need to locate a K-2 or 4-8 kit.

Fountas and Pinnell Benchmark Assessment* can help teachers get additional oral reading and comprehension data.

Running Records help teachers determine the student’s oral reading accuracy and fluency.

Yes

No

*only available at some schools

Fluency Developmental Reading Assessment (DRA) can help teachers get additional oral reading and comprehension data. DRA kits are in each building. Talk to your reading specialist if you need training or need to locate a K-2 or 4-8 kit.

Fountas and Pinnell Benchmark Assessment* can help teachers get additional oral reading and comprehension data.

Running Records help teachers determine the student’s oral reading accuracy and fluency. *only available at some schools

Blending, Segmenting, and Phoneme Manipulation

Read America Assessment assesses a student’s ability to blend, segment and manipulate phonemes. The Read America Assessment can be found here. This assessment is recommended if students do not meet the benchmark or are on the bubble in word identification or oral reading accuracy.

Orton Gillingham Level 1-3 Assessment incorporates a beginning reading assessment as well as three additional levels. This can be given up to three times a year. The beginning reading assessment includes upper and lower letter recognition and the student’s ability to write the letters in both upper and lower case. Level 1 will assess letters c-qu, open syllables and blends. Students say and write phonemes, decodable and nonsense words, sight words and sentences. Level 2 will assess blends, long vowels and consonant ‘le’ syllables. Level 3 will assess ‘le’ syllables and complex spelling patterns and rules.

To get a copy of this assessment please talk to someone in your building who has been trained in Orton Gillingham.

Orton Gillingham Advanced Level Assessment will briefly assess consonants, vowels and syllable types but the focus is predominantly on roots, affixes, base words, and multisyllabic words.

Spelling Developmental Spelling Assessment (DSA) assesses a student’s developmental spelling stage and what feature within each stage a student has mastery of or needs additional instruction on. The following link take you to the DSA. (DSA End of Year Benchmarks)

Orton Gillingham Level 1-3 Assessment incorporates a beginning reading assessment as well as three additional levels. This can be given up to three times a year. The beginning reading assessment includes upper and lower letter recognition and the student’s ability to write the letters in both upper and lower case. Level 1 will assess letters c-qu, open syllables and blends. Students say and write phonemes, decodable and nonsense

words, sight words and sentences. Level 2 will assess blends, long vowels and consonant ‘le’ syllables. Level 3 will assess ‘le’ syllables and complex spelling patterns and rules.

To get a copy of this assessment please talk to someone in your building who has been trained in Orton Gillingham.

Orton Gillingham Advanced Level Assessment will briefly assess consonants, vowels and syllable types but the focus is predominantly on roots, affixes, base words, and multisyllabic words.

Comprehension Developmental Reading Assessment (DRA) can help teachers get additional oral reading and comprehension data. DRA kits are in each building. Talk to your reading specialist if you need training or need to locate a K-2 or 4-8 kit.

Fountas and Pinnell Benchmark Assessment* can help teachers get additional oral reading and comprehension data.

Reading Pathways Grade 3-5 has a great Learning Progression for both fiction and nonfiction as well as several performance assessments to help determine what comprehension needs the student may have.

Running Records help teachers determine the student oral reading accuracy and fluency.

*only available at some schools

PROGRESS MONITORING TOOLS:

Most of these are hyperlinks to the actual resource.

Oral Reading Running Records

Fluency Running Records

Encoding (Spelling)

PALS Quick Checks (Spelling and pseudo words) Spelling Quick Checks Orton Gillingham Level 1-3 Quick Checks Tracking Template

Orton Gillingham Parent Letter Template

Decoding PALS Quick Checks Orton Gillingham Level 1-3 Quick Checks Tracking Template Orton Gillingham Parent Letter Template

Phonics/Sight Words

PALS Quick Checks (Spelling and pseudo words) Phonemic Awareness/Alphabetics Orton Gillingham Level 1-3 Quick Checks Tracking Template Orton Gillingham Parent Letter Template Sight Words K-3 Sight Words 4-8

Alphabetics PALS Quick Checks Phonemic Awareness/Alphabetics Orton Gillingham Level 1-3 Quick Checks Tracking Template Orton Gillingham Parent Letter Template

Concept of Word PALS Quick Checks

Comprehension DRA Fountas and Pinnell Reading Pathways in Calkins for Grades 3-5

Based on the universal screening and diagnostic assessment results, please use the charts below to determine the best strategy or research-based intervention to use.

