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ENGLISH LANGUAGE ARTS INTERVENTION
PROTOCOL FOR 6-12
~A guide to help determine the most appropriate support for struggling readers~
Determining a Focus for Tier 2 and 3 Interventions
Is the student’s reading comprehension at grade level based on the Reading Inventory?
All students who will be taking a SOL should take the Reading Inventory (RI). Any students who are not taking a SOL or who are a WIDA level 1-2 do not need to take the RI; instead, those
students should be administered the PALS Plus. Any student who scores Below Basic on the RI needs should be administered the PALS Plus to determine
specific needs.
For any student who falls in the Below Basic proficiency band at their grade level, the teacher(s) is expected to
administer an additional diagnostic assessment to inform appropriate instruction (see below for options).
For help and guidance with English Learners, click here.
Continue with core instruction and monitor progress. Yes
Administer an additional diagnostic to determine area of
focus for core instruction and intervention. No
Consider using an additional diagnostic assessment to determine student needs.
On the Bubble
UNIVERSAL SCREENING:
Universal screening is a critical first step in identifying students who are at risk for experiencing reading difficulties and who might need
more time in instruction or different instruction altogether. Screening is conducted to identify or predict students who may be at risk for poor
learning outcomes. Universal screening assessments are typically brief and conducted with all students from a grade level. They are
followed by additional testing or short-term progress monitoring to corroborate students’ risk status. Universal screening can be used for all
academic subjects and for social and behavior assessment.
Information from VDOE: https://www2.ed.gov/about/inits/ed/earlyliteracy/tools.html
End-of-Year grade level bands for the Reading Inventory
*Anyone Below Basic should be given an additional diagnostic assessment
Grade Below Basic Basic Proficient Advanced
6 BR-729 730-924 925-1070 1071-1700+
7 BR-769 770-969 970-1120 1121-1700+
8 BR-789 790-1009 1010-1185 1186-1700+
9 BR-849 850-1049 1050-1260 1261-1700+
10 BR-889 890-1079 1080-1335 1336-1700+
11 BR-984 985-1184 1185-1385 1386-1700+
12 BR-984 985-1184 1185-1385 1386-1700+
Ye
s No
ADDITIONAL DIAGNOSTIC ASSESSMENTS FOR CONSIDERATION:
Oral Reading
Accuracy/Decoding
PALS Plus can help teachers get additional spelling, oral reading and comprehension data. Each reading,
SPED and ESOL teacher should have a PALS Plus assessment kit.
Developmental Reading Assessment (DRA) can help teachers get additional oral reading and
comprehension data. DRA kits are in each building. Talk to your reading specialist if you need training or
need to locate a K-2 or 4-8 kit.
Running Records help teachers determine the student’s oral reading accuracy and fluency.
The Qualitative Reading Inventory (QRI) can also be used if your school has a copy.
Fluency PALS Plus can help teachers get additional spelling, oral reading and comprehension data. Each reading,
SPED and ESOL teacher should have a PALS Plus assessment kit.
Developmental Reading Assessment (DRA) (see description above in Oral Reading)
Running Records help teachers determine the student’s oral reading accuracy and fluency.
The Qualitative Reading Inventory (QRI) can also be used if your school has a copy.
Blending,
Segmenting, and
Phoneme
Manipulation
Read America Assessment assesses a student’s ability to blend, segment and manipulate phonemes. The
Read America Assessment can be found here. This assessment is recommended if students do not meet the
benchmark or are on the bubble in word identification or oral reading accuracy.
Orton Gillingham Level 1-3 Assessment incorporates a beginning reading assessment as well as three
additional levels. This can be given up to three times a year. The beginning reading assessment includes
upper and lower letter recognition and the student’s ability to write the letters in both upper and lower case.
Level 1 will assess letters c-qu, open syllables and blends. Students say and write phonemes, decodable and
nonsense words, sight words and sentences. Level 2 will assess blends, long vowels and consonant ‘le’
syllables. Level 3 will assess ‘le’ syllables and complex spelling patterns and rules.
