English Language Arts Intervention Protocol for K-5

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?

Yes • Continue with core instruction and monitor progress

• Determine if you need to administer an additional No diagnostic assessments to determine area of focus for core instruction and intervention.

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

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.

UNIVERSAL SCREENING: Yes

No 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 Developmental Reading Assessment (DRA) can help teachers get additional oral reading and comprehension Accuracy/Decoding 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 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, Read America Assessment assesses a student’s ability to blend, segment and manipulate phonemes. The Segmenting, and Read America Assessment can be found here. This assessment is recommended if students do not meet the Phoneme benchmark or are on the bubble in word identification or oral reading accuracy. Manipulation 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 PALS Quick Checks (Spelling and pseudo words) (Spelling) 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 PALS Quick Checks (Spelling and pseudo words) 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,  Differentiated instruction manipulatives)  Double dose of reading  Visual schedule  Work with reading teacher  Graphic organizers for written assignments  Work with ESOL/HILT teacher  Clarify/simplify directions  Parent provided tutor  Frequent cuing for attention/re-direction  Homework Club  Positive behavior supports  SOL remediation  Use of audio books  One-to-one instruction  Highlight essential information  Orton Gillingham Methodology  Preferential seating

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 Second Language Acquisition Possible Presence of a Disability Reason) Right click on box

Student does not Student will initially demonstrate difficulty Student doesn’t remember letter sounds remember letter remembering letter sounds in L2 as they often differ after 1) initial and follow-up instruction, and sounds from one day to from the letter sounds in L1. With repeated practice, 2) frequent review (even if the sounds are the next progress should be seen over time. common between L1 and L2)

Student is unable to Letter sound errors may be related to L1 in that Student substitutes letters when decoding, blend letter sounds in Roman alphabet letters used for English, may be not related to L1; student cannot remember novel and/or conventions such as long/short vowels vowel sounds; student may be able to order to decode words are non-existent. With direct instruction the student decode sounds in isolation but not blend in reading will make progress over time. 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 Strategy/Intervention to try: Area of focus (subskill)

Strategies/ Lesson Ideas: Research-Based 3-6 Week Intervention Is the student having Program Fact Sheet: Outline and Resources difficulties with..

PALS Lessons: Florida Center for Reading Rhyming RHYMING Beanbag Rhyme Game Research Lessons: Draw-a-Rhyme Stories Matching Rhyme Time Go Fish Pocket Rhymes Rhyme Chime Rhyme A_LOT_OH Squirrel in a Tree Rhyme Closed Sort The Foot Book Rhyme Flip Book End of the Line Rhyme Rhyme Memory Match Picture Rhyming Rhyme or No Rhyme Poetry Activity Rhyme Pie Rhyming Game

PALS Lessons: Beginning Sounds BEGINNING Beginning Sound Concentration SOUNDS Getting to Know You Letter Name Go Fish Going on a Picnic Letter/Sound Correspondance Listen Up Name Recognition Photo Cards Name Sound Substitutions Round Robin Sing a Song of Sounds Sound Bags Sound I Spy Sound Puppet Sound Shopping Spin a Letter The Cook Loves Peas The Sound Can

PALS Lessons: Florida Center for Reading Orton-Gillingham Blending/Segmenting BLENDING/ Be the Sound Research Lessons: Spell Read SEGMENTING Old MacDonald Phonemes: Phono-Graphix Picture Puzzles K-1: My Virtual Reading Robot Talk Name That Sound Coach Slip and Slide Phoneme Closed Sort Wordsplash Phoneme Feud The Sound in the Words Phoneme Hopscotch Turtle Talk Phoneme Phones Phoneme Photos Florida Center for Say & Slide Phonemes Reading Research Segment Those Words Lessons: Sound Spin Onset/Rime: The Sound Game Quick Pick Picture Slide Rime House Treasure Box Sound Detective 2-3: Phoneme Counting Sort The Phoneme Game Phoneme Challenge What’s My Word? Break and Make Split and Say

