Quick Reference to Intervention Strategies. Grade 2 January 2009

Transcription

1 Quick Reference to Intervention Strategies Grade 2 January 2009

2 This Quick Reference to Intervention Strategies provides a convenient source of research-based interventions for classroom teachers and others involved in working with students with special needs. The resource is organized by the five areas of. A description of the difficulties a reader may have at the second grade level and a list of strategies appropriate for intervention is included. Finally, a list of professional resources to enable the teacher to learn more about the strategies or instructional materials that incorporate the research-based strategies for intervention. These interventions are appropriate for Tier I and Tier II interventions of an RTI plan. Information on determining the appropriate interventions, planning the structure of intervention instruction and progress monitoring can be found at the back of the resource. Also included is an extensive listing of Internet and print resources regarding instruction and interventions to investigate.

3 When the reader s problem is: Doesn t spell well Makes frequent errors on sounds during oral Doesn t seem to get phonics Strategies: Making words Word chaining with complex sound spelling patterns including blends, digraphs, and vowel pairs Phoneme grapheme mapping Practice oral manipulation of sounds Elkonin boxes Earobics Houghton-Miflin lessons Activities on FCRR.org Explode the Code phonics program

4 When the reader s problem is: Doesn t spell well Makes frequent decoding errors which impact fluency Struggles with multi-syllabic words Difficulty segmenting sounds Difficulty blending letter sounds into a word Strategies: Making words with manipulatives (letters, tiles, etc.) Word chains and spelling chains Phoneme Grapheme Mapping Reading decodable text Teaching syllable types Prefixes/suffixes Roots and origins Morphemic analysis Earobics Word ladders Daily drill with common phonemes (Phonics Dance or flashcards) Word sorts (Reading A-Z) Starfall.com Explode the Code workbooks Houghton-Miflin lessons Activities on FCRR.org Explode the Code phonics program REWARDS Words Their Way Starfall.com Reading A-Z phonetic readers

5 When the fluency problem is: Strategies Labored decoding and word recognition Deal with the phonics/deco ding errors (see phonics strategies) Practice sight words and phrases (flashcards, etc) Poor phrasing, omissions, repetitions, substitutions, monotone, ignoring punctuation, inadequate rate Choral Echo NIM Cued phrases Paired with adult or more skilled partner Timed Reader s Theater Tape-assisted Lack of comprehension or excessive rate of Reader s Theater Poetry performance Partner Retelling Questioning Tape-assisted Great Leaps Mn Reading Corp (MRC) Quick Reads (Sondra) Read Naturally Reading A-Z Houghton-Mifflin Eduplay

6 When the vocabulary problem is: Strategies Inadequate oral language development Use Text Talk (Beck) with read aloud books Develop word awareness Engage students in conversations Ask and answer questions Word play Choral Word building Lack of background knowledge or inadequate store of words Concept mapping Semantic mapping Multiple exposures to words Use Text Talk (Beck) with read aloud books Context clues Word building Word sorts Topic related word banks Preteach vocabulary Picture dictionaries Increase independent Word relationships, content knowledge, figurative language Word sorts Antonyms, synonyms Word arrays Example/nonexample Word building Prefixes, suffixes Morphemes, roots, origins Idioms, similies, metaphors Cognates Concept definition mapping for content vocabulary Graphic organizers Remediating Reading Difficulties Smarttech (link) Teaching Reading Sourcebook Google Reading A-Z Houghton-Mifflin Eduplay abcteach.com Bringing Words to Life Words Their Way

7 When the comprehension problem is: Strategies Lack of background, limited vocabulary, or unfamiliar genre, text features or concepts of print Picture walk/preview strategy Think aloud K-W-L Story mapping Shared to model concepts of print Teach common text features Exposure to variety of genres Wide Text talk (Beck) Determining importance of information, sequence, details, elements of plot, locating information Think aloud Graphic organizers Story mapping Story boards Read, Cover, Remember, Retell Cloze Text talk (Beck) Making connections, comparison/contra st, cause/effect, drawing conclusions or summarizing Think aloud Text connections Graphic organizers Reciprocal teaching One sentence summary Text talk (Beck) Literature circles Coding Marginal notes Selective highlighting Mosaic of Thought Strategies that Work Guided Reading Read and Retell Reading A-Z Houghton-Mifflin Eduplay Teaching Reading Sourcebook The Seven Keys to Comprehension Comprehension That Works I Read It, but I Don t Get It

8 Introduction Phonological and Phonemic Awareness Phonics Fluency Vocabulary Comprehension Determining the Appropriate Intervention Structure of Intervention Sessions Progress Monitoring Resources