INTERVENTION

An instructional intervention is additional skill instruction that supports and intensifies classroom instruction and is provided to students for the primary purpose of increasing proficiency levels. Such approaches can be administered both in and out of the traditional classroom. It includes the following components: Is in addition to core instruction however at times certain interventions can be offered during core instruction as either a

double dose or an alternative approach Includes a plan for implementation that is data- based Is targeted (not just a single lesson or strategy but not an entire curriculum) Is explicit, systematic, multi-sensory and cumulative that focuses on the student (s) needs Measurable and goal oriented (intended to produce change in knowledge/behavior) Uses evidenced based pedagogy and strategies Delivered by a trained instructor Uses assessment to monitor progress Has criteria for successful response

Interventions are not accommodations. An accommodation is intended to help the student fully access and participate in the

general-education curriculum without changing the instructional content and without reducing the student’s rate of learning

(Skinner, Pappas & Davis, 2005). An accommodation is intended to remove barriers to learning while still expecting that students

will master the same instructional content as their typical peers.

ACCOMMODATIONS

Provide students an equal access to learning Provide students equal opportunity to demonstrate their knowledge Are based upon individual strengths and weaknesses May vary in intensity and degree Do not substantially change instructional level or content

Examples of Accommodations Examples of Non-Accommodations Instructional aides (ex. visuals, number lines, counters,

manipulatives)

Visual schedule

Graphic organizers for written assignments

Clarify/simplify directions

Frequent cuing for attention/re-direction

Positive behavior supports

Use of audio books

Highlight essential information

Preferential seating

Differentiated instruction

Double dose of reading

Work with reading teacher

Work with ESOL/HILT teacher

Parent provided tutor

Homework Club

SOL remediation

One-to-one instruction

Orton Gillingham Methodology

Interventions can occur at varying degrees of intensity which often delineates the difference between a Tier 2 and Tier 3 intervention.

WAYS TO INTENSIFY AN INTERVENTION:

Quantitative Changes:

Increase intervention length, frequency, or duration Decrease group size Decrease heterogeneity of the intervention group (group student with others of a closer performance level) Increase the skill level of the interventionist Consider an intervention setting with fewer distractions

Qualitative Changes: (Fuchs et al., 2008; Vaughn et al., 2012)

Use precise, simple language to teach key concepts or procedures Present the same or a similar partially worked example. Explain why the step is important, have the student do it, and explain

importance When introducing a concept, provide models and show the steps in writing Break tasks into smaller steps Provide concrete learning opportunities (including role play and use of manipulatives)

Use explicit instruction and modeling with repetition to teach a concept or demonstrate steps in a process Have students explain new concepts, in their own words, incorporating the important terms you’ve taught Once students can complete entire examples and explain their work, incorporate fluency building activities Once students can fluently produce correct work, move to a new concept. Provide ongoing practice opportunities to facilitate

skill maintenance Fade steps from examples, so students gradually assume responsibility for completing more and more steps Provide explicit corrective feedback and have student repeat the correct responses Provide repeated opportunities to correctly practice the step

Click here to skip ahead to intervention for: Phonemic Awareness Phonics Fluency Vocabulary Comprehension

PHONEMIC AWARENESS:

Phonemic awareness refers to the specific ability to focus on and manipulate individual sounds (phonemes) in spoken words. Phonemes combine to form syllables and words. For example, the word 'hat' has three phonemes: /h/ /a/ /t/. There are 44 phonemes in the English language, including sounds represented by letter combinations such as /th/. Acquiring phonemic awareness is important because it is the foundation for spelling and word recognition skills. Phonemic awareness is one of the best predictors of how well children will learn to read during the first two years of school instruction.

Students at risk for reading difficulty often have lower levels of phonological awareness and phonemic awareness than do their classmates. The good news is that phonemic awareness and phonological awareness can be developed through a number of activities. Read below for more information.

Source of information was taken from:http://www.readingrockets.org/helping/target/phonologicalphonemic

For students with Dyslexia please visit our web page for additional information on recommended structured literacy approaches (Orton Gillingham, Phono-Graphix or My Virtual Reading Coach). https://www.apsva.us/english-language-arts/dyslexia/

Phonemic awareness typically goes from: http://www.readingrockets.org/article/development-phonological-skills

1. Rhyming

2. Syllable awareness

3. Identifying beginning and/or ending sounds in words

4. Matching words with the same beginning and/or ending sounds

5. Blending-onset/rime and then sound by sound

6. Segmenting-2 sounds, 3 sounds, and then 4 sounds with digraphs and blends

7. Phoneme manipulation-adding, deleting, substituting sounds

For students who are English Learners, consider the following:

Learning Differences: Language Acquisition vs. Learning Difficulty Reference Chart

