Intervention Information and Resources

Reading Fluency Interventions

http://www.swsc.org/page/725

FLUENCY

Fluency is defined as 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. ( http://www.readingrockets.org/helping/target/fluency )

Fluency Interventions – Free

Tier 1 Classwide, Whole Group Interventions

Partner Reading

Reader’s Theater

Choral Reading

Repeated Reading

Partner Reading – Lesson Guide

Poetry Party

Tier 2 or 3 Interventions

Duet Reading – Lesson Guide

Repeated Reading- Lesson Guide

Pencil Tap – Lesson Guide

Stop/Go – Lesson Guide

Newscaster Reading – Lesson Guide

Partner Reading – Lesson Guide

Repeated Reading with Comprehension Strategy – Lesson Guide

Repeated Reading with Question Generation – Lesson Guide

18 Minute Solution – Lesson Guide

Explicit Instruction Lessons in:

  • Expression
  • Accuracy
  • Punctuation
  • Phrasing – Lesson Guide
  • Smoothness

Florida Center for Reading Research Student Center Activities paired with Explicit Instruction

http://www.fcrr.org/curriculum/SCAindex.shtm

Practice Passages/Tools

DIBELS Passages – https://dibels.uoregon.edu/measures/index.php

easyCBM Passages – http://easycbm.com/

CBM Wordlist Fluency Generator – from www.interventioncentral.org

CBM Reading Fluency Passage Generator – from www.interventioncentral.org

PHONEMIC AWARENESS INTERVENTIONS

http://www.swsc.org/page/723

Phonemic awareness is the ability to identify and mentally manipulate the sounds (phonemes),

sound sequences, and sound structures in a syllable or word.

http://www.speech-language-development.com/phonemic-awareness.html

Free Assessments

The Abcedarian Reading Assessment – Designed to test what research has shown to be the most

essential knowledge domains for developing reading skills. The knowledge domains assessed by the

Abecedarian include:

  • Letter knowledge
  • Phonological Awareness (Rhyme and Phoneme Identity)
  • Phoneme Awareness (First and Last Sounds and Phoneme Segmentation)
  • Knowledge of the Alphabetic Principle
  • Vocabulary (Production, Synonyms, and Antonyms)
  • Decoding (Fluency, Regular Words, and Irregular Words

Written by two reading researchers, Sebastian Wren and Jennifer Watts, the authors have given

permission for this document to be reproduced freely on two conditions: (1) The Abecedarian may not

be altered and (2) Appropriate credit must be given for authorship.

Phonemic Awareness Interventions – Free

Phoneme Segmentation – Lesson Guide

Letter Sound Correspondence – Lesson Guide

Phoneme manipulation – Example

Say It Move It

Tier 1 Classwide, Whole Group Interventions

Songs, chants, raps – Examples

Tier 2 or 3 Interventions

Identify phonemes – Information

Phoneme Blending – Lesson Guide

Elkonin Boxes – Lesson Guide

Florida Center for Reading Research Student Center Activities paired with Explicit

Instruction http://www.fcrr.org/curriculum/SCAindex.shtm

PHONICS INTERVENTIONS

http://www.swsc.org/page/724

Phonics instruction helps children learn the relationships between the letters of written language

and the sounds of spoken language. It teaches children to use these relationships to read and write

words.

Phonics Interventions – Free

Tier 1 Classwide, Whole Group Interventions

Florida Center for Reading Research Student Center Activities paired with Explicit

Instruction http://www.fcrr.org/curriculum/SCAindex.shtm

Tier 2 or 3 Interventions

Letter Sound Correspondence – Lesson Guide

Blending Words – Lesson Guide

Onsets and Rimes

The six types of syllables

The five syllabications rules

Florida Center for Reading Research Student Center Activities paired with Explicit

Instruction http://www.fcrr.org/curriculum/SCAindex.shtm

VOCABULARY INTERVENTIONS

http://www.swsc.org/page/726

Tier 1 Classwide, Whole Group Intervention

Vocabulary Journal – Triple Entry Example

Vocabulary Cards

Frayer Model – Example

Tier 2 or 3 Interventions

Isabelle Beck’s Direct Instruction – Lesson Guide – Video

Marzano’s 6 Step Vocabulary Strategy – Lesson Guide

Explicit Instruction in Structural Analysis

(Prefixes, Suffixes, Content Area Root Words)

Text Talk – Lessons

Florida Center for Reading Research Student Center Activities paired with Explicit Instruction

– http://www.fcrr.org/curriculum/SCAindex.shtm

COMPREHENSION INTERVENTIONS

http://www.swsc.org/page/727

Comprehension Interventions – Free

Tier 1, Tier 2, and Tier 3 Interventions

Repeated Reading with Comprehension Strategy – Lesson Guide

Repeated Reading with Question Generation – Lesson Guide

Reading Comprehension Fix-Up Skills:A Classroom Toolkit -from www.interventioncentral.org

Concept Attainment

Question-Answer Relationship (QAR)