To get a copy of this assessment please talk to someone in your building who has been trained in Orton
Gillingham.
Orton Gillingham Advanced Level Assessment will briefly assess consonants, vowels and syllable types
but the focus is predominantly on roots, affixes, base words, and multisyllabic words.
Spelling Developmental Spelling Assessment (DSA) assesses a student’s developmental spelling stage and what
feature within each stage a student has mastery of or needs additional instruction on. The following link takes
you to the DSA.
Orton Gillingham Level 1-3 Assessment (see description above in Blending, Segmenting, & Phoneme
Manipulation Section)
To get a copy of this assessment please talk to someone in your building who has been trained in Orton
Gillingham.
Orton Gillingham Advanced Level Assessment will briefly assess consonants, vowels and syllable types
but the focus is predominantly on roots, affixes, base words, and multisyllabic words.
Comprehension Developmental Reading Assessment (DRA) can help teachers get additional oral reading and
comprehension data. DRA kits are in each building. Talk to your reading specialist if you need training or
need to locate a K-2 or 4-8 kit.
Running Records help teachers determine the student oral reading accuracy and fluency.
The Qualitative Reading Inventory (QRI) can also be used if your school has a copy.
PROGRESS MONITORING TOOLS:
Oral Reading Running Records
Fluency Running Records
Encoding (Spelling) PALS Quick Checks (Spelling and pseudo words)
Spelling Quick Checks
Orton Gillingham Level 1-3 Quick Checks Tracking Template
Orton Gillingham Parent Letter Template
Decoding PALS Quick Checks
Orton Gillingham Level 1-3 Quick Checks Tracking Template
Orton Gillingham Parent Letter Template
Phonics/Sight Words PALS Quick Checks (Spelling and pseudo words)
Phonemic Awareness/Alphabetics
Orton Gillingham Level 1-3 Quick Checks Tracking Template
Orton Gillingham Parent Letter Template
Alphabetics PALS Quick Checks
Phonemic Awareness/Alphabetics
Orton Gillingham Level 1-3 Quick Checks Tracking Template
Orton Gillingham Parent Letter Template
Concept of Word PALS Quick Checks
Comprehension DRA
QRI
Based on the universal screening and diagnostic assessment result, please use the charts below to determine the best strategy or research-
based intervention to use.
INTERVENTION
An instructional intervention is additional skill instruction that supports and intensifies classroom instruction and is provided to students for the
primary purpose of increasing proficiency levels. Such approaches can be administered both in and out of the traditional classroom. It includes
the following components:
✓ Is in addition to core instruction however at times certain interventions can be offered during core instruction as either a double dose or an
alternative approach
✓ Includes a plan for implementation that is data- based
✓ Is targeted (not just a single lesson or strategy but not an entire curriculum)
✓ Is explicit, systematic, multi-sensory and cumulative that focuses on the student (s) needs
✓ Measurable and goal oriented (intended to produce change in knowledge/behavior)
✓ Uses evidenced based pedagogy and strategies
✓ Delivered by a trained instructor
✓ Uses assessment to monitor progress
✓ Has criteria for successful response
Interventions are not accommodations. An accommodation is intended to help the student fully access and participate in the general-education
curriculum without changing the instructional content and without reducing the student’s rate of learning (Skinner, Pappas & Davis, 2005). An
accommodation is intended to remove barriers to learning while still expecting that students will master the same instructional content as their
typical peers.
