Reading Intervention

Meet Miss Flynn

What is Reading Intervention?

Reading intervention is a program, supplementary to an existing literacy curriculum, that is provided to students for the primary purpose of increasing reading levels.

What does the Reading Intervention Program look like

in Verona?• Grades 1-4 currently• Kindergartens will be looked

at the second half of the year

What does the Reading Intervention Program look like in Verona?

• Meet with students for half hour sessions• Groups are made up of 1 to 6

students

What guidelines are used for students to enter the

Reading Intervention Program?

• DRA Scores• SRC Referral• NJ ASK Scores

What skills will be worked on?

• Print• Phonemic Awareness• Phonics• Fluency• Vocabulary• Comprehension

What Are Phonemes? Phonemes are the sounds that make

up spoken words.

Phonemes are speech sounds, not letters. This symbol, r, is not a phoneme. It is a letter that has been designated to represent the phoneme /r/.

Here is a way to check your own understanding of phonemes. How

many phonemes are in these words? • ran • rain • reign • ate • eight• straight

How many phonemes did you hear?

• ran (3) /r/ /a/ /n/ • rain (3) /r/ /a/ /n/ • reign (3) /r/ /a/ /n/ • ate (2) /a/ /t/ • eight (2) /a/ /t/ • straight (5) /s/ /t/ /r//a/ /t/

Fluency

• Fluency is the ability to read text accurately and smoothly.

• Readers need to put less effort into word recognition and therefore have more available for comprehension

Fluency

What can we do to help a child’s reading fluency?

• Repeated Reading• Guided Repeated

Reading

The district uses the Fundations program in grades K-2.

Fundations: By the End of Kindergarten• Letter formation associated with sounds• Write manuscript letters in lower-case and upper-case• Print knowledge and concepts of print: track print left to right/top to bottom of page; match spoken words

to printed words• Identify separate words in an oral sentence, segment words into syllables; segment syllables into sounds

(phonemes) - up to 3 sounds• Phoneme substitution, deletion, addition, and manipulation activities done with letter cards and tiles to

assist with cognitive manipulation• Isolate phonemes using tapping procedure for both blending and segmenting (segment phonemes in

words; blend phonemes into words)• Alphabetic order• Know a-z letter/sound relationships (map letter to sound and sound to letter)• Read and spell approximately 200 CVC words• Read targeted high-frequency words: the, a, and, is, was• Identify 75% of first 100 high frequency words, including 25-30 irregular (trick words) such as the, was, of• Identify and name correct punctuation (period or question mark)• Identify upper-case letter use for beginning of sentences and names of people• Retell short narrative stories• Echo-read a passage with correct phrasing and expression

Fundations: By the End of First Grade• Segment words into syllables and syllables into sounds (phonemes) - up to 5 sounds• Name corresponding letter(s) and short and long vowels when given letters• Name corresponding letter(s) when given sounds of letters and vowels• Identify word structure such as blends, digraphs, basewords, suffixes, syllable types (closed and vowel-

consonant-e syllables)• Read and spell closed and vowel-consonant-e syllable type words• Name sounds for r-controlled vowels and for vowel digraphs and vowel diphthongs• Read and spell compound words and other words with two syllables• Read and spell words with s, es, ed, ing suffixes• Read and spell words with unexpected vowel sounds• Read and spell CVC, CCVC, CVCC,CCVCC, CVCe words• Read and spell the first 100 high frequency words, including irregular words (trick words)• Read and spell targeted high-frequency,non-phonetic words• Construct sentences using vocabulary words• Read approximately 60 words per minute with fluency and understanding• Read controlled stories (95-100% decodable) with fluency, expression, and understanding• Apply beginning dictionary skills• Apply correct punctuation (period, question mark, exclamation point)• Apply capitalization rules for beginning of sentences and names of people• Retell short narrative stories and facts from expository text•

This is what 60 words would look like for a first grader…

It has been so cold this winter. The wind blew and blew. It rained and rained. The days have been gray and dark. I had to wear mittens and a hat to school every day. It even snowed twice. At first winter was fun. Now I’m tired of the cold. It has been too cold and wet to play outside.

