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