PALS Lessons: PALS Lessons: Orton-Gillingham SEGMENTING And They All Fall Down A Sentence a Day Phono-Graphix Beginning, Middle, and Buy My Sentence My Virtual Reading End Dictated Captions Coach Classifying Objects Following Recipes SpellRead Count the Sounds Lots of Labels Disappearing Sounds Make a Book Get Back in Your Pen Morning Message Guess a Word Picture Schedule Head, Waist, Toes Sentence Sleuth Pick a Picture Sentence Strip Word Pick an Apple off the Awareness Tree Treasure Hunt Put it Together, Take it Unifix Word Apart Reach for the Stars Florida Center for Reading Specific Rhyming Research Lessons: Analysis Syllables: Tap to the Sounds Syllable Hopscotch Think of a Rhyme Clapping Names Token Game Feed the Animals Where Do You Hear Syllable Graph Syllable Say Florida Center for Reading Research Lessons: Segmenting Sentences/COW: Nursery Rhymes Sentence Game Sentence Graph Florida Center for 2-3 (includes complex Phono-Graphix Phoneme Isolation and PHONEME Reading Research vowel sounds): Matching ISOLATION AND Lessons: Medial phoneme dominoes Matching Initial Medial Match MATCHING Phonemes: Vowel Picture Sort K-1: Sound It Bag It Florida Center for Reading Hoop It Research Lessons: Phoneme Dominoes Isolating Initial Phonemes: Sound Discovery K-1 Sound Snacker Feel It Sound It Sound Train The Missing Link Sound Pictures and What Sound Puzzles See It Sound It One Card Out 2-3 Pack a Backpack Bag of Sounds 2-3 (includes blends/digraphs): Florida Center for Reading Match Maker Research Lessons: Phoneme Picture Sort Isolating Final Phonemes: The Last Sound Is (K-1) Florida Center for Final Phoneme Find (2-3) Reading Research Florida Center for Reading Lessons: Research Lessons: Matching Final Isolating Medial Phonemes: Phonemes: Move and Tell (K-1) K-1: Medial Phoneme Find (2-3) Sound Pie Sound Match Up Florida Center for Reading 2-3 (includes Research Lessons: blends/digraphs): Initial, Medial, and Final: Final Phoneme Memory Sound Quest (K-1) Final Phoneme Pyramid Phoneme Quest (2-3) Final Phoneme Spin

Florida Center for Reading Research Lessons: Matching Medial Phonemes: K-1: Sound Bags

Florida Center for Reading Research Lessons: Phono-Graphix Phoneme Manipulation PHONEME K-1: MANIPULATION 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

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 Strategy/ intervention to try: Area of focus /Developmental Stage Strategy/ Lesson Ideas: Research-Based Program Fact Sheet: 3-6 Week Intervention Outline and Resources Is the student having difficulties with..

PALS Lessons: Orton-Gillingham Sight Words SIGHT WORD Concentration Phono-Graphix READING I Have, Who Has My Virtual Reading Coach Personal Dictionary

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

Words Their Venn Diagram Letter Orton-Gillingham – Level K LETTER Way Name Sort My Virtual Reading Coach NAME ID Supplemental Games PALS Lessons: Alphabet Order Florida Center Blind Pick for Reading Colorful Letters Research Feely Socks Lessons: Letter Bingo Alphabet Arc Mama Me Alphabet Name Poster Borders Simon Says Letters Alphabet Twisty Letters Memory Game Zip Around Alphabet Tiles Name Sort Clip a Letter Letter Cards Letter Critter Pasta Names Poetry Pen Sorting Letters Words Their Words Around Us Orton-Gillingham – Level K LETTER Way Memory Game Phono-Graphix SOUND Supplemental My Virtual Reading Coach Games Florida Center for CORRESPOND- Reading Research PALS Lessons: Lessons: ENCE Change That Medial Letter-Sound Vowel Correspondence: Guess My Letter Letter Sound Bingo Hopscotch for Letter Sound Mobile Sounds Letter Sound Train Letter Hunt Medial Phoneme Spin Letter Sound Sand Tray Florida Center for Mirrors, Pipes Reading Research and Clay..Oh Lessons: My! Final Letter-Sound Monster Correspondence: Puppets Letter Bag Photo Line Letter Sound Folder Roll a letter, Pick Sort a Sound Letter Sound Pyramid Simon Says Sounds Florida Center for Sort by Sound Reading Research Sound Switch Lessons: Word Line All: Vowel Sound Letter Sound Match Uno Where’s That Sound? Map A Word (2-3)

