Day 3: Intervention
Assessments are complete, lesson planning for the overall reading strategy and the story of the week has been chosen, but planning is not over yet. Like I said yesterday, the most important part of resource reading is meeting individual needs and monitoring those IEP goals.
Meeting individual goals of 8-10 kids at a time is not an easy task. Everyone of the students needs me just as much as the next kid and they are all struggling with some part of reading. Here is where interventions and having a very structured schedule come into play. I'll begin with the interventions:
1. Reading Fluency:
On Monday of each week my students "cold" read (this means they have never seen or read the passage before Monday) a passage. The students are timed for one minute and we record their words per minute on their fluency graph. Each day each student has the opportunity to listen to weekly passage being read aloud to them, timing their reading with a buddy, recording themselves reading into the iPad, and rereading and rereading this passage. I read the passage daily with them as well, to make sure they can read all of the words and to work on accuracy strategies. On Friday, each student does a one minute "hot" read of the passage and the words per minute are recorded on the graph next to the "cold" read words per minute.
The students also have a chance to choose books of their own interest to read during a read to self time/silent reading time. The students keep the same books all week and reread the books to gain familiarity and become more fluent readers. I do use the Daily 5 strategies in my classroom, but I do not always stick exactly to the plan. I have modified it to make it work for my resource classroom.
2. Accuracy/Basic Reading:
After completing the FRY Informal Assessments, I give my students the words from the sight word list that they did not know. They have 10 words a week. The students come to me once a day and practice their sight words by using the time delay strategy. Students also work on these words during Word Work time. They become fluent with the pronunciation and spelling of the words during this time while working kinesthetically on the words to learn them.
I also do reading conferences during teacher time. I read one on one with each student (at least weekly from a book of my choosing or their choosing). During this time we work on reading strategies such as chunking the sounds in words to sound out a word, employing phonetic principles, and other strategies for learning to read words.
With some of my students I use SRA Corrective Reading. This program helps the students relearn the phonics that they may have missed or didn't understand the first time around. The program is very structured. I do not use it with everyone, as they do not all need the intensiveness of this program. I do use the program daily with the students that need it.
Our main comprehension lessons come from the weekly book and guided reading lesson. We work on one comprehension strategy weekly. I use an assortment of graphic organizers with the students to help them gain better understanding of the text they read.
These are the main interventions that I use weekly. Obviously this is not an exhaustive list, but it does give a general idea of what I use. Something you may be thinking now is, "How does she get this all in in one hour?"
My answer...literacy groups!
Just like in Daily 5 the students are going to cycle through stations. We may not get to 5 stations daily, but throughout the week the students will do all stations.
Daily each student does:
Whole group comprehension lesson
Fluency (Listening to Reading or Buddy Read)
Weekly students do:
Additional reteach of the comprehension lesson (I determine this if the students are not "testing" correctly on their comprehension exit slip)
iPad or other technology related center
Let me break it down to ya about what each station is about:
The whole group comprehension lesson is a guided reading lesson. The topic for the lesson comes from the general education curriculum. After each lesson students turn in an exit slip so that I can keep track of whether or not they are understanding the concept.
Teacher Time is the time that I meet with students individually or possibly in groups of two or three. The students work on Corrective Reading (if needed), sight word practice, reading conferences, and reading their fluency passage.
Fluency stations include listen to reading. The students may choose to listen to a recorded version of their passage or read with a buddy. The buddy times the student that is reading and each time they read the student reading is trying to beat his best time.
My word work comes from my guided reading lesson plus the sight words that my students are working on. Sometimes I have students that test through their grade level sight word list. If this happens we sometimes go to the next list, plus we add on words that they have made errors on during our reading conference time.
Writing work also coincides with the guided reading lesson.
I love incorporating technology anyway that I can, so iPad or technology is a center that we use very often. The students all have Lexia Reading accounts and as a group we go to the computer lab to work on their program. Lexia is a paid computer program that individualizes learning for each student. It is a great resource to have!
I have created a Literacy Groups for the Resource Room pack that is available through TpT. In this pack are visuals for each center, customizable schedules, and directions for each center.
Here are a few pictures of it at work in my classroom:
Read to Self and Buddy Reading
Both of these are in the same area, because students can choose where they sit for both activities. I needed a space to put the posters so they could refer to the expectations and use the visual schedule cards. This is right next to my library, so student are able to pick books if they need to do so.
Work with Teacher
Work on Writing Center
Sorry, I tried every which way, but I could not get this picture to stay turned! :) Anyway...these are the customizable visual schedules. The students are given a schedule daily and match their visual cue with the large visual posters seen above. As the student visits each center, he/she removes that visual and places it on the poster size visual to show that have been there that day.
If you would like a copy of the Literacy Groups Visuals, please visit my TPT store!