Clear Target▪I can determine which intervention to use for a specific skill deficit and implement with fidelity.

Mama called the Doctor and the doctor said….Your doctor

would declare one

of the following…

So now what? TIER 3-IntensiveThere is a major problem we have to take you to the hospital immediately and hook

you up to IV’s to save your life.

TIER 2-StrategicSomething's not right, you’re going to need a remedy to get your health

back

TIER 1-BenchmarkHealthy

We have drilled down…now what?

The QPS, Blachowitcz, or BRI diagnosed a specific problem. Now what? Skills need to be explicitly taught and specific interventions need to be used.

Quality instruction begins with the teacher modeling, explaining, or demonstrating. Tier 2 and Tier 3 are to provide intense intervention. Thus, there must be direct instruction before students ever begin to practice.

.

5 Critical Components of Reading

Phonemic Awareness

What is Phonemic Awareness?

▪the ability to hear, identify, and manipulate individual sounds-phonemes-in spoken words

Phonemic Awareness

Counting Words, Syllables and Phonemes

Phoneme Segmentation

Phoneme Manipulation

Phoneme Blending

Rhyme (songs, chants, raps, nursery rhymes)

Elkonin Boxes

Tongue Twisters

Rounding Up the Rhymes

PhonicsWhat is Phonics?▪The method of teaching children to associate sounds of spoken language with symbols (letters or a group of letters) and create links to word recognition and decoding skills necessary for reading.

PhonicsLetter Sound Correspondence

Word Sorts

Making Words

Phoneme- Grapheme mapping

Brand Name Phonics

Changing a Hen to a Fox

Guess the Covered Word

If Phonics isn’t the problem, what is?

Sight word Recognition

Fluency

Comprehension

Vocabulary

Sight Words

Sight word RecognitionConcentration

War

Bingo

Bean Bag toss

Swat

Improving Fluency

▪ Choral Read

▪ Echo Read

▪ Chunking ( FCRR )

▪ Beat My Time

▪ Signal Reading

Vocabulary Intervention

▪ Error word Recognition: The teacher/tutor writes down word errors as a student reads and makes mistakes.

▪ Flashcards of those errors made and used to build reading vocabulary.

▪ Vocabulary Pictures

▪Word Supply

Comprehension Interventions

Students who struggle with comprehension must be systematically and explicitly taught to do the following:

Monitor comprehension

Use graphic organizers to illustrate concepts and relationships between concepts in a text

Think about thinking- metacognition

Answer as well as generate questions

Recognize story structure

Summarize

Written Expression

▪ 6 + 1 Traits: Ideas, Organization, Voice, Word Choice, sentence fluency, conventions, presentation

▪Write From the Beginning Lessons

▪ Thinking maps (writing)

▪POW TIDE/ POW TREE/ POW C Space

Case Studies

Read the case study assigned to your table. Visit the wikipage

http://cmcssrti.wikispaces.com/. Click on resources and then go to

The RTI Menu by Dr. Sherri Dobbs Santo.Find an intervention that would be appropriate for the student.

Closure

I can determine which intervention to use for a specific skill deficit and implement with fidelity.