ACCOMMODATIONS
✓ Provide students an equal access to learning
✓ Provide students equal opportunity to demonstrate their knowledge
✓ Are based upon individual strengths and weaknesses
✓ May vary in intensity and degree
✓ Do not substantially change instructional level or content
Examples of Accommodations Examples of Non-Accommodations
● Instructional aides (ex. visuals, number lines, counters,
manipulatives)
● Visual schedule
● Graphic organizers for written assignments
● Clarify/simplify directions
● Frequent cuing for attention/re-direction
● Positive behavior supports
● Use of audio books
● Highlight essential information
● Preferential seating
● Differentiated instruction
● Double dose of reading
● Work with reading teacher
● Work with ESOL/HILT teacher
● Parent provided tutor
● Homework Club
● SOL remediation
● One-to-one instruction
● Orton Gillingham Methodology
Interventions can occur at varying degrees of intensity which often delineates the difference between a Tier 2 and Tier 3
intervention.
WAYS TO INTENSIFY AN INTERVENTION:
Quantitative Changes:
● Increase intervention length, frequency, or duration
● Decrease group size
● Decrease heterogeneity of the intervention group (group student with others of a closer performance level)
● Increase the skill level of the interventionist
● Consider an intervention setting with fewer distractions
Qualitative Changes: (Fuchs et al., 2008; Vaughn et al., 2012)
● Use precise, simple language to teach key concepts or procedures
● Present the same or a similar partially worked example. Explain why the step is important, have the student do it, and explain importance
● When introducing a concept, provide models and show the steps in writing
● Break tasks into smaller steps
● Provide concrete learning opportunities (including role play and use of manipulatives)
● Use explicit instruction and modeling with repetition to teach a concept or demonstrate steps in a process
● Have students explain new concepts, in their own words, incorporating the important terms you’ve taught
● Once students can complete entire examples and explain their work, incorporate fluency building activities
● Once students can fluently produce correct work, move to a new concept. Provide ongoing practice opportunities to facilitate skill
maintenance
● Fade steps from examples, so students gradually assume responsibility for completing more and more steps
● Provide explicit corrective feedback and have student repeat the correct responses
● Provide repeated opportunities to correctly practice the step
PHONEMIC AWARENESS:
Phonemic awareness refers to the specific ability to focus on and manipulate individual sounds (phonemes) in spoken words. Phonemes combine to
form syllables and words. For example, the word 'hat' has three phonemes: /h/ /a/ /t/. There are 44 phonemes in the English language, including
sounds represented by letter combinations such as /th/. Acquiring phonemic awareness is important because it is the foundation for spelling and word
recognition skills. Phonemic awareness is one of the best predictors of how well children will learn to read during the first two years of school
instruction.
Students at risk for reading difficulty often have lower levels of phonological awareness and phonemic awareness than do their classmates. The good
news is that phonemic awareness and phonological awareness can be developed through a number of activities. Read below for more information.
Source of information was taken from:http://www.readingrockets.org/helping/target/phonologicalphonemic
For students with Dyslexia please visit our web page for additional information on recommended structured literacy approaches (Orton Gillingham,
Phono-Graphix, or My Virtual Reading Coach). https://www.apsva.us/english-language-arts/dyslexia/
Phonemic awareness typically goes from: http://www.readingrockets.org/article/development-phonological-skills
1. Rhyming
2. Syllable awareness
3. Identifying beginning and/or ending sounds in words
4. Matching words with the same beginning and/or ending sounds
5. Blending-onset/rime and then sound by sound
6. Segmenting-2 sounds, 3 sounds, and then 4 sounds with digraphs and blends
7. Phoneme manipulation-adding, deleting, substituting sounds
If a secondary student needs explicit instruction in any of the above phonemic awareness subskill areas, the teacher is urged to review strategies and
lesson ideas from the English/Language Arts Intervention Protocol for K-5.
PHONICS/DECODING/ENCODING:
Phonics is the understanding that there is a predictable relationship between the sounds of spoken language, and the letters and spellings that
represent those sounds in written language.
Decoding is the ability to apply your knowledge of letter-sound relationships, including knowledge of letter patterns, to correctly pronounce written
words. Understanding these relationships gives children the ability to recognize familiar words quickly and to figure out words they haven't seen
before. Although children may sometimes figure out some of these relationships on their own, most children benefit from explicit instruction in this
area. Phonics is one approach to reading instruction that teaches students the principles of letter-sound relationships, how to sound out words, and
exceptions to the principles.
