Intervention+Convention

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Phonemic Awareness:

** Common Core General Progression of Phonemic Awareness Skills (K-2) from Appendix A pgs. 19-20 **

 * ** Phoneme Identity **
 * ** Phoneme Isolation **
 * ** Phoneme Blending (Spoken Language) **
 * ** Phoneme Segmentation (Spoken Language) **
 * ** Phoneme Addition (Spoken Language) **
 * ** Phoneme Substitution (Spoken Language) **
 * ** Phoneme Deletion (Spoken Language) **

**Web Links:**
[|Reading Rockets Phonemic Awareness Activities] [|Right Track Reading] [|Free Reading Activities] [|Intervention A] [|Florida Center for Reading Research] [|Online rhyming games]

[[file:Blending Sound Activities.doc]]
Phoneme Segmentation Intervention (K-2) Steps: 1. Prepare students by introducing the activity and the format for the strategy: “I have a mystery word written on the board. To read it, we need to know all of the sounds we hear in the word. First I will do it, then we will do it together, and then you will have a turn on your own. When I want to begin saying the sounds in this word, I’ll raise my pointer finger, like this. As I say each sound, I’ll raise another finger.”

2. Model the strategy: “It’s my turn. Take apart mop. /m/ (raise pointer finger); /o/ (raise middle finger), /p/ (raise ring finger). The sounds in mop are /m/-/o/-/p/.

3. Guided practice of the strategy (teacher and students together): “Together-take mop apart; /m/ (raise pointer fingers), /o/ (raise middle fingers), /p/ (raise ring fingers).

4. Independent practice: “Your turn. Take mop apart.” Student says: /m/ (raises pointer finger), /o/ (raises middle finger), /p/ (raises ring finger).”

5. Provide positive feedback: “great job”

Words: • jam • rat • rap • lad • lag • duck • mid • mitt • jab • tap • gas

Reference: McEwan-Adkins, E. (2010). //40 Reading intervention strategies for K-6// // students. // Bloomington, IN: Solution Tree.

Phonics: =Powerpoint:= Coming soon! =[|Error Correction Intervention]= =[|Word Attack Hierarchy]= =[|Intervention A]=

=Decoding Drills:=

Names Test Sheets and Article: ==

Additional Interventions:

*Email me at jgondek@tstboces.org for a PDF of the words and syllables for the Syllable Game we played during the Intervention Convention.
** Vocabulary: **

Tier 2: Academic Vocabulary






**Useful Word Lists:**
//The Educator's Word Frequency Guide (Zeno, Ivens, Millard, & Duvvuri, 1995)// //Words Worth Teaching (Biemiller, 2009)// //Academic Word List (Coxhead, 2000)// //Word Zones (www.textproject.org)// //Building Backgroudn Knowledge for Academic Achievement (Marzano, 2004)// //The Living Word Vocabulary (Dale & O'Rourke, 1981)// Excerpted from Figure 3.3, __Vocabulary Instruction for Struggling Students__

Graphic Organizers:
[|Word Work and Vocabulary] [|Read MHS] [|Primary Ed Oasis] [|Reading A to Z Vocab] Graphic Organizers for Vocab

Articles:

Progress Monitoring:
[|Maze] [|DIBELS]

** Fluency: ** Resource Link, including phrase cards: [|Reading Resource Net]

Phrase-Cued Text
[|Phrase-Cued Text Intervention] [|Phrase-Cued Text Generator]

HELPS Program
//*Must sign-up to download materials// [|HELPS Program]

[[file:sight_word_interventions.doc]]
Fry Word List Intervention:

[|HF Word Intervention]
Comprehension: =Powerpoint:= =What Works Clearinghouse Publication:=

[|WWC Reading Comprehension K-3]
=Articles on Reciprocal Teaching:=

[[file:RTPG.pdf]]
Handouts: =Click-or-Clunk:=

[|Posters and Resources]
=SQ3R:=

[|SQ3R Chart Generator]
Progress Monitoring:

**Curriculum Based-Measurement: A Manual for Teachers by Jim Wright**
[|CBM Manual] = = =Resources for CBM:= [|CBM Warehouse] [|National Center on Student Progress Monitoring] [|Big Ideas in Beginning Reading] [|Research Institute on Progress Monitoring] [|DIBELS] ==