This chart is adapted from Meeting the Needs of English Learners with Disabilities: Resource Book by Jarice Butterfield, Ph.D. Santa Barbara County SELPA, on behalf of the SELPA Administrators of California Association which was reprinted in the English Learner Tool Kit (OELA) - U.S. Department of Education (Page 6-10). Legend: L1 refers to the Native Language

L2 refers to the Acquired Language (English in our references below)

Reading / Phonemic Awareness

Specific Skill/Concept Indicators of a Learning Difference Due to Mark Areas of Concern (Regardless of

Reason) Right click on box

Second Language Acquisition Possible Presence of a Disability

Student does not remember letter sounds from one day to the next

Student will initially demonstrate difficulty remembering letter sounds in L2 as they often differ from the letter sounds in L1. With repeated practice, progress should be seen over time.

Student doesn’t remember letter sounds after 1) initial and follow-up instruction, and 2) frequent review (even if the sounds are common between L1 and L2)

Student is unable to blend letter sounds in

Letter sound errors may be related to L1 in that Roman alphabet letters used for English, may be novel and/or conventions such as long/short vowels

Student substitutes letters when decoding, not related to L1; student cannot remember vowel sounds; student may be able to

order to decode words in reading

are non-existent. With direct instruction the student will make progress over time.

decode sounds in isolation but not blend sounds to decode whole words

Possible Strategies (If you wish to mark one of these, click twice on box, right click, select ✓; or you may come up with your own idea.)

Provide consistent literacy skills to build student’s knowledge, experience and background. Expose students to high-interest signs, advertisements, labels around the classroom and emphasize targeted skill; create a focused

word wall. Teach songs or chants with patterns of rhyme and repetition. Have the student dictate stories which are then put in print for him/her to read. Require the student to place an emphasis on the

targeted skill. Use a multi-sensory approach with positive reinforcement to teach letters and sounds. Simultaneously teach phonemic awareness while explicitly teaching vocabulary for meaning, context, and pronunciation. Attach

visuals to reinforce meaning when possible. Explicitly teach phonemic characteristics and differences in L1 versus L2.

Refer to Sound Inventory Chart - Language/Culture Manuals - Language Transfer Guide

For some additional strategies please see below.

Phonemic Awareness

Area of focus (subskill)

Is the student having difficulties with..

Strategy/Intervention to try:

Strategies/ Lesson Ideas: Research-Based Program Fact Sheet:

3-6 Week Intervention Outline and Resources

RHYMING PALS Lessons: Beanbag Rhyme Game Draw-a-Rhyme Stories Go Fish Rhyme Chime Squirrel in a Tree The Foot Book End of the Line Rhyme Picture Rhyming Poetry Activity

Florida Center for Reading Research Lessons: Matching Rhyme Time Pocket Rhymes Rhyme A_LOT_OH Rhyme Closed Sort Rhyme Flip Book Rhyme Memory Match Rhyme or No Rhyme Rhyme Pie Rhyming Game

Rhyming

BEGINNING

SOUNDS

PALS Lessons: Beginning Sound Concentration Getting to Know You Go Fish Going on a Picnic Listen Up Name Recognition Photo Cards Name Sound Substitutions Round Robin Sing a Song of Sounds Sound Bags Sound I Spy

Beginning Sounds Letter Name Letter/Sound Correspondance

Sound Puppet Sound Shopping Spin a Letter The Cook Loves Peas The Sound Can

BLENDING/

SEGMENTING

PALS Lessons: Be the Sound Old MacDonald Picture Puzzles Robot Talk Slip and Slide Wordsplash The Sound in the Words Turtle Talk Florida Center for Reading Research Lessons: Onset/Rime: Quick Pick Rime House Sound Detective

Florida Center for Reading Research Lessons: Phonemes: K-1: Name That Sound Phoneme Closed Sort Phoneme Feud Phoneme Hopscotch Phoneme Phones Phoneme Photos Say & Slide Phonemes

Segment Those Words Sound Spin The Sound Game Picture Slide Treasure Box 2-3: Phoneme Counting Sort The Phoneme Game Phoneme Challenge What’s My Word? Break and Make Split and Say

Orton-Gillingham Spell Read Phono-Graphix My Virtual Reading Coach

Blending/Segmenting

SEGMENTING

PALS Lessons: And They All Fall Down Beginning, Middle, and End Classifying Objects Count the Sounds Disappearing Sounds Get Back in Your Pen Guess a Word Head, Waist, Toes Pick a Picture Pick an Apple off the Tree Put it Together, Take it Apart Reach for the Stars Specific Rhyming Analysis Tap to the Sounds Think of a Rhyme Token Game Where Do You Hear Florida Center for Reading Research Lessons: Segmenting Sentences/COW: Nursery Rhymes Sentence Game Sentence Graph