Encoding is the ability to apply knowledge of the way letters are used as well as recurring sequences of letters that form syllables, word endings,
word roots, prefixes, and suffixes to spell words accurately.
Source of information was taken from: http://www.readingrockets.org/helping/target/phonics
For students with Dyslexia please visit our web page for additional information on recommended structured literacy approaches (Orton Gillingham,
Phono-Graphix or My Virtual Reading Coach). https://www.apsva.us/english-language-arts/dyslexia/
For English Learners consider the following:
Learning Differences: Language Acquisition vs. Learning Difficulty Reference Chart
This chart is adapted from Meeting the Needs of English Learners with Disabilities: Resource Book by Jarice Butterfield, Ph.D. Santa Barbara County SELPA, on behalf of the SELPA Administrators of California Association which was reprinted in the English Learner Tool Kit (OELA) - U.S. Department of Education (Page 6-10). Legend: L1 refers to the Native Language L2 refers to the Acquired Language (English in our references below)
Reading / Phonemic Awareness
Specific Skill/Concept Indicators of a Learning Difference Due to Mark Areas of Concern
(Regardless of Reason)
Right click on box
Second Language Acquisition Possible Presence of a Disability
Student does not remember letter sounds from one day to the next
Student will initially demonstrate difficulty remembering letter sounds in L2 as they often differ from the letter sounds in L1. With repeated practice, progress should be seen over time.
Student doesn’t remember letter sounds after 1) initial and follow-up instruction, and 2) frequent review (even if the sounds are common between L1 and L2)
Student is unable to blend letter sounds in order to decode words in reading
Letter sound errors may be related to L1 in that Roman alphabet letters used for English, may be novel and/or conventions such as long/short vowels are non-existent. With direct instruction the student will make progress over time.
Student substitutes letters when decoding, not related to L1; student cannot remember vowel sounds; student may be able to decode sounds in isolation but not blend sounds to decode whole words
Possible Strategies (If you wish to mark one of these, click twice on box, right click, select ✓; or you may come up with your own idea.) Provide consistent literacy skills to build student’s knowledge, experience and background. Expose students to high-interest signs, advertisements, labels around the classroom and emphasize targeted skill; create a focused word
wall. Teach songs or chants with patterns of rhyme and repetition. Have the student dictate stories which are then put in print for him/her to read. Require the student to place an emphasis on the
targeted skill. Use a multi-sensory approach with positive reinforcement to teach letters and sounds. Simultaneously teach phonemic awareness while explicitly teaching vocabulary for meaning, context, and pronunciation. Attach visuals to
reinforce meaning when possible. Explicitly teach phonemic characteristics and differences in L1 versus L2.
Refer to Sound Inventory Chart - Language/Culture Manuals - Language Transfer Guide
For additional strategies see below.
Phonics
Area of focus
/Developmental Stage
Is the student having
difficulties with..
