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Reading Intervention

Reading Intervention. Mrs. Sydnor. Mrs. Sydnor

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Reading Intervention

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  1. Reading Intervention Mrs. Sydnor

  2. Mrs. Sydnor My name is Deana Sydnor and I was born and raised in Phoenix, Arizona. I received my Bachelors degree in Elementary Education from Arizona State University and my Masters degree in Education Leadership from Northern Arizona University. This is my 15thyear teaching at Altadeña. In addition to teaching the reading intervention classes, I am the Altadena librarian and Spelling Bee coordinator. I have a passion for reading and hope to pass this love on to my students! I enjoy writing, reading, traveling, and spending time with my family and 7year old son!

  3. Soar to Success • 2 major goals: • Accelerate students’ reading abilities as quickly as possible • Help students learn to use the skills of a good reader in all of their classes and into the future

  4. Soar to Success • 28 books in the series that increase in complexity as the students move through the program • 5 categories • I: Small amount of print, text is easy to follow • II: Text increases, pictures support the text, main idea is clear • III: Books are longer, main idea increases in complexity • IV: Story lines are more complex (subplots), some critical thinking, main idea becomes layered with sub-topics, chapter books • V: 80-100 page books, little to no picture support, complex story lines, multiple characters/problems, problems are more sophisticated, information needs to be found

  5. The 5 Rs • Revisit • Review • Rehearse • Reading/Reciprocal Teaching • Responding/Reflecting

  6. Revisiting • Read alone or with a partner • Quick informal assessments • Group Conference • Builds fluency • Develops comprehension • Builds a connection

  7. Reviewing • Summarize previous day’s reading using graphic organizers • Students and teacher discuss strategies used when reading • Develops comprehension • Keeps students focused on good comprehension strategies

  8. Rehearsing • Quick text walk, preview of text • Predict, K-W-L chart • Practice key vocabulary • Fluency practice • Builds background • Sets purpose • Vocabulary development • Builds fluency

  9. ReadingReciprocal Teaching • Read the selected text to verify predictions and answer questions • Students lead discussion following the four reading strategies: • PREDICT • CLARIFY • QUESTION • SUMMARIZE • Applies strategies, develops comprehension • Develops ability to construct meaning • GOAL = STRATEGIES BECOME A HABIT - STUDENTS WILL DO ONE OR MORE OF THE STRATEGIES SUBCONCIOUSLY WHEN READING ANY TEXT

  10. RespondingReflecting • Students choose to: write a response, complete a graphic organizer, reflect on strategies, discuss and share • Comprehension • Use of strategies

  11. Other Resources • Jamestown online reading program • Addresses reading skills such as comprehension, main idea, summary, sequencing, making inferences, etc. • AIMS Web – fluency, decoding • EASYCBM – reading comprehension

  12. Weekly Assessments • MAZE Assessments • Decoding Skills • Given every Friday throughout the quarter • Results will be tracked • Students graph their progress

  13. Progress Reports • Quarterly in lieu of a grade • MAZE Benchmark scores • Jamestown scores • Fluency - WPM

  14. Questions/Concerns • Email • dsydnor@kyrene.org • Phone # • 480-541-6028

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