Classroom Strategies for Intervention Time

1. Classroom Strategies for Intervention Time Caitlin Johnson and Patty Aragon Imagine Charter School, North Port Campus

2. Today’s Agenda Today we will explain: • Grouping students • Placing students around room • Managing Time • Organizing Materials • Teacher Responsibility during Intervention • Student Responsibility during Intervention

3. What if I do not have an Intervention time? Use these suggestions: • During Silent Sustained Reading block • When you usually have “Morning Work”

4. What Intervention Time Means to Me? Carousel Write Activity: Respond to the question on the chart paper at your table, then rotate to the next table and answer that question. Continue until you have visited each table with your group. • How do you group your students? • What materials do you use during Intervention? • What are you doing during Intervention? • What are your students doing during Intervention?

5. Let’s Discuss Your Answers! These are the materials I use during Intervention time…… During Intervention time I am…….. This is how I organize materials and time during Intervention time……

6. Grouping Students Here are a few ways teachers can group their students: • *DRA kits • Running Records • FAIR Data -*DRA is how we assess our student levels and group them. See example assessment in folder.

7. Grouping students Continued: • Once students are given a Reading level, talk to your clustermates and neighboring teachers about sharing students during Intervention time. • Separate students into Above, On Level and Below Level groups. Each teacher involved in Intervention time is in charge of lessons for a group of students.

8. Example of how students in Caitlin and Patty’s cluster rotate to different classes for Intervention based on their reading level. High/On Level Second Grade High First Grade Hallway On Level First Grade (High Kindergarten) Lowest First Grade Low First and Second Grade Kindergarten On Level/High Kindergarten Low Frogs Cluster Sea Turtle Cluster

9. What if my neighboring cluster does not wantto share students?What if our classrooms are not organized for easy transition to neighboring classrooms? • Separating students can be done within one cluster. Grouping students will be the same, but placing students in the classroom and small group lessons will need to be very well planned out. • Each grade stays in one class and is separated into groups around room according to reading level. • To the right is a visual of how to intermingle the grade levels and reading levels within just one cluster. 1.)High 2nd Grade 2.)On Level 2nd/ High 1st Grade Low 1st Grade & Kindergarten High Kindergarten/ On Level 1st Grade Math Reading Writing

10. Reptile Group Jane, Steve, Kim, Adam Level G Group Placement • Once students know which classroom they will be visiting for Intervention time, they should receive an assigned seat or area in that classroom. • It is helpful to place students in similar reading level groups and to give them a designated area to meet at every day. By doing this, less time is wasted on students trying to find a seat in the classroom. Students walk in, sit down, begin reading or are ready for directions. • Have the groups make up a team name. This will be easy to call them up for small group.

11. Managing Time • How do we organize our time during Intervention? -This depends on the amount of students, their levels, and the amount of time you have to work with. -Here are some examples of managing activities to do during the 15-30 minute Intervention block:

12. Managing Time Continued: • Make a weekly plan of which groups you will work with in small groups. 2. Conduct whole group lessons using Read Alouds with a mini lesson or Accountable Talk (can be before students independent read in their assigned groups or entire block). 3. Plan which days you will have whole group and days that will be independent reading and small group. 4. Set a timer for rotating schedule of small group, independent reading and computer time. -Try all of these different types of lessons in your class and see which fits best with the amount of time you have for Intervention. **See example planners in folder.

13. Organize Materials Now that we have our time mapped out, let’s discuss how to organize the Teacher and Student materials used during Intervention.

14. Post What You Know • Take two Post-Its from your table. • On one, write down items a teacher might need during Intervention time. • On the other Post-It, write down what materials students will need during Intervention time. • Bring Post-Its up and place on chart paper.

15. Teacher Materials • Leveled books • Baskets or bags labeled with each groups Instructional level • Daily schedule or lesson plan • Activity sheets and read aloud books (if needed)

16. Intervention Time: Weekly Plans Instructional Levels Independent Levels Here are ways to organize teacher materials: • Place a couple sets of leveled books in bags or baskets labeled with the students Instructional level. • Keep a binder of your weekly plans so you know which groups you will see. • Have a list of student Instructional and Independent levels in your binder or posted on the wall close to your teacher station.

17. StudentMaterials • Book bags, boxes or baskets labeled with student/team names and Independent level • Leveled readers • Folders for activity sheets and graphic organizers (See manila folder for examples) • Flashcards • Word Lists • Timers (higher students)

18. Here are a few ways to organize student materials: • Place student’s books in a book box, bag or basket labeled with their names and Independent reading level. (*Book holders can be one per student or group of students.) • Use folders to hold the student’s activity sheets and graphic organizers. (*Can have one folder per group or per student.) • Keep the folder inside the group/student book holder. • Sight word/vocabulary flashcards and word lists can be kept inside book holders for students to practice when finished reading. • Timers can be used to help students with fluency. They can time their partner reading word lists or stories. (**Teachers would need to teacher their students the appropriate way to use the timers.) *Take a look inside the bags provided to see how items can be organized.

19. Teacher Responsibility Now that we have everything planned and organized, what should the teacher look like during Intervention time? • Small groups for skill review, Guided Reading Groups or Beck Lessons. • Use Running Records (DRA) • Visit groups at their assigned areas and listen to their partner discussions/readings.

20. What should students look like during Intervention time? Sitting in assigned areas with group and book bags Reading to themselves or a partner Writing reflections or filling out story maps about a story Practicing their sight word flashcards/word lists Working on approved computer websites **Higher level students can be in Literacy Groups or timing their fluency Student Responsibility

21. Computer Websites • Reading A to Z provides printable, leveled books; lesson plans; graphic organizers; and http://www.readinga-z.com/ • Scholastic provides graphic organizers and leveled, printable books http://minibooks.scholastic.com/minibooks/home/?ESP=MB/ib//acq/minibooks_slimnav_Teachers///nav/txtl//// • Think Central is a website through Storytown that allows students to listen and follow along with stories, as well as printable decodable and leveled books. https://www-k6.thinkcentral.com/ePC/start.do • Samson’s Sight Words provides different levels of sight words for students to practice. http://www.sightwordswithsamson.com/sw/sight_words.asp Put websites on the Favorites or Tool bar for easy student access.