Strategy/ intervention to try:
Strategy/ Lesson Ideas: Research-Based Program
Fact Sheet:
GENERAL DECODING PALS Lessons:
I Have, Who Has
Personal Dictionary
Sight Word I Spy
Wacky Word Wall Work
War of Words
Word Bank Books
Word Rings
Word Search
Word Wall
The Reading Strategies Book:
3.3 Use a Word You Know
3.5 Be a Coach to Your Partner
3.6 Try, Try Again
3.7 Slow Down the Zoom Zoom Zoom to
Make Sense
3.8 Think (While You Read the Words)
3.9 Make Attempts That Make Sense
3.11 Apply Your Word Study to Book
Reading
3.12 Group Letters That Make Sounds
Together
3.13 Check Beginning and End
3.14 Run Into the First Part
3.15 Take the Ending Off
3.16 Go Left to Right
3.17 Flexible Sounds
3.18 Cover and Slide
3.19 Take the Word Apart, Then Put It
Back Together
3.20 Skip and Return
3.21 Look for Vowels That Go Together
3.22 Unpacking What It Means to “Sound
Right”
3.23 Words Across a Line Break
11.2 Say It Out Loud
Orton-Gillingham
Phono-Graphix
My Virtual Reading Coach
PCI
AFFIXES (Prefixes and Suffixes)
10 Session Intervention
Plan
The Reading Strategies Book by Jennifer Serravallo
11.8 Word Part Clues - Prefixes and Suffixes
Orton-Gillingham – Level 3 -
Advanced
My Virtual Reading Coach
BASES OR ROOTS (Greek and Latin)
The Reading Strategies Book by Jennifer Serravallo
11.24 Get to the Root
Orton-Gillingham -
Advanced
My Virtual Reading Coach
FLUENCY:
Fluency refers to the ability to read with speed, accuracy, and proper expression. In order to understand what they read, children must be able to read
fluently whether they are reading aloud or silently. When reading aloud, fluent readers read in phrases and add intonation appropriately. Their reading
is smooth and has expression.
Automaticity is the fast, effortless word recognition that comes with a great deal of reading practice. In the early stages of learning to read, readers
may be accurate but slow and inefficient at recognizing words. Continued reading practice helps word recognition become more automatic, rapid,
and effortless. Automaticity refers only to accurate, speedy word recognition, not to reading with expression. Therefore, automaticity (or automatic
word recognition) is necessary, but not sufficient, for fluency.
Source of information was taken from http://www.readingrockets.org/helping/target/fluency
Fluency
Area of focus
(subskill)
Is the student having
difficulties with..
Strategy/intervention to try:
Strategy/Lesson Ideas: Research-Based Program
Fact Sheet:
ACCURACY Florida Center for Reading
Research Lessons:
Partner Reading
Repeated Timed Reading
Rereading Decodable Text
Fast Phrases
Phrase Speed Practice
Fluent Reflections
PALS Lessons:
Choral Reading
Read Naturally
Leveled Literacy Intervention
(LLI)
My Virtual Reading Coach
AUTOMATICITY/
RATE
Florida Center for Reading
Research Lessons:
Partner Reading
Repeated Timed Reading
Rereading Decodable Text
Fast Phrases
Phrase Speed Practice
Fluent Reflections
The Reading Strategies Book: 4.1 Read It Like You’ve Always
Known It
4.2 Think, “Have I Seen it on the
Word Wall?”
Read Naturally
Leveled Literacy Intervention
(LLI)
My Virtual Reading Coach
PROSODY ● intonation
● expression
● phrasing
Florida Center for Reading
Research Lessons:
Text Chunking
Express It!
Readers’ Theater
Copy Cat
Play it Up
Poetry Reading
Cast of Readers
Echo Echo
Follow My Lead
Impressive Expressive
Poetic License
The Reading Strategies Book: 4.3 Use a “This is Interesting” Voice
4.5 Say Goodbye to Robot Reading
4.6 Punctuation at the End of a
Sentence
4.7 Warm-Up and Transfer
4.8 Punctuation Inside a Sentence
4.10 Inside Quotes and Outside
Quotes
4.11 Make Your Voice Match the
Feeling
4.13 Make Your Voice Match the
Meaning
4.14 Get Your Eyes Ahead of the
Words
4.15 Warm-Up Phrases
4.16 Read Like a Storyteller
4.18 Partners Can Be Fluency
Teachers
4.19 Snap to the Next Line
4.20 Make the Pause Match the
Meaning
4.21 Read It How the Author Tells
You (Dialogue Tags - ex: whispered,
shouted)
Read Naturally
Leveled Literacy Intervention
(LLI)
My Virtual Reading Coach
VOCABULARY:
Vocabulary refers to the words we must understand to communicate effectively. Educators often consider four types of vocabulary: listening,
speaking, reading, and writing. Listening vocabulary refers to the words we need to know to understand what we hear. Speaking vocabulary consists
of the words we use when we speak. Reading vocabulary refers to the words we need to know to understand what we read. Writing vocabulary
consists of the words we use in writing.