PALS Lessons: A Sentence a Day Buy My Sentence Dictated Captions Following Recipes Lots of Labels Make a Book Morning Message Picture Schedule Sentence Sleuth Sentence Strip Word Awareness Treasure Hunt Unifix Word Florida Center for Reading Research Lessons: Syllables: Syllable Hopscotch Clapping Names Feed the Animals Syllable Graph Syllable Say

Orton-Gillingham Phono-Graphix My Virtual Reading Coach SpellRead

PHONEME

ISOLATION AND

MATCHING

Florida Center for Reading Research Lessons: Matching Initial Phonemes: K-1: Sound It Bag It Hoop It Phoneme Dominoes Sound Discovery Sound Snacker Sound Train Sound Pictures and Puzzles One Card Out Pack a Backpack 2-3 (includes blends/digraphs): Match Maker Phoneme Picture Sort Florida Center for Reading Research Lessons: Matching Final Phonemes: K-1: Sound Pie Sound Match Up 2-3 (includes blends/digraphs):

2-3 (includes complex vowel sounds): Medial phoneme dominoes Medial Match Vowel Picture Sort Florida Center for Reading Research Lessons: Isolating Initial Phonemes: K-1 Feel It Sound It The Missing Link What Sound See It Sound It 2-3 Bag of Sounds Florida Center for Reading Research Lessons: Isolating Final Phonemes: The Last Sound Is (K-1) Final Phoneme Find (2-3) Florida Center for Reading Research Lessons: Isolating Medial Phonemes: Move and Tell (K-1) Medial Phoneme Find (2-3) Florida Center for Reading Research Lessons: Initial, Medial, and Final:

Phono-Graphix Phoneme Isolation and Matching

Final Phoneme Memory Final Phoneme Pyramid Final Phoneme Spin Florida Center for Reading Research Lessons: Matching Medial Phonemes: K-1: Sound Bags

Sound Quest (K-1) Phoneme Quest (2-3)

PHONEME

MANIPULATION

Florida Center for Reading Research Lessons: K-1: Drop and Say Making Words Name Changes 2-3: Final Phoneme Pie Make It, Find It, Keep It Phoneme Position Sort Phoneme Swap Sound Changes What’s Left Word Change

Phono-Graphix Phoneme Manipulation

PHONICS/DECODING/ENCODING:

Phonics is the understanding that there is a predictable relationship between the sounds of spoken language, and the letters and spellings that represent those sounds in written language.

Decoding is the ability to apply your knowledge of letter-sound relationships, including knowledge of letter patterns, to correctly pronounce written words. Understanding these relationships gives children the ability to recognize familiar words quickly and to figure out words they haven't seen before. Although children may sometimes figure out some of these relationships on their own, most children benefit from explicit instruction in this area. Phonics is one approach to reading instruction that teaches students the principles of letter-sound relationships, how to sound out words, and exceptions to the principles.

Encoding is the ability to apply knowledge of the way letters are used as well as recurring sequences of letters that form syllables, word endings, word roots, prefixes, and suffixes to spell words accurately.

Source of information was taken from: http://www.readingrockets.org/helping/target/phonics

For students with Dyslexia please visit our web page for additional information on recommended structured literacy approaches (Orton Gillingham, Phono-Graphix or My Virtual Reading Coach). https://www.apsva.us/english-language-arts/dyslexia/

Phonics

Area of focus /Developmental Stage

Is the student having difficulties with..

Strategy/ intervention to try:

Strategy/ Lesson Ideas: Research-Based Program Fact Sheet: 3-6 Week Intervention Outline and Resources

SIGHT WORD

READING

PALS Lessons: Concentration I Have, Who Has Personal Dictionary

Orton-Gillingham Phono-Graphix My Virtual Reading Coach

Sight Words

Rhyme Time Sight Word I Spy Wacky Word Wall Work War of Words Word Bank Books Word Rings Word Search Word Wall

LETTER

NAME ID

Words Their Way Supplemental Games

Florida Center for Reading Research Lessons: Alphabet Arc Alphabet Borders Alphabet Memory Game Alphabet Tiles Name Sort Clip a Letter Letter Cards Letter Critter Pasta Names Poetry Pen Sorting Letters

Venn Diagram Letter Name Sort PALS Lessons: Alphabet Order Blind Pick Colorful Letters Feely Socks Letter Bingo Mama Me Name Poster Simon Says Letters Twisty Letters Zip Around