Florida Center Letter Sound Match w/ for Reading Digraphs (2-3) Research Lessons: Materials: K-1: ● All Letter Sound Initial Letter- Correspondence Sound Cards Correspondence: ● Initial Letter Brown Bag It Sound Letter Sound Correspondence Dominoes Cards Letter Sound ● Medial Letter Placemats Sound Photo Chart Correspondence Cards ● Final Letter Sound Correspondence Cards

Words Their Way Supplemental Games Orton-Gillingham – Level K DIGRAPHS My Virtual Reading Coach Florida Center for Reading Research AND BLENDS Lessons: Change My Word (BEGIN) Word Blender Digraph Roll A Word

Words Their Way Supplemental Games Orton-Gillingham – Level 1 DIGRAPHS My Virtual Reading Coach Florida Center for Reading Research AND BLENDS Lessons: Digraph Bingo (ENDING) Word Spinners

LONG Words Their Way Supplemental Games Orton-Gillingham – Level 1 My Virtual Reading Coach VOWELS vCe Common Long Vowel Patterns ( ea, oa, ai, ee, ay, oe)

Words Their Way Supplemental Games Orton-Gillingham - Levels 1 – 3 OTHER My Virtual Reading Coach 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 INFLECTED My Virtual Reading Coach ENDINGS (-ed, -ing, -er, -est) Words Their Way Supplemental Games Orton-Gillingham – Levels 1-3 SYLLABLE My Virtual Reading Coach JUNCTURE (syllable types, doubling, -e drop)

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

SYLLABLES / SCHWA

Words Their Way Supplemental Games Orton-Gillingham – Level 3 - (Prefixes AFFIXES Advanced and Suffixes) My Virtual Reading Coach

Words Their Way Supplemental Games Orton-Gillingham - Advanced BASES OR My Virtual Reading Coach ROOTS (Greek and Latin)

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 Strategy/intervention to try: Area of focus (subskill) Is the student having Strategy/Lesson Ideas: Research-Based Program 3-6 Week Intervention difficulties with.. Fact Sheet: Outline and Resources

Florida Center for Pass the Word Read Naturally ACCURACY Reading Research Word Family Zoom Leveled Literacy Accuracy Lessons: Word Speed Practice Intervention (LLI) K-1 Word Sprint My Virtual Reading Coach Partner Reading 4-5 Repeated Timed Fluent Reflections Reading Practice and Read Rereading Decodable Reading Results Text Reading Twosome Speedy Phrases Fleeting Phrases Word Relay Phrase Haste Fast Match Give Me Five Fast Words Quick Words I Read, You Point Read Speed Speedy Rime Words Quick Sort Word Climb 2-3 PALS Lessons: All Together Now Choral Reading I Read, You Read Phonics Phones Rapid Read Recorded Text Read and Read Again Two To Read Fast Phrases Phrase Speed Practice

Florida Center for Fast Phrases Read Naturally Automaticity/Rate AUTO- Reading Research Phrase Speed Practice Leveled Literacy MATICITY/ Lessons: Pass the Word Intervention (LLI) K-1 Word Family Zoom My Virtual Reading Coach RATE Partner Reading Word Speed Practice Repeated Timed Word Sprint Reading 4-5 Rereading Decodable Fluent Reflections Text Practice and Read Speedy Phrases Reading Results Word Relay Reading Twosome Fast Match Fleeting Phrases Fast Words Phrase Haste I Read, You Point Give Me Five Speedy Rime Words Quick Words Word Climb Read Speed 2-3 Quick Sort All Together Now I Read, You Read Rapid Read Read and Read Again Two To Read

Florida Center for Phrase Progression Read Naturally Prosody PROSODY Reading Research 4-5 Leveled Literacy Lessons: Cast of Readers Intervention (LLI) K-1 Echo Echo My Virtual Reading Coach Text Chunking Follow My Lead Express It! Impressive Expressive Readers’ Theater Poetic License 2-3 Reading Chunks Copy Cat Chunk It Up Play it Up Division Decisions Poetry Reading Chunking Text