Vocabulary plays a fundamental role in the reading process, and contributes greatly to a reader's comprehension. A reader cannot understand a text
without knowing what most of the words mean. Students learn the meanings of most words indirectly, through everyday experiences with oral and
written language. Other words are learned through carefully designed instruction.
Source of information was taken from: http://www.readingrockets.org/helping/target/vocabulary
When considering vocabulary needs of the student, teachers also need to consider if the student is a second language learner and what
WIDA level the student is at. ACCESS scores also need to be reviewed.
Vocabulary
Is the student having
difficulties with..
Strategy/intervention to try:
Strategy/Lesson Ideas: Research-Based Program Fact Sheet:
WORD MEANING Florida Center for
Reading Research
Lessons:
Four Square Vocabulary
Semantic Map
Word-O-Nary
Inside Information
Oh My Word
Florida Center for Reading
Research Lessons:
Word Wrap
Defining Depictions
Dictionary Cube
WORD ANALYSIS Florida Center for
Reading Research
Lessons:
Same and Different
Word Connections
Alike and Different
Category Cube
Florida Center for Reading
Research Lessons:
Meaning Map
Category Creations
Compare Extraordinaire
WORDS IN
CONTEXT
Florida Center for
Reading Research
Lessons:
Ask, Explain, List
Meaning Maker
Word Why
Get a Clue
Looking For Meaning
Meaning Extender
Pun Fun
Word Share
Word Winner
The Reading Strategies Book:
11.1 Retire Overworked Words
11.14 Know the Word, Use the
Word
11.19 It’s Right There in the
Sentence!
11.20 Use a Reference and
Explain It
MORPHOLOGY Word Parts (Affixes
and base word
instruction)
Florida Center for
Reading Research
Lessons: Affix Match
Build a Word
Compound word Trivia
Florida Center for Reading
Research Lessons: Root A Word
Sentence Match
Affix Concentration
Getting to the Root of It
Make it Meaningful
Meaningful Affixes
Orton-Gillingham Advanced Continuum
Leveled Literacy Intervention (LLI)
COMPREHENSION:
Comprehension is the understanding and interpretation of what is read. To be able to accurately understand written material, children need to be able
to (1) decode what they read; (2) make connections between what they read and what they already know; and (3) think deeply about what they have
read.
One big part of comprehension is having a sufficient vocabulary, or knowing the meanings of enough words. Readers who have strong
comprehension are able to draw conclusions about what they read – what is important, what is a fact, what caused an event to happen, which
characters are funny. Thus comprehension involves combining reading with thinking and reasoning.
Source of information was taken from: http://www.readingrockets.org/helping/target/comprehension
Learning Differences: Language Acquisition vs. Learning Difficulty Reference Chart This chart is adapted from Meeting the Needs of English Learners with Disabilities: Resource Book by Jarice Butterfield, Ph.D. Santa Barbara County SELPA, on behalf of the SELPA Administrators of California Association which was reprinted in the English Learner Tool Kit (OELA) - U.S. Department of
Education (Page 6-10). Legend:
L1 refers to the Native Language L2 refers to the Acquired Language (English in our references below)
Reading /Comprehension and Vocabulary
Specific Skill/Concept Indicators of a Learning Difference Due to
Mark Areas of Concern (Regardless of
Reason) Right click on
box Language Acquisition Possible Presence of a Disability
Student does not understand key words and/or phrases; exhibits poor comprehension
Student has not yet developed an understanding of vocabulary and/or meaning in L1
The student’s difficulty in comprehension and vocabulary use is evident in L1 and L2
Student does not understand a passage
Student may not have background knowledge or experience related to the topic in L2; student may be
Student doesn’t remember or comprehend what was read in L2 (or L1
read, although s/he may be able to read with fluency and accuracy
unable to use context clues to assist. As L2 proficiency increases along with exposure and support, improvement will be seen.
if applicable). This does not improve as language proficiency increases and further exposure/support are provided.
