Literacy Intervention Toolkit

Report
We need to work SMARTER, not harder!
Literacy Intervention Toolkit
This is what you do Next!
The Literacy Intervention Toolkit is an all-in-one
resource for K–2 reading teachers that:
•Provides an overview of DIBELS and the new measures
in DIBELS Next.
•Responds directly to DIBELS and DIBELS Next
outcomes by setting the stage for engaged,
targeted interventions
• Provides tools and activities for:
 Diagnostic testing (the missing link between
DIBELS and intervention instruction)
 Planning and organizing effective lessons
 Implementing engaging, motivating, multisensory instructional activities
Literacy Intervention Toolkit
Materials
• The Teacher Guide with the Reproducible Tools
for diagnostic testing and lesson-planning.
• The Instructional Activity Tools, for
implementing intervention lessons:
 50 Nifty Activities for 5 Components and
3Tiers of Reading Instruction and the 50
Nifty Manipulatives Kit
 Power Readers (books and interactive
whiteboard files)
 Letter Tiles for Phonics and Spelling
(interactive whiteboard files)
Rigorous:
 reads manifesting, demonstrating
or exercising rigor: very strict

synonyms: harsh, severe
 The Merriam – Webster online dictionary

Please consider as we go forward today
whether reading intervention is driven by
engagement as well as data in your
school and/or classroom?

“There is no comprehension strategy
powerful enough to compensate for the
inability to read the words” *
Dr. Joseph Torgesen
8
70% Accurate
In the _____ of _____, nothing is ______.
Some ______ ______ life-size ____ out of tall
_____ and shrubs. A ______ careful ______ and
_______ can _____ ______ paths. _____ cut and
shape plants into _______, larger-than-life and
_____ leafy ______. What would you do if you
_____ a _____ full of these ______? _____ you
walk right in?
9
80% Accurate
In the world of ______, nothing is ______.
Some ______ create life-size ______ out of tall
bushes and shrubs. A _______ careful planning
and clipping can ______ ______ paths. ______ cut
and shape plants into _______, larger-than-life
and _______ leafy _______. What would you do if
you _________ a _______ full of these animals?
Would you walk right in?
10
90% Accurate
In the world of gardens, nothing is ______.
Some gardeners create life-size _____ out of
tall bushes and shrubs. A gardener’s careful
planning and clipping can ______ strange
paths. Others cut and shape plants into
awesome, larger-than-life and ________ leafy
_______. What would you do if you discovered
a garden full of these ______? Would you walk
right in?
11
Unusual Gardens
In the world of gardens, nothing is
impossible. Some gardeners create life-size
mazes out of tall bushes and shrubs. A
gardener’s careful planning and clipping can
create strange paths. Others cut and shape
plants into awesome, larger-than-life and
incredible leafy animals. What would you do
if you discovered a garden full of these
animals? Would you walk right in?
12

We want to help children read fluently enough so that
they are able to get in touch with their own unique
thoughts about what they are reading.
 Maryanne Wolf

Whimsical practice leading to automaticity
can help a student create the formation of
neuronal representations in the brain that can
give the brain time to think!
◦ Maryanne Wolf
Attention and Interest
Multisensory Approaches
Inclusive Learning Environments
Challenging Discussion
High Expectations
Academic rigor
16

Your tool kit is NOT designed for the
purpose of improving DIBELS scores….it
is designed for the purpose of
increasing overall reading achievement
as measured by increases in DIBELS
scores.

There is no magic bullet – the magic is in
the system of supports created by:
◦ good assessment data,
◦ thoughtful interpretation of the results,
◦ grouping students by individual need,
◦ planning instruction and
◦ evaluating the efficiency of that
instruction by monitoring progress.
The Toolkit Process
Step 1
The Toolkit Process
Step 2
Gather more information with
two diagnostic tools from
LETRS, Module 8: Phonics
and Word-Reading Survey
and Spelling Inventory.
The Toolkit Process
Step 3
Four scope and sequence
tools, adapted from LETRS,
helps teachers sequence their
intervention instruction.
The Toolkit Process
Step 4
Two lesson-planning
templates help teachers
organize and design
focused, engaging
instruction.
The Toolkit Process
Step 5
The Toolkit Process
Step 6