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 Strategy/intervention to try: Is the student having difficulties with.. Strategy/Lesson Ideas: Research-Based Program 3-6 Week Intervention Fact Sheet: Outline and Resources

Florida Center for Word Web Word Meaning WORD Reading Research Word Wise MEANING Lessons: Word Wrap K-1 4-5 Four Square Vocabulary All For One Multiple Meaning Bugs Defining Depictions Semantic Map Dictionary Cube Word Wizard Know or No Word-O-Nary What do You Mean 2-3 Inside Information Oh My Word

Florida Center for Category Sort Word Analysis WORD Reading Research Concept Connection ANALYSIS Lessons: Extreme Words K-1 Meaning Map Categor Ring Word Wake Up Cube Word Sort 4-5 Same and Different Analogy Soccer Semantic Feature Category Clues Analysis Category Creations Transportation Key Category Tags Word Connections Compare Extraordinaire 2-3 Now Featuring Alike and Different Word by Word Analogy Action Worn Out Words Analogy Basketball Attribute Analysis Category Cube

Florida Center for Homophone Hunt Word Knowledge WORD Reading Research Opposites Attract KNOWLEDGE Lessons: Spin Sort K-1 Synonym Dominoes About Me Synonym Antonym Action Word Ring Connections Choose and Chat 4-5 Contraction Connection Antonym Concentration Go Fish for Homophones Antonym Dominoes Memory Word Match Homograph Hook Synonym Spider Homograph Hooray 2-3 Homophone Go Fish Abbreviation Match Up Synonym Bingo Contraction Bingo Synonym Antonym Homograph Hitch Connections

Florida Center for 4-5 Words in Context WORDS IN Reading Research Choice Meanings CONTEXT Lessons: Context Clues K-1 Get a Clue Another Word Hink Pink Think If the Word Fits Looking For Meaning Word Fill In Meaning Extender 2-3 Pun Fun Ask, Explain, List Up With Words Meaning Exchange Word Share Meaning Maker Word Winner Multiple Meaning Match Word Express Word Why

Growing Words Root A Word Orton-Gillingham Morphology MORPH- Sentence Match Advanced Continuum OLOGY Florida Center for 4-5 Leveled Literacy Word Parts (Affixes and Reading Research Affix Concentration Intervention (LLI) base word instruction) Lessons: Affix Game K-1 Getting to the Root of It Compound Word Flip Make it Meaningful Compound Word Hunt Meaningful Affixes Prefix-O Root-O 2-3 Rooting for Meaning Affix Action Word Dissect Affix Match Build a Word Compound word Trivia

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

Reading /Comprehension and Vocabulary

Specific Skill/Concept Indicators of a Learning Difference Due to Mark Areas of Concern (Regardless of Reason) Language Acquisition Possible Presence of a Disability Right click on box

Student does not Student has not yet developed an understanding The student’s difficulty in understand key words of vocabulary and/or meaning in L1 comprehension and vocabulary and/or phrases; exhibits use is evident in L1 and L2 poor comprehension

Student does not Student may not have background knowledge or Student doesn’t remember or understand a passage experience related to the topic in L2; student comprehend what was read in L2 read, although s/he may may be unable to use context clues to assist. As (or L1 if applicable). This does not be able to read with L2 proficiency increases along with exposure and improve as language proficiency fluency and accuracy support, improvement will be seen. increases and further exposure/support are provided.

Student cannot make Student may not have sufficient Student may have difficulties strong connections to vocabulary, background knowledge or identifying relationships among the story/text experience related to the topic in L2. ideas, categories, or events

Student struggles to Student may not have sufficient Student may have difficulty make inferences about vocabulary, background knowledge or holding the information read in story content experience related to the topic in L2. The student their short-term memory while may not have been asked or required to manipulating it to formulate the complete this type of cognitive task 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 Strategy/intervention to try: Area of focus (subskill). Is the student having Strategy/Lesson Ideas: Research-Based Program 3-6 Week Intervention difficulties with.. Fact Sheet: Outline and Resources

