Docstoc

SCMS Basic Reading Intervention Chart

Document Sample
SCMS Basic Reading Intervention Chart Powered By Docstoc
					 GLB                                                                                   Basic Interventions
assessed grade                                                           The differentiated action taken as a result of reading assessment data
 levels behind
                 Students 3 or more grade levels behind will receive intensive reading instruction focusing first on fluency through phonics and word part instruction. Students at this level will also
3+               receive differentiated reading goals, selective exposure to comprehension strategies, and a climate of persistent support (via 1 on 1 work, exploration of reading genres and
                 “reasons to read,” and reporting of reading needs to all content areas teachers and parents, including basic ways to improve literacy in the home), as well as “positive assessment.”
                 Goal setting is an important component of this stage of intervention as well, whereby students can recognize where they are, and have a mechanism to visualize their own
                 progress, and their potential to be successful readers.

                     Exploration of existing genres/materials, medias, and “reasons to read”
                     Intensive 1 on 1 Leap Track daily with reading specialist, including resource scheduling
                     Intensive 1 on 1 Reading Rewards with reading specialist, including resource scheduling (phonics instruction: blends, digraphs)
                     Basic foundational reading comprehension strategies (goal being autonomous and self-selected application of reading strategies). Opportunity here for prioritization of
                      strategies by multiple intelligences.
                     Differentiated goal setting (reading level progress, books read, genres, quizzes taken/AR points, strategies recognized, etc.)
                     Differentiated standards-based reading log
                     Assessment frequency: formative/informal persistent; formative/formal, weekly.
                     Data reported to all stakeholders (student, parents, all content area teachers, admins). Reading level assessments taken by first mid-term, with reporting of those
                      students 3 or more grade levels behind reported to all stakeholders by first mid-term, report of reading level for all students sent by end of first 9-week grading
                      period.
                     Reading goals to be delivered to parents with achievement data, along with basic reading-at-home materials.

                 This stage of reading intervention continues instruction of phonics, 1 on 1 support, goal-setting, and exploration of reading genres/materials, and adds to that an increase in focus
2-3              on word parts, as well reading comprehension strategies. The concept of reading speed is introduced to the reader on a differentiated basis via the judgment of instructor.

                         Exploration of existing genres/materials, medias, and “reasons to read”
                         Intensive 1 on 1 Reading Rewards, including resource scheduling
                         Word Parts (Affixes, Greek and Latin Roots)
                         Increasing # reading strategies (goal being autonomous and self-selected application)
                         Differentiated goal setting (reading accuracy, reading speed, fix-it strategies applied, reading level progress, genres, books read, quizzes taken/AR points, strategies
                          recognized, etc.)
                         Differentiated standards-based reading log
                     Assessment frequency: formative/informal persistent; formative/formal, weekly, data reported to all stakeholders (student, parents, all content area teachers,
                      admins) per semester.

                 Students 1-2 grade-levels behind continue to benefit from goal-setting differentiated based on student need, including accuracy, speed, strategies, and so on. At this stage there is a
1-2              greater “whole-word” focus, with emphasis on vocabulary instruction and reading practice. All interventions for students 2 or fewer grade levels behind is designed to be delivered
                 ELA by classroom teacher, and enforced by all content area teachers.

                         Differentiated goal setting (reading accuracy, reading speed, fix-it strategies applied, reading level progress, genres, books read, quizzes taken/AR points, strategies
                          recognized, etc.)
                         Vocabulary instruction (Frayer or adapted Frayer model)
                         Word Parts (Affixes, Greek and Latin Roots)
                         Additional assigned independent reading using strategies
                         Focus on self-selected reading strategies and self-selected reading practice
                         Focus on goal setting and goal progress
                     Assessment frequency: formative/informal persistent; formative/formal once per semester, data reported to all stakeholders (student, parents, all content area
                      teachers, admins) per semester.
                    Students less than one grade-level behind generally have few phonic recognition issues, and so the focus here lies in comprehension strategies, reading practice, and vocabulary
<1                  instruction. Students at this level should be fluent in comprehension strategies, with an emerging tendency towards self-selection of these strategies based on relevant genre or
                    comprehension issue. Reading speed is also noteworthy here, as greater practice, increased sight word vocabulary, and fluency with strategies will yield increased reading speed
                    and comprehension, decreased frustration with the reading process, and overall improved reading performance.

                        Vocabulary instruction (via Frayer or adapted Frayer model)
                        Additional assigned independent reading using strategies
                        Differentiated goal setting (variety of reading strategies used reflexively based on genre and purpose, reading level progress, genres, books read, quizzes taken/AR points,
                         strategies recognized, etc.)
                        Focus on self-selected reading strategies
                        Focus on reading speed
                        Focus on exploration of genres and media
                        Assessment frequency: formative/informal persistent; formative/formal once every other semester, data reported to all stakeholders (student, parents, all content
                         area teachers, admins) per semester.

Note: Comprehension strategies include adjusting reading rate, questioning the text, marking/annotating text, visualizing, text connections, paraphrasing, reading aloud/reading silently, setting a
reader purpose, inferring, monitoring and repairing understanding, etc.

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:37
posted:6/3/2010
language:English
pages:2