Orton-Gillingham – Level K My Virtual Reading Coach

LETTER

SOUND CORRESPOND-

ENCE

Words Their Way Supplemental Games PALS Lessons: Change That Vowel Guess My Letter Hopscotch for Sounds Letter Hunt Letter Sound Sand Tray Mirrors, Pipes and Clay..Oh My! Monster Puppets Photo Line Roll a letter, Pick a Sound Simon Says Sounds Sort by Sound Sound Switch Word Line Vowel Sound Uno

Words Around Us Memory Game Florida Center for Reading Research Lessons: Medial Letter-Sound Correspondence: Letter Sound Bingo Letter Sound Mobile Letter Sound Train Medial Phoneme Spin Florida Center for Reading Research Lessons: Final Letter-Sound Correspondence: Letter Bag Letter Sound Folder Sort Letter Sound Pyramid Florida Center for Reading Research Lessons: All: Letter Sound Match Where’s That Sound? Map A Word (2-3)

Orton-Gillingham – Level K Phono-Graphix My Virtual Reading Coach

Florida Center for Reading Research Lessons: K-1: Initial Letter-Sound Correspondence: Brown Bag It Letter Sound Dominoes Letter Sound Placemats Photo Chart

Letter Sound Match w/ Digraphs (2-3) Materials:

● All Letter Sound Correspondence Cards

● Initial Letter Sound Correspondence Cards

● Medial Letter Sound Correspondence Cards

● Final Letter Sound Correspondence Cards

DIGRAPHS

AND BLENDS

(BEGIN)

Words Their Way Supplemental Games

Florida Center for Reading Research Lessons: Change My Word Word Blender Digraph Roll A Word

Orton-Gillingham – Level K My Virtual Reading Coach

DIGRAPHS

AND BLENDS

(ENDING)

Words Their Way Supplemental Games

Florida Center for Reading Research Lessons: Digraph Bingo Word Spinners

Orton-Gillingham – Level 1 My Virtual Reading Coach

LONG

VOWELS

vCe Common Long Vowel Patterns ( ea, oa, ai, ee, ay, oe)

Words Their Way Supplemental Games

Orton-Gillingham – Level 1 My Virtual Reading Coach

OTHER

VOWELS R controlled (ar, er, ur, ir, or) Diphthongs (ow, ou, oo, aw, au, oi, oy, ew, eu, ei, ie, ue)

Words Their Way Supplemental Games

Orton-Gillingham - Levels 1 – 3 My Virtual Reading Coach

INFLECTED ENDINGS (-ed, -ing, -er, -est)

Words Their Way Supplemental Games Orton-Gillingham – Levels 1 – 3 My Virtual Reading Coach

SYLLABLE JUNCTURE (syllable types, doubling, -e drop)

Words Their Way Supplemental Games Orton-Gillingham – Levels 1-3 My Virtual Reading Coach

UNACCENTED

FINAL SYLLABLES /

SCHWA

Words Their Way Supplemental Games Orton-Gillingham – Level 3 - Advanced My Virtual Reading Coach

AFFIXES (Prefixes

and Suffixes)

Words Their Way Supplemental Games Orton-Gillingham – Level 3 - Advanced My Virtual Reading Coach

BASES OR ROOTS (Greek and Latin)

Words Their Way Supplemental Games Orton-Gillingham - Advanced My Virtual Reading Coach

FLUENCY:

Fluency refers to the ability to read with speed, accuracy, and proper expression. In order to understand what they read, children must be able to read fluently whether they are reading aloud or silently. When reading aloud, fluent readers read in phrases and add intonation appropriately. Their reading is smooth and has expression.

Automaticity is the fast, effortless word recognition that comes with a great deal of reading practice. In the early stages of learning to read, readers may be accurate but slow and inefficient at recognizing words. Continued reading practice helps word recognition become more automatic, rapid, and effortless. Automaticity refers only to accurate, speedy word recognition, not to reading with expression. Therefore, automaticity (or automatic word recognition) is necessary, but not sufficient, for fluency.

Source of information was taken from http://www.readingrockets.org/helping/target/fluency

Fluency

Area of focus (subskill)

Is the student having difficulties with..

