Reading Intervention Programs Facilitated by Title I

1. Reading Intervention Programs Facilitated by Title I -Soar to Success -Start Up, Build Up, Spiral Up -Read Naturally -Words Their Way -Strategic Intervention

2. RtII

3. Soar to Success • Comprehension Based Program • Graphic organizers help students visually construct meaning. • Reciprocal teaching helps students make large gains in reading. • Effective instruction in reading needs to be scaffolded. • Goal of intervention – accelerate

4. Soar to Success • The Teaching Plan • Revisiting (5 minutes) • Reviewing (5 minutes) • Rehearsing (5-10 minutes) • Reading and Reciprocal Teaching (10-15 minutes) • Responding/Reflecting (5 minutes) Total Time 30-40 Minutes

5. Soar to Success • Reciprocal Teaching • Summarize • Question • Clarify • Predict

6. Soar to Success • Strategy Prompt Cards Question When I question, I ask something that can be answered as I read or after I finish reading. I might ask... Summarize WhenI summarize, I tell in my own words the important things I have read. Clarify An Idea: I don’t understand this idea: _______. First I ____ (reread, look at pictures, etc.). Then I understand that... I reread the sentence and it makes sense. How to Say a Word: When I come to a word I don’t know, first I look for chunks I know. I know_____. If I still don’t know the word, I look for letter sounds. In this word I know the sounds __, __, and __. If I blend the sounds together, the word is _____. Finally, I check the meaning by reading the sentence.

7. Soar to Success • Strategy Prompt Cards Clarify A Word Meaning I read this word: _____. I’m not sure what this word is or what it means. I look at the picture or read to the end of the sentence. Now I think the word means... Predict When I predict, I use clues from the pictures or from what I have read to help me figure out what will happen next (or what I will learn). I predict...

8. Soar to Success • Categories- Gradual • Category 1

9. Soar to Success • Category 2

10. Soar to Success • Category 3

11. Soar to Success • Category 4

12. Soar to Success • Category 5

13. Soar to Success • Category 6

14. Start Up, Build Up, Spiral Up • Phonics

15. Start Up, Build Up, Spiral Up • Levels: • K-1- Start Up • 2-3- Build Up • 3-4- Spiral Up

16. Start Up, Build Up, Spiral Up • Goals Build a foundation for successful phonemic awareness and phonics instruction • Start Up provides explicit lessons to teach and review phonological awareness skills as well as letter recognition and formation. • Build Up and Spiral Up reviews phonemic awareness, short/long vowels, and consonants to ensure mastery.

17. Start Up, Build Up, Spiral Up • Explicitly teach short vowels and consonants • Start Up develops the readiness skills for phonics, each lesson focuses on a single phonetic element and its sound. • Build Up further refines and teaches phonic elements. The instruction moves from direct modeling and guided practice to real reading of decodable books. • Spiral Up teaches syllable spelling patterns, advanced phonetic elements using multisyllabic word-solving strategies, and word study elements to strengthen vocabulary development.

18. Start Up, Build Up, Spiral Up • Format- At all levels, each lesson includes explicit instruction on phonemic awareness, sound/symbol relationship, blending, spelling, and sight words.

19. Start Up, Build Up, Spiral Up • Support and motivate all learners • Each lesson includes hands-on activities, independent extension activities, support tips for ELL, and multisensory manipulatives. • Help all students achieve full potential • Students are assessed to identify their needs. A skill bag is selected to target the identified area of instruction needed.

20. Start Up, Build Up, Spiral Up • Materials

21. Read Naturally • Fluency Based Intervention Program

22. Read Naturally Elements

23. Read Naturally • Teacher Modeling In teacher modeling, a proficient reader models good, correct reading for a less skilled reader, an approach that teaches phonemic awareness and phonics. Read Naturally's products incorporate teacher modeling by having students read the story along with the recording. The wide selection of high-interest nonfiction stories capture the reader's interest with topics that are age-appropriate and engaging.

24. Read Naturally • Repeated Reading Repeated reading is the key to developing fluency, the ability to read as well as we speak without having to think about each word. Using Read Naturally, students practice reading stories with a timer until they reach a pre-determined goal rate of fluency, accuracy, speed, and vocal expression.

25. Read Naturally • Assessment and Progress Monitoring Progress monitoring plays a central role in helping students achieve their targeted reading goals. The Read Naturally program provides multiple tools, such as graphs, timers, quizzes,which enable students and teachers to monitor reading progress. This approach involves students in charting their own learning process, while helping teachers determine appropriate reading levels and goals.

26. Read Naturally • Select a Story • Students choose a story within their assigned level.

27. Read Naturally • Read Along to the Key WordsStudents listen and read along as key words and their definitions are read aloud. This practice helps developing readers learn how to pronounce the words and understand what they mean.

28. Read Naturally • Write a PredictionStudents use the story title, key words, and pictures to write a brief prediction of what they think the story is about. Using this action step, students become prepared to read by first thinking briefly about the topic.

29. Read Naturally • Cold TimingThis step establishes a baseline for measuring improvement. As students read the story for the first time, they time themselves for one minute, marking unfamiliar or difficult words. This process increases a student's awareness of unknown words and alerts teachers to words or word patterns they may need to teach.

