Reading_Tier_I_Toolbox

Intervention Strategies: Phonological and

Phonemic Awareness



When the reader’s problem is:

Difficulty isolating phonemes, At-risk second grade or older

Inability to recognize or blending phonemes to make student who doesn’t spell well,

produce rhyming words, hear words, segmenting words into or makes frequent errors on

number of words in a phonemes, or manipulating sounds during oral reading,

sentence, or hear word parts sounds in words doesn’t seem to “get” phonics



Strategies Strategies Strategies

 Use predictable books with

rhyme patterns

 Nursery rhymes and songs

 Model phonemic task  Making words

 Generate rhyming words  Use picture sorts  Word chaining with

 Clap words in oral sentence  Manipulatives or complex sounds spelling

 Begin with compound words physical movement patterns including

and move to two or more  Use word building blends, digraphs and

syllable words

 Clap word parts in names and  Use word chaining vowel teams

names of objects  Use arrow or signal to  Phoneme Grapheme

 Engage in word play blend Mapping

 Practice oral

Resources Resources manipulation of sounds

 Rode to the Code K-1

 McGraw Hill Lessons  Rode to the Code K-1 Resources

 Istation Teacher  McGraw Hill Lessons  McGraw Hill Lessons

Lessons  Istation Teacher Lessons  Istation Teacher

 TPRI Intervention Lessons

 TPRI Intervention Guide

Guide  TPRI Intervention

 www.readwritethink.o  www.readwritethink.org Guide

rg.  www.fcrr.org  www.readwritethink.

 www.fcrr.org  www.freereading.net org

 www.freereading.net  www.tango-central.com  www.fcrr.org

 www.tango-  www.freereading.net

central.com  www.tango-

Progress Monitoring central.com

Progress Monitoring  PMBR/PMER

 PMBR  DIBELS

 DIBELS  McGraw Hill Resources Progress Monitoring

 McGraw Hill  www.interventioncentral  PMER

Resources .org  DIBELS

 www.intervention  McGraw Hill

central.org Resources

 QPS( Quick Phonics

Screener)

 www.interventionce

ntral.org

Intervention Strategies: Phonics



When the student is:



An emergent reader A beginning reader struggling An “at-risk” reader, second

struggling with letter with blending letter sounds grade or older, who doesn’t

recognition, or problems with into words, segmenting, short spell well, who makes

learning sounds of letters or and long vowel patterns, frequent decoding errors

sound/letter correspondence single consonant sounds, which impact fluency, or who

consonant blends, digraphs, struggles with reading multi-

Strategies vowel teams, r-controlled syllabic words

 Picture cards/key words vowels, or inflected endings

 Alphabet flash cards Strategies

 Alphabet maps Strategies  Building words

 Manipulatives  Blend sound by sound  Words chains and spelling

 Computer activities  Onset-rime blending chains

 Sound production in front  Phoneme Grapheme  Phoneme Grapheme

of a mirror Mapping Mapping

 Describing how letter  Separate letters that are  Reading decodable text

sounds feel visually or auditorially  Teaching syllable types

Resources similar  Prefixes/suffixes

 McGraw Hill Lessons  Use decodable text  Roots and word origins

 Manipulatives (letters,  Word sorts, word chains  Morphemic analysis

tiles, etc.) and spelling chains  Accented/unaccented

 Rode to the Code  Building word (Making syllables

 Earobics-free website

Words)  Derivations

Resources  Flexing vowels in

“Game Goo”

 McGraw Hill Lessons multisyllabic words

 Istation Teacher Lessons

 Manipulatives (letters, Resources

 TPRI Intervention Guide  McGraw Hill phonics

tiles, etc.)

 www.readwritethink.org

 Rode to the Code lessons

 www.fcrr.org

 Earobics-free website  Manipulatives (letters,

 www.freereading.net

“Game Goo” tiles, etc.)

 www.tango-central.com

 Istation Teacher Lessons  Earobics-free website

 TPRI Intervention Guide “Game Goo”

 www.readwritethink.org  www.readwritethink.org

Progress Monitoring

 www.fcrr.org  www.fcrr.org

 PMER

 McGraw Hill  www.freereading.net  www.freereading.net

 QPS  www.tango-central.com  www.tango-central.com

 DIBELS

 www.interventioncentral.o Progress Monitoring Progress Monitoring

rg  PMER  PMER

 McGraw Hill  McGraw Hill

 QPS  QPS

 DIBELS  DIBEL

 www.interventioncentr  www.interventioncentral.o

al.org rg

Intervention Strategies: Vocabulary



When the vocabulary problem is:



Inadequate oral language Lack of background Word relationships, content

development knowledge or inadequate knowledge, figurative

store of words language



Strategies Strategies Strategies



 Use Text Talk  Concept meaning  Word sorts

(Beck) with read  Semantic mapping  Antonyms, synonyms

aloud books  Multiple exposures to  Word arrays

 Develop word words  Example/non-example

awareness  Use Text Talk (Beck)  Word building

 Engage students in with read aloud books  Prefixes, suffixes

conversations  Context clues  Morphemes, roots,

 Ask and answer  Word building origins

questions  Word sorts  Idioms, similes,

 Word play  Topic related word metaphors

 Choral reading banks  Cognates

 Word building  Preteach vocabulary  Concept definition

 Picture dictionaries Mapping for content

 Increase independent vocabulary

reading  Graphic organizers



Resources Resources Resources



 McGraw Hill Lessons  McGraw Hill Lessons  McGraw Hill

 Istation Teacher Lessons  Istation Teacher Lessons  Vocabulary PM

 TPRI Intervention Guide  TPRI Intervention Guide  Tango

 www.readwritethink.org  www.readwritethink.org  TPRI Intervention Guide

 www.fcrr.org  www.fcrr.org  www.readwritethink.org

 www.freereading.net  www.freereading.net  www.fcrr.org

 www.tango-central.com  www.tango-central.com  www.freereading.net

 www.tango-central.com



Progress Monitoring Progress Monitoring



 McGraw Hill  McGraw Hill

Progress Monitoring  Vocabulary PM\  Vocabulary PM\

 Tango  Tango

 McGraw Hill  www.interventioncentral.o  www.interventioncentral.o

 Vocabulary PM rg rg

 Tango

 www.interventioncentral.o

rg

Intervention Strategies: Fluency



When the fluency problem is:





Labored decoding and word Poor phrasing, omissions, Lack of comprehension or

recognition repetitions, substitutions, excessive rate of reading

monotone, ignoring

Strategies punctuation, inadequate rate



 Deal with Strategies Strategies

phonics/decoding errors

(see phonics strategies)  Model appropriate rate  Reader’s theater

 Echo reading to pattern and expression  Poetry performance

for student  Choral reading  Paired reading cued

 Choral reading to model  Cued phrases phrases emphasizing the

and reread familiar text  Repeated reading meaning of the phrases

 Practice sight words and  Paired reading with  Retelling questioning

phrases adult or more skilled  Model adjusting reading

 Audio-assisted reading partner rate for different text

 Repeated reading of  Timed reading  Audio-assisted reading

independent level books  Reader’s theater

 Audio-assisted reading

Resources Resources

Resources

 Read Naturally  Read Naturally

 High frequency words  Read Naturally  McGraw Hill Lessons

lists  McGraw Hill Lessons  Istation Teacher Lessons

 Istation Teacher Lessons  Istation Teacher Lessons  TPRI Intervention Guide

 TPRI Intervention Guide  TPRI Intervention Guide  www.readwritethink.org

 www.readwritethink.org  www.readwritethink.org  www.fcrr.org

 www.fcrr.org  www.fcrr.org  www.freereading.net

 www.freereading.net  www.freereading.net  www.tango-central.com

 www.tango-central.com  www.tango-central.com

Progress Monitoring

Progress Monitoring

Progress Monitoring  TPRI Fluency Probes

 TPRI Fluency Probes (PMER)

(PMER)  TPRI Fluency Probes  McGraw Hill Resources

 McGraw Hill Resources (PMER)  Read Naturally

 Read Naturally  McGraw Hill Resources  DIBELS

 DIBELS  Read Naturally  www.interventioncentral.o

 www.interventioncentral.o  DIBELS rg

rg  www.interventioncentral.o  www.easycbm.com

 www.easycbm.com rg

 www.easy.cbm.com

Intervention Strategies: Comprehension



When the comprehension problem is:





Lack of background Determining importance of Making connections,

knowledge, limited information, sequence, details, comparison/contrast,

vocabulary, or unfamiliar elements of plot, locating cause/effect, drawing

genre, text features or information conclusions, or summarizing

concepts of print

Strategies

Strategies Strategies

 Think-aloud

 Picture walk/preview  Think-aloud  Text connections

strategy  Graphic organizers  Graphic organizers

 Think-aloud  Story mapping  Reciprocal Teaching

 K-W-L  Story boards  One sentence summary

 Story mapping  Read, cover, remember,  Text Talk (Beck)

 Shared reading to model retell  QAR

concepts of print  Two-column notes  SQ3R

 teach common text  Cloze  Literature circles

features  Text Talk (Beck)  Coding marginal notes

 exposure to variety of  QAR  Selective highlighting

genres  SQ3R

 wide reading Resources

 Text Talk (Beck) Resources

Resources  Guided Reading

 Guided Reading  McGraw Hill Lessons

 Guided Reading  McGraw Hill Lessons  TPRI Intervention Guide

 McGraw Hill Lessons  TPRI Intervention Guide  Istation Teacher Lessons

 TPRI Intervention Guide  Istation Teacher Lessons  www.readwritethink.org

 Istation Teacher Lessons  www.readwritethink.org  www.fcrr.org

 www.readwritethink.org  www.fcrr.org  www.freereading.net

 www.fcrr.org  www.freereading.net  www.tango-central.com

 www.freereading.net  www.tango-central.com

 www.tango-central.com

Progress Monitoring

Progress Monitoring Progress Monitoring

 PMBR/PMER

 PMBR/PMER  PMBR/PMER  DIBELS

 DIBELS  DIBELS  McGraw Hill Resources

 McGraw Hill Resources  McGraw Hill Resources  www.interventioncentral.o

 www.interventioncentral.o  www.interventioncentral.o rg

rg rg  www.easycbm.com

 www.easycbm.com  www.easycbm.com