Florida Center for Reading Retell Ring Leveled Literacy Narrative Text NARRATIVE Research Lessons: Retell A Story Intervention (LLI) TEXT K-1 Compare A Story My Virtual Reading Asking Questions Picture the Character 4-5 Coach STRUCTURE Character Compare Character Consideration Sequence a Story Character Connections Story Sequence Organizer Check A Trait Story Question Cube The Main Events Story Grammar Plotting the Plot Hoop A Story Venn Diagram Plot Plan Retell Wheel Story Pieces 2-3 Story Element Ease Charter Characteristics Story Mapping Compare a Character Side By side Stories Story Line Up Retell Recap Story Book Retell Review Story Element Sort Summary Step Up Story Grammar Yammer

Florida Center for Reading Research Reading the Leveled Literacy Expository Text EXPOSITORY Lessons: Research Intervention (LLI) TEXT K-1 4-5 My Virtual Reading Expository Fact Strip Text Feature Coach STRUCTURE Expository Text Wheel Find Projected Paragraphs Detail Delight Summarizing Distinguishing 2-3 Details Book Look What’s the Big Just the Facts Idea Keys to the Main Idea In My Own Expository Exploration Words Main Idea Highlights Super Summary Classic Classifying Write Cause or Effect Text Structure Sort Text Structure Reflection Research Roundup Florida Center for Reading Research Incredible Leveled Literacy Text Analysis TEXT ANALYSIS Lessons: Inference Intervention (LLI) K-1 Persuade, My Virtual Reading Fiction and Nonfiction sort Inform, and Coach Fact Vs Opinion Entertain Sort Cause and Effect Roll 4-5 Cause and Effect Organizer Fiction and 2-3 Nonfiction Find Fiction and Nonfiction Review Fact or Opinion Fact or Opinion Football Game Cause and Effect Match Matter of Fact Compare and Contrast or Opinion More Incredible Inferences Inference Innovations What’s the Purpose Inquisitive Inquiries

Florida Center for Reading Research Show U Know Leveled Literacy MONITORING Lessons: 4-5 Intervention (LLI) FOR UNDER- K-1 What Do You My Virtual Reading KWL Know Coach STANDING Make and Check a Prediction Background Classifying Information Check Sum it Up Agree to 2-3 Disagree Background Knowledge Warm Up Plenty of Anticipation Sort Predictions Precise Predictions Answer Know Read and Ask How Question Quest Question Cards Ask and Answer Stop and Ask Simple Summary Question Sum Summary Creation Strategic Strategies Sum-thing Reading Repair Special Strategies Game Read and Respond Monitor and Mend Strategy Success

PALS Lessons: Leveled Literacy GENERAL Brainstorm, Reflect, Reformulate Intervention (LLI) COMPRE- Extra! Extra! Newspaper Book My Virtual Reading Graphic Organizers Coach HENSION Information Hunt Paired Questions Venn Diagram You’ve Got Mail

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

Writing and Composition

Specific Skill/Concept Indicators of a Learning Difference Due to Indicators of a Possible Learning Mark Areas of Disability Concern (Regardless of Second Language Acquisition Possible Presence of a Disability Reason) Right click on box

Student does not write The syntax in L2 is consistent with the way it would Errors seem erratic and can grammatically correct be written in L1.(e.g. postion of adjectives, verb include omissions, transpositions sentences tense, etc.) Improves over time with instruction (e.g. girl= gril) or grammatical and language proficiency development inconsistencies, even when modeled. Student struggles to Student may not understand the language of Student cannot write a cohesive write responses to the question: response despite modeling and questions a. academic language (e.g. “explain, scaffolded supports. Student may except, justify, compare”) confuse words and misapply them b. and/or the content specific language regularly. (e.g. “deforestation, chlorophyll, urban, expansion)

Student has difficulty The student has developed higher verbal Student requires significant generating ideas for a language proficiency than written language prompting and modeling to begin paragraph or essay but is proficiency. Writing patterns are similar to writing paragraph. Student able to express his or her those of other L2 learners. The topic may not be struggles to add supportive details ideas orally one of familiarity. or descriptions of topic.

Student cannot organize Student hasn’t had sufficient practice or Student requires significant written piece experience writing passages. With direct prompting and modeling to teaching, supports and experience there will be organize writing despite. Spatial improvements noted over time. 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