30. Read Naturally • Graph the Cold Timing ScoreStudents graph the number of words read correctly in one minute. Cold timing scores—total number of words read correctly minus the number of difficult words—are typically marked in blue.

31. Read Naturally • Read Along to the StoryStudents read along while listening to a recording of the story, repeating the step several times. Using teacher modeling, students learn new words, proper pronunciation, expression, and phrasing. To get the most out of this step, students should ‘subvocalize’ quietly as they read along to make sure they aren’t just listening to the audio recording.

32. Read Naturally • Practice Reading the StoryStudents time themselves as they practice reading the story several times without the recording. They continue to reread the story until they achieve or exceed their predetermined goal rate.

33. Read Naturally • Answer the QuestionsStudents answer up to nine quiz questions about the story, a process that encourages students to read for comprehension and ensures that they understand what they are reading.

34. Read Naturally • Pass TimingThe teacher times the student as he or she reads the story. As with the cold timing, the teacher subtracts the number of errors from the number of words read in a minute to get the correct words per minute score. To pass a story, students must read at their goal rate, make no more than three errors, read with good expression, and answer the comprehension questions correctly. If a student does not pass, the teacher points out areas that need more work, and, if necessary, assigns some remedial action, such as reading along again or continuing to practice.

35. Read Naturally • Graph the Pass Timing ScoreWhen students pass a story, they graph their pass timing score in red above the blue bar representing their cold timing score. When students see their progress, they build self-esteem and feel motivated to continue improving.

36. Read Naturally • Retell the Story By retelling information from the story, either in writing or orally, students are required to think about the ideas in the story, rather than just the words. If time is limited, teachers may choose to skip this step.

37. Words Their Way • Developmentally driven instructional approach providing an integrated way to teach phonics, vocabulary, and spelling to improve literacy skills.

38. Words Their Way • Words Their Way’s curriculum is designed as a systematic guide for instruction based on the layers of English Orthography and Spelling Error “Clusters” Alphabet Pattern Meaning Emergent Stage Pre-K to Middle 1 Letter Name-Alphabetic Stage K to middle of 2 Within Word Pattern Stage Grade 1 to middle of 4 Syllables and Affixes Stage Grades 3 to 8 Derivational Relations Grades 5 to 12

39. Words Their Way The Role of Word Sorting • When students sort words, they are engaged in the active process of searching, comparing, contrasting, and analyzing.

40. Words Their Way • Word Study is Developmental • Students’ knowledge of words develop in phases along a continuum. • At each “stage” there are 3 functional levels: • 1. What students do correctly- independent or easy level • 2. What students use but confuse- instructional level • 3. What is absent in students’ spelling- frustration

41. Words Their Way • Where do you begin? • Select and Administer a Spelling Inventory: • Primary Spelling Inventory- recommended for kindergarten through early third grade • Elementary Spelling Inventory- recommended for second through sixth. Offers a wide range of features to survey. • Upper Level Spelling Inventory- can be used for upper elementary, middle, and high school students.

42. Words Their Way • When introducing a new sort- the teacher-directed sort is the most commonly used: • Demonstrate- Introduce sort, use key words or pictures: Teacher pronounces difficult words, defines words, establishes categories, and models sort (first by sound, then by sight) • Sort and Check: Individually or with a partner- Students complete sort cooperatively or independently. • Reflect: Compare and declare- Students verbalize what the sorts have in common. • Extend: Activities to complete at seats, in centers, or at home- Students participate in activities to reinforce their understanding.

43. Words Their Way • Approaches to Sorting: • Teacher-directed • Student-centered

44. Variation of Sorts: • Guess My Category • Writing Sorts • Word Hunts • Brainstorming • Repeated individual and buddy sorts • Speed Sorts

45. Words Their Way • Weekly Schedule:

46. Strategic Intervention • Strategic Intervention provides support for struggling readers in key instructional strands, plus prerequisite phonics skills and oral-reading fluency. • Strategic Intervention provides help with core instruction.

47. Strategic Intervention • Components: • Vocabulary-lessons and student friendly explanations to pre-teach and re-teach key vocabulary. • Robust Vocabulary-lessons to enrich students’ listening and speaking vocabularies and help them master the language. • Phonics and Spelling-lessons to systematically pre-teach and re-teach basic phonics skills and connect spelling and phonics. • Fluency-activities that reinforce key vocabulary, phonics, and spelling skills while providing reading practice and promoting oral reading fluency.

48. Strategic Intervention • Components: • Comprehension Focus Skill: lessons to ensure that struggling readers get the in-depth instruction they need to reach comprehension-based grade-level standards. • Directed Reading-lessons for the Interactive Reader selection to reinforce comprehension skills, using questions and teacher modeling. • Grammar-lessons to help students learn and apply the fundamentals of grammar, mechanics, and sentence structure.

49. Strategic Intervention • Components: • Interactive Writing Support-lessons that reinforce key writing traits. • Review Lessons-lessons that provide cumulative reviews of skills.

50. Title I Contact Information • Tricia Gutman • Lincoln Elementary School • 233 Seem Street • Emmaus, PA 18049 • 610-966-5407 • X36414