Fundations: By the End of the Second Grade• Segment syllables into sounds (phonemes) – up to 6 sounds• Identify word structures such as vowels, consonants, blends, digraphs, digraph blends• Identify parts of words (syllables, basewords, suffixes)• Identify all six syllable types: closed, vowel-consonant-e, open, r-controlled, vowel digraph/diphthong, consonant-le• Read and spell words with: short vowels,

long vowels in vowel-consonant-e and open syllables,r-controlled vowels (ar, er, ir, or, ur)vowel teams (ai, ay, ee, ey, ea, oi, oy, oa, ow, oe, ou, oo, ue, ew, au, aw)

• Read and spell words with unexpected vowel sounds (old, ild, ind, ost, olt, ive)• Read and spell words with common suffixes (s, es, ed, ing, est, ish, able, ive, y, ful, ment, less, ness, ly, ty)• Read and spell words with common prefixes (un-, dis-, mis-, non-, trans-, pre-, pro-, re-, de-)• Read and spell phonetically regular one-, two- and three-syllable words• Read and spell targeted high-frequency,non-phonetic words• Divide multisyllabic words• Write clear, legible manuscript at an appropriate rate• Spell words with options for the grapheme representation for sounds with use of a spell checker or dictionary• Apply correct punctuation (period, question mark, exclamation point)• Apply capitalization rules for beginning of sentences and names of people• Read controlled stories with fluency, expression and understanding• Read approximately 90 words per minute with fluency and understanding• Construct sentences using vocabulary words• Use synonyms, know some multiple meaning words, and apply dictionary skills• Retell facts from expository text• Locate facts and details in narrative and expository writing• Skim for information• Make judgements, predictions from given facts

This is what 90 words would look like for a second grader…

Yesterday my mom started her new job. Her job is to drive a school bus every morning. She took driving classes to get ready for her new job. She had to get a special license, too. She wears a dark blue uniform with a yellow vest. Now that she is driving a school bus, my mom has to get up even earlier than we do. She has to be at work on time or the children won’t get to school on time. She does her best to get everyone to….

Fundations: By the End of Third Grade• Segment syllables into sounds (phonemes) – up to 6 sounds• Identify word structures such as vowels, consonants, blends, digraphs, digraph blends• Identify parts of words (syllables, basewords, suffixes)• Identify all six syllable types: closed, vowel-consonant-e, open, r-controlled, vowel digraph/diphthong, consonant-le• Identify the "exceptions" to these six syllable types• Read and spell words with: short vowels,

long vowels in vowel-consonant-e and open syllables,r-controlled vowels (ar, er, ir, or, ur)vowel teams (ai, ay, ee, ey, ea, oi, oy, oa, ow, oe, ou, oo, ue, ew, au, aw)

• Read and spell words with unexpected vowel sounds (old, ild, ind, ost, olt, ive)• Read and spell words with the unexpected vowel sound of schwa in unaccented syllables• Read and spell words with suffixes (s, es, ed, ing, est, ish, able, ive, y, ful, ment, less, ness, ly, ty) • Identify and know meaning of most common Latin suffixes• Read and spell phonetically regular one-, two- and three-syllable words• Read and spell targeted high-frequency,non-phonetic words• Divide multisyllabic words• Write clear, legible manuscript at an appropriate rate• Spell words with options for the grapheme representation for sounds with use of a spell checker or dictionary• Construct simple, compound and complex sentences using vocabulary words using proper capitalization and incorporating coordinating and

subordinating conjunctions• Apply correct punctuation and capitalize rules for beginning of sentences and names of people• Read controlled stories with fluency, expression and understanding• Read approximately 90 words per minute with fluency and understanding• Construct sentences using vocabulary words• Use synonyms, know some multiple meaning words, and apply dictionary skills• Retell facts from expository text• Locate facts and details in narrative and expository writing• Skim for information• Make judgements, predictions from given facts

This is what 90 words would look like for a third grader…

I have a new friend at school. She can’t walk so she uses a wheelchair to get around. She comes to school in a special van that can transport four people who use wheelchairs. The van brings my friend and another boy to school. My friend is in the third grade with me, and the boy is a fourth grader.

I like to watch my friend get in and out of the van. The driver pushes a button and part of the van floor lowers to the driveway to form a….

What assessments are being used?

• DIBELS• Teacher’s College Running

Records• DRA

Here is what the DIBELS measures:Letter Naming Fluency

Students are presented with a page of uppercase and lowercase letters and areasked to name as many as they can.

Initial Sound FluencyThis test measures a child's ability to recognize and produce the initial sound inan orally presented word.

Phoneme Segmentation FluencyThis test measures a child's ability to segment three- and four-phoneme wordsinto individual phonemes fluently. This is a good predictor of later readingachievement.

Nonsense Words FluencyThis is an individually administered test of the alphabetic principle, includingletter-sound correspondence and the ability to blend letters into words in whichletters represent their most common sounds.

Oral Reading FluencyThis test measures a child's accuracy and fluency with a connected text.

How do students exit?

It’s a Team Effort!Parents

TeacherReading

Intervention

Thank you for coming!!

If you have any questions please feel free to e-mail me:

kflynn@veronaschools.org