Student cannot make strong connections to the story/text
Student may not have sufficient vocabulary, background knowledge or experience related to the topic in L2.
Student may have difficulties identifying relationships among ideas, categories, or events
Student struggles to make inferences about story content
Student may not have sufficient vocabulary, background knowledge or experience related to the topic in L2. The student may not have been asked or required to complete this type of cognitive task previously. With direct teaching and practice improvement will be noted.
Student may have difficulty holding the information read in their short-term memory while manipulating it to formulate the inference.
Possible Strategies (If you wish to mark one of these, click twice on box, right click, select ✓; or you may come up with your own idea.) Provide consistent literacy skills to build student’s knowledge, experience and background Ensure that stories and texts are meaningful to the student’s real life experiences and/or interests Use pre-reading activities to develop and build cultural understanding or unfamiliar content Model and practice categorizing items, people, events Use visuals and manipulatives along with role play activities to walk through inference-making tasks
For additional strategies see below.
Comprehension
Area of focus (subskill).
Is the student having
difficulties with..
Strategy/intervention to try:
Strategy/Lesson Ideas: Research-Based Program
Fact Sheet:
NARRATIVE TEXT
STRUCTURE
10 Session
Characterization
Intervention Plan
Florida Center for Reading
Research Lessons:
Picture the Character
Character Compare
Story Sequence Organizer
Story Question Cube
Story Grammar
Hoop A Story Venn Diagram
Retell Wheel
Florida Center for Reading
Research Lessons:
Retell Ring
Retell A Story
Compare A Story
Character Consideration
Character Connections
The Main Events
Plotting the Plot
Leveled Literacy Intervention
(LLI)
My Virtual Reading Coach
10 Session
Inferences/Conclusion/P
redictions Intervention
Plan
10 Session Main
Idea/Theme Intervention
Plan
10 Session Symbolism
Intervention Plan
Charter Characteristics
Compare a Character
Story Line Up
Story Book
Story Element Sort
Story Grammar Yammer
Plot Plan
Story Pieces
Story Element Ease
Story Mapping
Side By side Stories
Retell Recap
Retell Review
Summary Step Up
EXPOSITORY TEXT
STRUCTURE
10 Session
Synthesizing/Paraphrasi
ng Intervention Plan
Florida Center for Reading
Research Lessons:
Expository Fact Strip
Expository Text Wheel
Projected Paragraphs
Summarizing
Book Look
Just the Facts
Keys to the Main Idea
Expository Exploration
Main Idea Highlights
Classic Classifying
Florida Center for Reading
Research Lessons:
Reading the Research
Text Feature Find
Detail Delight
Distinguishing Details
What’s the Big Idea
In My Own Words
Super Summary
Write Cause or Effect
Text Structure Sort
Text Structure Reflection
Leveled Literacy Intervention
(LLI)
My Virtual Reading Coach
TEXT ANALYSIS Florida Center for Reading
Research Lessons:
Fiction and Nonfiction sort
Fact Vs Opinion
Cause and Effect Organizer
Fiction and Nonfiction Review
Cause and Effect Match
Compare and Contrast
Florida Center for Reading
Research Lessons:
Persuade, Inform, and Entertain Sort
Fiction and Nonfiction Find
Matter of Fact or Opinion
Inference Innovations
What’s the Purpose
Inquisitive Inquiries
Leveled Literacy Intervention
(LLI)
My Virtual Reading Coach
MONITORING FOR
UNDERSTANDING
10 Session Context
Clues Intervention Plan
Florida Center for Reading
Research Lessons:
KWL
Make and Check a Prediction
Classifying Information
Sum it Up
Background Knowledge Warm Up
Anticipation Sort
Precise Predictions
Read and Ask
Question Quest
Ask and Answer
Simple Summary
Sum Summary
Strategic Strategies
Reading Repair
Florida Center for Reading
Research Lessons:
Show U Know
What Do You Know
Background Check
Agree to Disagree
Plenty of Predictions
Answer Know How
Question Cards
Stop and Ask
Question Creation
Sum-thing Special
Strategies Game
