Kentucky Valley Educational Cooperative Reading Child Find Intervention Tool DRAFT | |||
The Reading Intervention Tool will provide you with strategies and resources to address deficits in the areas of reading. This instrument also provides a continuum of interventions for each problem or concern in the five components of reading. | |||
Description of each Tier | |||
Tier I (Whole Class) The foundational or universal level of support. All students receive high-quality, evidence-based instruction aligned to grade-level standards, school wide behavioral expectations and key social-emotional competencies. In sustainable systems, at least 80% of students have their needs met through this universal level of support. Impacts everyone across all settings. Regular, proactive support that emphasizes teaching core learning. Example Effective Instruction at Tier 1 | |||
Tier II (Small Group/Targeted) Practices and systems that provide targeted support for students who are not successful with Tier 1 supports alone. The targeted or supplemental level of support is intended for some students who require more opportunities for practice and feedback or enrichment beyond Tier 1. In sustainable systems, 10-15% of students access this level of support in addition to the universal level. Tier 2 supports are often provided to groups of students with similar targeted needs. Frequency and duration will increase while group size will decrease. *Tier 2 is in addition to Tier 1. Sample Tier II: implementing a strategy to a small group of 5-7 students for 20 minutes 2-3x weekly. | |||
Tier III (Individualized/Intensive) The most intensive level of support.Practices and strategies that are more intensive and individualized implemented to improve academic needs of students who have not responded to Tier 1 or Tier 2 strategies. It is intended for students with the most significant and persistent needs extending well beyond the reach of the Tier 1 level. In effective systems, 1-5% of students need access to this level of support. Tier 3 is characterized by increased intensity and individualization of instruction and targeted supports. Frequency and duration will increase while group size will decrease. *These strategies are in addition to Tier 1 and Tier 2 strategies. Sample Tier III: implementing an individualized strategy to a small group of 1-3 students for 30 minutes 3-5x weekly | |||
Tier I, Tier II, and Tier III Strategies | |||
Problem or Concern (Measurable, observable, and objective – see it, count it, describe it) | Intervention Strategies (Intervention/strategy must address the discrete skill deficit.) | Evidence (What will the staff do to ensure the intervention is being implemented. What tools do staff need to implement strategy?) | Student Behavior Data Collection (Method of Measurement) |
Phonological Awareness
| Phonemic Awareness at a Glance Development of Phonological Skills Blending and Segmenting Games | Classroom Strategy Onset/Rime Games | Classroom Strategies Explicit Instruction on Blending Explicit Instruction in Say it and Move it Phonemic Awareness – UF Literacy Institute Elkonin Boxes | Classroom Strategies read aloud predictable books that emphasize rhyming words and invite students to supply rhyming words. |
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Phonological Awareness Skills Test (PAST) DIBELS Curriculum Based Measures K-8 Phonological Segmenting (PS) Fluency |
Problem or Concern (Measurable, observable, and objective – see it, count it, describe it) | Intervention Strategies (Intervention/strategy must address the discrete skill deficit.) | Evidence (What will the staff do to ensure the intervention is being implemented. What tools do staff need to implement strategy?) | Student Behavior Data Collection (Method of Measurement) |
Phonics
| Explicit instruction in multisyllabic blending routine Explicit Instruction in Syllabication (6 Syllable Types) Decoding and Encoding – UF Literacy Institute Anita Archer’s Explicit Instruction Multisyllabic Passages Words have students sort words by initial or ending consonant sounds. have students sort and classify objects by vowel sounds. |
| Easy CBM-create an account, but you can use the free version Curriculum Based Measurement Warehouse/InterventionCentral |
Problem or Concern (Measurable, observable, and objective – see it, count it, describe it) | Intervention Strategies (Intervention/strategy must address the discrete skill deficit.) | Evidence (What will the staff do to ensure the intervention is being implemented. What tools do staff need to implement strategy?) | Student Behavior Data Collection (Method of Measurement) |
Fluency
| echo reading |
| Easy CBM-create an account, but you can use the free version Basic Reading/Fluency: Letter Name Fluency/Letter Sound Fluency; directions and norms - generator; Oral Reading Fluency; directions and norms - passage generator InterventionCentralCBM Warehouse Hasbrouck & Tindal OralReading Fluency Norms K-8 |
Problem or Concern (Measurable, observable, and objective – see it, count it, describe it) | Intervention Strategies (Intervention/strategy must address the discrete skill deficit.) | Evidence (What will the staff do to ensure the intervention is being implemented. What tools do staff need to implement strategy?) | Student Behavior Data Collection (Method of Measurement) |
Vocabulary
| Explicit Instruction in Morphology Word Maps | Classroom Strategies English Dictionary and Thesaurus Anita Archer's Explicit Vocabulary Strategy List-Group-Label | Classroom Strategies Possible Sentences | Classroom Strategies Semantic Feature Analysis | Classroom Strategies Semantic Gradients | Classroom Strategies post and interact with high frequency words on a word wall. design a prefix and suffix wall. play “memory” or “concentration” by matching words with definitions. use charades to guess a word. brainstorm and record multiple examples of where words are found in real life. use analogies to explore word relationships and meaning. read alouds. ask questions that link vocabulary words (e.g How does___ compare to __?) incorporate opportunities for students to give examples and non-examples of vocabulary words, use antonyms and synonyms to clarify meanings. have students highlight word parts, prefixes, or suffixes |
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Problem or Concern (Measurable, observable, and objective – see it, count it, describe it) | Intervention Strategies (Intervention/strategy must address the discrete skill deficit.) | Evidence (What will the staff do to ensure the intervention is being implemented. What tools do staff need to implement strategy?) | Student Behavior Data Collection (Method of Measurement) |
Comprehension
| Scaffolded instruction in Explicit Instruction in Reciprocal Teaching access prior knowledge by discussing a book or selection before reading. guide students to make real-life connections with reading materials. break a long passage into shorter reading segments. create a character map to describe the main character in the story. use of Venn Diagram to compare two characters or two versions of the same story. use pictures instead of writing to express understanding of materials read. |
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Intervention Central: Comprehension: MAZE directions and norms ; passage generator
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Additional Resources: | Readworks.org-create free account Vocabulary.com - Learn Words - English Dictionary Broad Research Based Resources: IRIS (use search bar, e.g. vocabulary) Helpful Tools: Data Collection Progress Monitoring Screening and Intervention Record Form | ||
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