Explicit Instruction in Expository Text Structures

Compare and Contrast

Sequence

Description

Cause and Effect

Problem/Solution

Explicit Instruction in Narrative Text Structures

Retelling – Lesson Guide

Summarizing/Synthesizing

Inferring

Making Connections/Prior Knowledge

Questioning

Visualizing

Determining Importance

Collaborative Strategic Reading (CSR)

SQ3R

EA 2 RS

Graphic Organizers

Mind Mapping

Florida Center for Reading Research Student Center Activities paired with Explicit

Instruction http://www.fcrr.org/curriculum/SCAindex.shtm

Intervention Tools

CBM Maze Passage Generator – from www.interventioncentral.org

MATH INTERVENTIONS

http://www.swsc.org/page/722

Mathematics interventions at the Tier 2 (secondary prevention) level of a multi-tier prevention

system must incorporate six instructional principles:

  1. Instructional explicitness
  2. Instructional design that eases the learning challenge
  3. A strong conceptual basis for procedures that are taught
  4. An emphasis on drill and practice
  5. Cumulative review as part of drill and practice
  6. Motivators to help students regulate their attention and behavior and to work hard

(Found in Mathematics Intervention at the Secondary Prevention Level of a Multi-Tier Prevention

System: Six Key Principles by Lynn Fuchs, found

at http://www.rtinetwork.org/essential/tieredinstruction/tier2/mathintervention )

Focus interventions on whole and rational numbers, word problems, and fact fluency .

In grades K through 5, math interventions should focus intensely on in-depth treatment of whole

numbers and operations, while grades 4 through 8 should address rational numbers as well as

advanced topics in whole-number arithmetic, such as long division.

Interventions on solving word problems should include instruction that helps students identify

common underlying structures of various problem types. Students can learn to use these structures to

categorize problems and determine appropriate solutions for each problem type. Intervention

teachers at all grade levels should devote about ten minutes of each session to building fluent

retrieval of basic arithmetic facts. Primary-grade students can learn efficient counting-on strategies to

improve math fact retrieval, and intermediate and middle-grade students should learn to use their

knowledge of properties (e.g., the commutative, associative, and distributive laws) to derive facts in

their heads.

(Found at U.S. Department of Education’s website Doing What Works

at http://dww.ed.gov/Response-to-Intervention-Math/RtI-Implementation/practice/index.cfm?T_ID=28

&P_ID=70 )

Math Word Problem Intervention – Developed by Amanda VanDerHeyden

NUMBER AND OPERATIONS INTERVENTIONS

http://www.swsc.org/page/718

Tier 1 Classwide, Whole Group Intervention

Classwide Math Intervention for Basic Computation – Developed by Amandan VanDerHeyden

Math Intervention Skill Sequence – Developed by Amanda VanDerHeyden

Rational Number Project: Initial Fraction Ideas – Developed by Kathleen Cramer, Merlyn Behr,

Thomas Post, and Richard Lesh. The project is funded through the The National Science Foundation

and hosted by the University of Minnesota College of Education & Human Development.

Rational Number Project: Fraction Operations and Initial Decimal Ideas – This is a companion to the

Rational Number Project: Initial Fraction Ideas. Developed by Kathleen Cramer, Terrence Wyberg,

Seth Leavitt, with help from Debbie Monson and Stephanie Whitney. The project is funded through

the The National Science Foundation and hosted by the University of Minnesota College of

Education & Human Development.

Math Fluency and Accuracy – Developed by Amanda VanDerHeyden

Math Fluency – Developed by Amanda VanDerHeyden

Multiplication Facts Accuracy and Fluency – Developed by Amanda VanDerHeyden

Math Intervention Skill Sequence – Developed by Amanda VanDerHeyden

Rational Number Project: Initial Fraction Ideas – Developed by Kathleen Cramer, Merlyn Behr,

Thomas Post, and Richard Lesh. The project is funded through the The National Science Foundation

and hosted by the University of Minnesota College of Education & Human Development.

Rational Number Project: Fraction Operations and Initial Decimal Ideas – This is a companion to the

Rational Number Project: Initial Fraction Ideas. Developed by Kathleen Cramer, Terrence Wyberg,

Seth Leavitt, with help from Debbie Monson and Stephanie Whitney. The project is funded through

the The National Science Foundation and hosted by the University of Minnesota College of

Education & Human Development.

Singapore Bar Model Intervention – From Englard, L. (2010). Raising the Bar on Problem Solving,

Teaching Children Mathematics, Vol. 17 (3), 156-163. 168

Mulitiplication of 2 Digit by 2 Digit Numbers Using Alternative Algorithm and Repeated Addition –

Found on the St. Croix River Education District website .

Division of 3 digit by 2 digit numbers – Found on the St. Croix River Education District website .

Resources

Multiplication Flashcards – This site provides pdf’s of multiplication fact flashcards through x12

ALGEBRA INTERVENIONS

http://www.swsc.org/page/714

Tier 2 and 3 Interventions

Singapore Bar Model Intervention – From Englard, L. (2010). Raising the Bar on Problem Solving,

Teaching Children Mathematics, Vol. 17 (3), 156-163. 168