Read and Respond
Monitor and Mend
Strategy Success
The Reading Strategies Book: 2.4 Keep Your Eyes and Mind in the
Book
2.5 Retell and Jump Back In
2.6 Fixing the Fuzziness
2.21 You’ve Got to “Get It” to Be
Engaged
Leveled Literacy Intervention
(LLI)
My Virtual Reading Coach
GENERAL
COMPREHENSION
10 Session Summary
Comprehension Plan
PALS Lessons:
Brainstorm, Reflect, Reformulate
Extra! Extra! Newspaper Book
Graphic Organizers
Information Hunt
Paired Questions
Venn Diagram
You’ve Got Mail
Leveled Literacy Intervention
(LLI)
My Virtual Reading Coach
Other Resources:
10 Session Capitalization Intervention Plan
10 Session Persuasive Essay Intervention Plan
10 Session Parts of Speech Intervention Plan
10 Session Sentence Structure Intervention Plan
Writing
For English Learners consider:
Learning Differences: Language Acquisition vs. Learning Difficulty Reference Chart This chart is adapted from Meeting the Needs of English Learners with Disabilities: Resource Book by Jarice Butterfield, Ph.D. Santa Barbara County SELPA, on behalf of the
SELPA Administrators of California Association which was reprinted in the English Learner Tool Kit (OELA) - U.S. Department of Education (Page 6-10). Legend: L1 refers to the Native Language
L2 refers to the Acquired Language (English in our references below)
Writing and Composition
Specific Skill/Concept Indicators of a Learning Difference Due to Indicators of a Possible Learning Disability Mark Areas of Concern
(Regardless of Reason)
Right click on box Second Language Acquisition Possible Presence of a Disability
Student does not write grammatically correct sentences
The syntax in L2 is consistent with the way it would be written in L1. (e.g. position of adjectives, verb tense, etc.) Improves over time with instruction and language proficiency development
Errors seem erratic and can include omissions, transpositions (e.g. girl= gril) or grammatical inconsistencies, even when modeled.
Student struggles to write responses to questions
Student may not understand the language of the question: a. academic language (e.g. “explain, except, justify, compare”)
Student cannot write a cohesive response despite modeling and scaffolded supports.
b. and/or the content specific language (e.g. “deforestation, chlorophyll, urban, expansion)
Student may confuse words and misapply them regularly.
Student has difficulty generating ideas for a paragraph or essay but is able to express his or her ideas orally
The student has developed higher verbal language proficiency than written language proficiency. Writing patterns are similar to those of other L2 learners. The topic may not be one of familiarity.
Student requires significant prompting and modeling to begin writing paragraph. Student struggles to add supportive details or descriptions of topic.
Student cannot organize written piece
Student hasn’t had sufficient practice or experience writing passages. With direct teaching, supports and experience there will be improvements noted over time.
Student requires significant prompting and modeling to organize writing despite. Spatial concerns and/or processing speed difficulties may be impacting.
Possible Strategies (If you wish to mark one of these, click twice on box, right click, select ✓; or you may come up with your own idea.) Use a Dialogue Journal (Teacher or peer responds daily to student entry to create back and forth dialogue) Connect task to students’ previous knowledge, experience and/or interest Utilize visuals, organizers, anchor charts, etc. to prompt and/or organize ideas Have student record paragraph orally and then play back to write what is was recorded Have student physically place in order select scrambled sentences from a written paragraph and label (or match) “Topic Sentence”, “Supporting
Detail”, “Closing Statement”, etc. Adapt as necessary to your writing expectation. Conduct brainstorming activities and maintain ideas generated in accessible location for future use. Allow student to use as needed.
Refer to Step Up to Writing