Strategy/intervention to try:

Strategy/Lesson Ideas: Research-Based Program Fact Sheet:

3-6 Week Intervention Outline and Resources

ACCURACY Florida Center for Reading Research Lessons: K-1 Partner Reading Repeated Timed Reading Rereading Decodable Text Speedy Phrases Word Relay

Pass the Word Word Family Zoom Word Speed Practice Word Sprint 4-5 Fluent Reflections Practice and Read Reading Results Reading Twosome Fleeting Phrases Phrase Haste

Read Naturally Leveled Literacy Intervention (LLI) My Virtual Reading Coach

Accuracy

Fast Match Fast Words I Read, You Point Speedy Rime Words Word Climb 2-3 All Together Now I Read, You Read Rapid Read Read and Read Again Two To Read Fast Phrases Phrase Speed Practice

Give Me Five Quick Words Read Speed Quick Sort PALS Lessons: Choral Reading Phonics Phones Recorded Text

AUTO-

MATICITY/

RATE

Florida Center for Reading Research Lessons: K-1 Partner Reading Repeated Timed Reading Rereading Decodable Text Speedy Phrases Word Relay Fast Match Fast Words I Read, You Point Speedy Rime Words Word Climb 2-3

Fast Phrases Phrase Speed Practice Pass the Word Word Family Zoom Word Speed Practice Word Sprint 4-5 Fluent Reflections Practice and Read Reading Results Reading Twosome Fleeting Phrases Phrase Haste Give Me Five Quick Words Read Speed Quick Sort

Read Naturally Leveled Literacy Intervention (LLI) My Virtual Reading Coach

Automaticity/Rate

All Together Now I Read, You Read Rapid Read Read and Read Again Two To Read

PROSODY Florida Center for Reading Research Lessons: K-1 Text Chunking Express It! Readers’ Theater 2-3 Copy Cat Play it Up Poetry Reading Chunking Text

Phrase Progression 4-5 Cast of Readers Echo Echo Follow My Lead Impressive Expressive Poetic License Reading Chunks Chunk It Up Division Decisions

Read Naturally Leveled Literacy Intervention (LLI) My Virtual Reading Coach

Prosody

VOCABULARY:

Vocabulary refers to the words we must understand to communicate effectively. Educators often consider four types of vocabulary: listening, speaking, reading, and writing. Listening vocabulary refers to the words we need to know to understand what we hear. Speaking vocabulary consists of the words we use when we speak. Reading vocabulary refers to the words we need to know to understand what we read. Writing vocabulary consists of the words we use in writing.

Vocabulary plays a fundamental role in the reading process, and contributes greatly to a reader's comprehension. A reader cannot understand a text without knowing what most of the words mean. Students learn the meanings of most words indirectly, through everyday experiences with oral and written language. Other words are learned through carefully designed instruction.

Source of information was taken from: http://www.readingrockets.org/helping/target/vocabulary

When considering vocabulary needs of the student, teachers also need to consider if the student is a second language learner and what WIDA level the student is at. ACCESS scores also need to be reviewed.

Vocabulary

Is the student having difficulties with..

Strategy/intervention to try:

Strategy/Lesson Ideas: Research-Based Program Fact Sheet:

3-6 Week Intervention Outline and Resources

WORD

MEANING

Florida Center for Reading Research Lessons: K-1 Four Square Vocabulary Multiple Meaning Bugs

Word Web Word Wise Word Wrap 4-5 All For One Defining Depictions

Word Meaning

Semantic Map Word Wizard Word-O-Nary 2-3 Inside Information Oh My Word

Dictionary Cube Know or No What do You Mean

WORD

ANALYSIS

Florida Center for Reading Research Lessons: K-1 Categor Ring Cube Word Sort Same and Different Semantic Feature Analysis Transportation Key Word Connections 2-3 Alike and Different Analogy Action Analogy Basketball Attribute Analysis Category Cube

Category Sort Concept Connection Extreme Words Meaning Map Word Wake Up 4-5 Analogy Soccer Category Clues Category Creations Category Tags Compare Extraordinaire Now Featuring Word by Word Worn Out Words

Word Analysis

WORD

KNOWLEDGE

Florida Center for Reading Research Lessons: K-1 About Me Action Word Ring

Homophone Hunt Opposites Attract Spin Sort Synonym Dominoes Synonym Antonym Connections

Word Knowledge

Choose and Chat Contraction Connection Go Fish for Homophones Memory Word Match Synonym Spider 2-3 Abbreviation Match Up Contraction Bingo Homograph Hitch

4-5 Antonym Concentration Antonym Dominoes Homograph Hook Homograph Hooray Homophone Go Fish Synonym Bingo Synonym Antonym Connections

WORDS IN

CONTEXT

Florida Center for Reading Research Lessons: K-1 Another Word If the Word Fits Word Fill In 2-3 Ask, Explain, List Meaning Exchange Meaning Maker Multiple Meaning Match Word Express Word Why

4-5 Choice Meanings Context Clues Get a Clue Hink Pink Think Looking For Meaning Meaning Extender Pun Fun Up With Words Word Share Word Winner

Words in Context

MORPH-OLOGY Word Parts (Affixes and base word instruction)

Growing Words Florida Center for Reading Research Lessons: K-1

Root A Word Sentence Match 4-5 Affix Concentration Affix Game Getting to the Root of It

Orton-Gillingham Advanced Continuum Leveled Literacy Intervention (LLI)

Morphology

Compound Word Flip Compound Word Hunt Prefix-O 2-3 Affix Action Affix Match Build a Word Compound word Trivia

Make it Meaningful Meaningful Affixes Root-O Rooting for Meaning Word Dissect

COMPREHENSION:

Comprehension is the understanding and interpretation of what is read. To be able to accurately understand written material, children need to be able to (1) decode what they read; (2) make connections between what they read and what they already know; and (3) think deeply about what they have read.