The Literacy Toolkit has found the things you
need and pulled them together so you have
everything at your fingertips:

Using the right tool can help you to avoid
getting lost in the weeds as you try to target
your instruction



It can help you evaluate which phonics
correspondences have been learned and
which have yet to be mastered.
It assesses basic word reading ability at the
single and multi-syllable level.
It assesses the student’s ability to read high
frequency words.
Phonics and Word-Reading Diagnostic Tool
•Students NOT meeting
benchmark goals
•Adapted from LETRS
•Evaluates
•basic-word reading ability
•high frequency words
•real and nonsense words

Closed-syllable words with Short Vowels and
Single Consonants
◦ Say: I’m going to show you some real words and
some made-up words. Read them as well as you
can.



Real:
rot/wed/bun/lap/kit/sum ____/6
Nonsense: lom/mis/pez/gom/rad/jun ___/6
Combined:
rabbit/unfed/picnic/napkin/sudden/cotton
___/6
____/18
Diagnostic Testing
•Informal assessments
•Below benchmark
•Targets specific skills
•Create instructional groups
based on similarity of learning
needs

Upon which information will you base your
groups …
Scores
Color of instructional
recommendation? Red, Yellow or
Green
Specific instructional need?
Developmental Spelling Inventory Tool
•Adapted from LETRS
•K- 5th grade assessment
•Evaluates:
•phonemic awareness
•sound-symbol correspondence
•spelling patterns
•morphological concepts
What about Spelling?

One thoughtful step at a time leads to
reading success!
Phonics Instruction
Phonemic Awareness Instruction
Spelling Instruction
Components
Time
State Goal and Purpose
30 seconds
Review Previous Lesson
2 minutes
Teach New Lesson
5 minutes
Word Reading (for accuracy)
5 minutes
Word Practice (for fluency)
5 minutes
Dictation
5 minutes
Word Meanings With Phonics Vocabulary
5 minutes
Text-Reading Practice
10 minutes
(95 Percent Group Inc., 2007)/ LETRS Mod 7 adapted
p. 74



5 critical components of reading
Intervention lessons focus on phonemic
awareness, phonics and fluency
HOWEVER…
The activities are ALWAYS designed within the
context of oral language, vocabulary and
comprehension.
◦ 50 Nifty Activities for 5 Components and 3Tiers of
Reading Instruction and the 50 Nifty Manipulatives Kit

What is decodable text:
◦ Vocabulary controlled by phonics patterns
◦ Limited and repeated sight words
◦ Follow a thoughtfully constructed scope and
sequence of skill introduction
◦ Short but meaningful plot that engages interest
◦ Provides opportunity to apply skills learned
◦ Before reading activities maximize accuracy and
fluency
◦ Before-During and After reading comprehension
instruction maximize benefit
Read like a detective...close
reading enhances comprehension
Power Readers start teaching to the common core
standards from the get-go!
39
40
Each story is
six pages
41
or Rapid Letter Naming
42



Preview vocabulary (all the words in the story)
Students read and repeat:
◦ Vocabulary words
◦ Vocabulary phrases
◦ Vocabulary sentences
Some comprehension questions at the end of the books
focus on vocabulary, especially multiple meanings and
idiomatic expressions
43
44
45
46
Teaching Reading is URGENT!
47

Your tool kit is NOT designed for the
purpose of improving DIBELS scores….it
is designed for the purpose of
increasing overall reading achievement
as measured by increases in DIBELS
scores.

There is no magic bullet – the magic is in
the system of supports created by:
◦ good assessment data,
◦ thoughtful interpretation of the results,
◦ grouping students by individual need,
◦ planning instruction and
◦ evaluating the efficiency of that
instruction by monitoring progress.






Care about your students with passion
Work with passion
Teach with passion
Believe in your students with passion
Believe in yourself with passion
Believe passionately in your ability to
change their lives
“It is not how much we give
but how much love we put
into giving.”
Mother Teresa
52

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