One big part of comprehension is having a sufficient vocabulary, or knowing the meanings of enough words. Readers who have strong comprehension are able to draw conclusions about what they read – what is important, what is a fact, what caused an event to happen, which characters are funny. Thus comprehension involves combining reading with thinking and reasoning.

Source of information was taken from: http://www.readingrockets.org/helping/target/comprehension

For English Learners consider the following:

Learning Differences: Language Acquisition vs. Learning Difficulty Reference Chart

This chart is adapted from Meeting the Needs of English Learners with Disabilities: Resource Book by Jarice Butterfield, Ph.D. Santa Barbara County SELPA, on behalf of the SELPA Administrators of California Association which was reprinted in the English Learner Tool Kit (OELA) - U.S. Department of Education (Page 6-10). Legend: L1 refers to the Native Language L2 refers to the Acquired Language (English in our references below)

Reading /Comprehension and Vocabulary

Specific Skill/Concept Indicators of a Learning Difference Due to

Mark Areas of Concern

(Regardless of Reason)

Right click on box Language Acquisition Possible Presence of a Disability

Student does not understand key words and/or phrases; exhibits poor comprehension

Student has not yet developed an understanding of vocabulary and/or meaning in L1

The student’s difficulty in comprehension and vocabulary use is evident in L1 and L2

Student does not understand a passage read, although s/he may be able to read with fluency and accuracy

Student may not have background knowledge or experience related to the topic in L2; student may be unable to use context clues to assist. As L2 proficiency increases along with exposure and support, improvement will be seen.

Student doesn’t remember or comprehend what was read in L2 (or L1 if applicable). This does not improve as language proficiency increases and further exposure/support are provided.

Student cannot make strong connections to the story/text

Student may not have sufficient vocabulary, background knowledge or experience related to the topic in L2.

Student may have difficulties identifying relationships among ideas, categories, or events

Student struggles to make inferences about story content

Student may not have sufficient vocabulary, background knowledge or experience related to the topic in L2. The student may not have been asked or required to complete this type of cognitive task

Student may have difficulty holding the information read in their short-term memory while manipulating it to formulate the inference.

previously. With direct teaching and practice improvement will be noted.

Possible Strategies (If you wish to mark one of these, click twice on box, right click, select ✓; or you may come up with your own idea.)

Provide consistent literacy skills to build student’s knowledge, experience and background Ensure that stories and texts are meaningful to the student’s real life experiences and/or interests Use pre-reading activities to develop and build cultural understanding or unfamiliar content Model and practice categorizing items, people, events Use visuals and manipulatives along with role play activities to walk through inference-making tasks

For some additional strategies please see below.

Comprehension

Area of focus (subskill).

Is the student having difficulties with..

Strategy/intervention to try:

Strategy/Lesson Ideas: Research-Based Program Fact Sheet:

3-6 Week Intervention Outline and Resources

NARRATIVE

TEXT

STRUCTURE

Florida Center for Reading Research Lessons: K-1 Picture the Character Character Compare Sequence a Story Story Sequence Organizer Story Question Cube Story Grammar

Retell Ring Retell A Story Compare A Story 4-5 Character Consideration Character Connections Check A Trait The Main Events Plotting the Plot

Leveled Literacy Intervention (LLI) My Virtual Reading Coach

Narrative Text Asking Questions

Hoop A Story Venn Diagram Retell Wheel 2-3 Charter Characteristics Compare a Character Story Line Up Story Book Story Element Sort Story Grammar Yammer

Plot Plan Story Pieces Story Element Ease Story Mapping Side By side Stories Retell Recap Retell Review Summary Step Up

EXPOSITORY

TEXT

STRUCTURE

Florida Center for Reading Research Lessons: K-1 Expository Fact Strip Expository Text Wheel Projected Paragraphs Summarizing 2-3 Book Look Just the Facts Keys to the Main Idea Expository Exploration Main Idea Highlights Classic Classifying

Reading the Research 4-5 Text Feature Find Detail Delight Distinguishing Details What’s the Big Idea In My Own Words Super Summary Write Cause or Effect Text Structure Sort Text Structure Reflection Research Roundup

Leveled Literacy Intervention (LLI) My Virtual Reading Coach

Expository Text

TEXT ANALYSIS Florida Center for Reading Research Lessons: K-1 Fiction and Nonfiction sort Fact Vs Opinion Cause and Effect Roll Cause and Effect Organizer 2-3 Fiction and Nonfiction Review Fact or Opinion Football Cause and Effect Match Compare and Contrast

Incredible Inference Persuade, Inform, and Entertain Sort 4-5 Fiction and Nonfiction Find Fact or Opinion Game Matter of Fact or Opinion More Incredible Inferences Inference Innovations What’s the Purpose Inquisitive Inquiries

Leveled Literacy Intervention (LLI) My Virtual Reading Coach

Text Analysis

MONITORING

FOR UNDER-

STANDING

Florida Center for Reading Research Lessons: K-1 KWL Make and Check a Prediction Classifying Information Sum it Up 2-3 Background Knowledge Warm Up Anticipation Sort

Show U Know 4-5 What Do You Know Background Check Agree to Disagree Plenty of Predictions

Leveled Literacy Intervention (LLI) My Virtual Reading Coach

Precise Predictions Read and Ask Question Quest Ask and Answer Simple Summary Sum Summary Strategic Strategies Reading Repair

Answer Know How Question Cards Stop and Ask Question Creation Sum-thing Special Strategies Game Read and Respond Monitor and Mend Strategy Success

GENERAL

COMPRE-

HENSION

PALS Lessons: Brainstorm, Reflect, Reformulate Extra! Extra! Newspaper Book Graphic Organizers Information Hunt Paired Questions Venn Diagram You’ve Got Mail

Leveled Literacy Intervention (LLI) My Virtual Reading Coach

Other Interventions available in APS:

PCI

Book Buddies

Reading Recovery

Writing and Composition

For English Learners consider the following:

Learning Differences: Language Acquisition vs. Learning Difficulty Reference Chart

This chart is adapted from Meeting the Needs of English Learners with Disabilities: Resource Book by Jarice Butterfield, Ph.D. Santa Barbara County SELPA, on behalf of the SELPA Administrators of California Association which was reprinted in the English Learner Tool Kit (OELA) - U.S. Department of Education (Page 6-10). Legend: L1 refers to the Native Language L2 refers to the Acquired Language (English in our references below)

Writing and Composition

Specific Skill/Concept Indicators of a Learning Difference Due to Indicators of a Possible Learning Disability

Mark Areas of Concern

(Regardless of Reason)

Right click on box

Second Language Acquisition Possible Presence of a Disability

Student does not write grammatically correct sentences

The syntax in L2 is consistent with the way it would be written in L1.(e.g. postion of adjectives, verb

tense, etc.) Improves over time with instruction and language proficiency development

Errors seem erratic and can include omissions, transpositions (e.g. girl= gril) or grammatical inconsistencies, even when modeled.

Student struggles to write responses to questions

Student may not understand the language of the question: a. academic language (e.g. “explain, except, justify, compare”) b. and/or the content specific language (e.g. “deforestation, chlorophyll, urban, expansion)

Student cannot write a cohesive response despite modeling and scaffolded supports. Student may confuse words and misapply them regularly.

Student has difficulty generating ideas for a paragraph or essay but is able to express his or her ideas orally

The student has developed higher verbal language proficiency than written language proficiency. Writing patterns are similar to those of other L2 learners. The topic may not be one of familiarity.

Student requires significant prompting and modeling to begin writing paragraph. Student struggles to add supportive details or descriptions of topic.

Student cannot organize written piece

Student hasn’t had sufficient practice or experience writing passages. With direct teaching, supports and experience there will be improvements noted over time.

Student requires significant prompting and modeling to organize writing despite. Spatial concerns and/or processing speed difficulties may be impacting.

Possible Strategies (If you wish to mark one of these, click twice on box, right click, select ✓; or you may come up with your own idea.)

Use a Dialogue Journal (Teacher or peer responds daily to student entry to create back and forth dialogue) Connect task to students’ previous knowledge, experience and/or interest Utilize visuals, organizers, anchor charts, etc. to prompt and/or organize ideas Have student record paragraph orally and then play back to write what is was recorded Have student physically place in order select scrambled sentences from a written paragraph and label (or match) “Topic

Sentence”, “Supporting Detail”, “Closing Statement”, etc. Adapt as necessary to your writing expectation. Conduct brainstorming activities and maintain ideas generated in accessible location for future use. Allow student to use as

needed.

Refer to: Step Up to Writing