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Small Group Intervention Frameworks

Intervention Curriculum PlanDo you have a coherent intervention curriculum plan? Is everyone on the same page (classroom teachers, Title I, special education, speech and language, ELL, psychologist)?Do you have a coherent intervention assessment and achievement monitoring plan? Is everyone on the same page?Does your intervention curriculum plan ensure struggling readers have a greater quantity of daily opportunities for successful reading experiences than normal achieving readers?Does your intervention curriculum plan focus on building independence, self-regulation, and enhancing motivation for reading?Rules of Thumb for Intervention Design#1 As expertise of instructor rises and the size of the groups falls, achievement is accelerated.#2 As duration of instruction increases so does achievement gain.#3 Children with greatest achievement lags benefit most from higher levels of instructor expertise, smaller instructional groups, and greater number of lessons.#4 One size fits all intervention designs actually fit few and limited achievement gains are the likely result.#5 Intervention designs must fit the participating children if achievement gains are to be optimized.

Inferring a Readers TheoryInferring a Readers Theory1. Childs Behavior: Record the childs behavior at critical moments (at difficulty, at an error, when attempting to self-correct).2. Inferring a Childs Theory: Infer the childs theory of the reading process based upon the observed behaviors.Example: Reading Process Theory: Visual information helps solve tricky wordsRole as a Reader Theory: I can solve tricky words on my own.3. Teacher Behavior: Record the teachers behavior in response to the childs behavior.Example: Does that match the picture? Read that again and see if it makes sense and sounds right?4. Theories the Teacher Affirms, Corrects, Extends: Consider the theories communicated by combining the teachers response with the childs behavior.Example: Reading Process Theory: Reading has to look right, sound right and make sense.Role as a Reader Theory: Readers check their solving by using other sources of information.

Targeting Student Needs & Building off Strengths

Review the Wheel & Discuss how it is a way to determine a students strengths and areas of need. In WRS read through Brian (page 19-24) or Chad (24-28) and discuss what strategic actions they are using (reinforce), know but not using independently (prompt), and not using (teach). Notice how they used the wheel to complete chart on page 25 & 28. Now go through the charts and look at the Continuum and select goals or teaching points for Chad or Brian. Practice as a group on another case study or with a current student data. 7What is Adequate Progress?

Students NOT Making ProgressExamine:Your instructionTeacher TalkFidelity to ProgramAbsences or ConsistencySupplementing or Supplanting Core InstructionConnection to the Classroom InstructionCommunication with HomeIndependent Reading BehaviorsEngagement and MotivationOther

Changes to ConsiderRegrouping

Group Size

Additional Time

Instructor

Additional books at the level

Digging DeeperConnecting Intervention to Classroom: Factors to ConsiderHow is the child doing in the classroom?Understand grade level reader.Watch each others lessons.Observe the child in guided reading and have classroom teacher observe the LLI lesson.Watch each other conduct running records.Running record only captures what reading looks like, not how it sounds and feels.Compare/Contrast assessments within both settings.How is the child benefitting from my instruction?Focus on the same things.Prompt at the same level of support.Examining Teacher TalkScaffoldingRescuingPlannedEasy to LearnIntentionalProactiveDeliberateCalculatedStudent focusedPlan for removalIntentional shared workloadExpects active readersUnpreparedEasy to give upChanceReactiveArrives from discomfortAssumes helplessnessAccidentalImpulsiveInstructor focusedNo plan for removalTeacher doing most of the workGenerates passive readersTeaching & Learning Cycle

Finding Instructional Level L-ZAccuracyComprehensionLevel98%-100%Excellent IndependentSatisfactoryIndependent LimitedInstructional95%-97%ExcellentInstructionalSatisfactoryInstructionalLimitedFrustrationBelow 95%Any scoreFrustrationStrategic Actions: select target areaWhat do you want to Teach?What do you want to Prompt? What do you want to Reinforce?

Next StepsContinuum of Literacy InterventionTeaching steps by balanced literacy componentsTeaching steps by text characteristicsGroup students by needs

Group students into guided reading groups.Provide intervention to the lowest reading group in addition to Guided Reading in classroom.Using the Assessment within Core Small Group InstructionWhole Class InstructionSelecting textsPlanning introductionsSelecting teaching pointsSelecting ways to reread the textSelecting prompts for discussionExtending meaning through writingStocking the classroom libraryGiving book talks Finding audio recordingsDesigning mini-lessons (strategies and skills)Planning word study mini-lessonsEngaging students in interactive read-aloud conversations

Characteristics of Successful Interventions1. Supplementary daily small group instruction2. Research supported approaches.3. Low student/teacher ratio (recommended 3:1 for youngerstudents and 4:1 for older students)4. Accelerated progress and flexible entry and exit.5. Structured and systematic framework for instruction.6. Fast-paced, carefully designed and sequenced lessons.7. Explicit teaching for reading comprehension.

Characteristics of Successful Interventions8. Explicit teaching for reading fluency.9. Carefully designed sequence for phonics/word study10. Writing about reading11.Engaging, specially written and sequenced collection of leveled texts12. Systematic assessment, progress-monitoring, and recordkeeping.13. Classroom connection14. Home Connection15. Professional Development for Teachers

What is LLI?Small group supplementary intervention designed for children who find reading and writing difficult. Goal: Bring the children to grade level achievement.Based on the Fountas and Pinnell A-Z gradient of text difficulty.Designed to provide engaging, intensively supported instruction to allow students to read more complex text and improve the writing process.30 minute Lesson Structure A-NODD LESSONSEVEN LESSONSRereading books 5 minutesPhonics/Word Work 5 minutesNew Book 15 minutes (instructional level)Letter/Word Work 5 minutesRereading & assessment 5 minutesPhonics/Word Work 5 minutesWrite about Reading 15 minutesNew Book (easier level) 5 minutesLetter/Word Work minutes (optional)

45 minute Lesson Framework L-ZOdd EvenDiscussion of Yesterdays New Book (5 minutes)Revisiting Yesterdays New Book (5 minutes)ComprehensionFluencyVocabularyPhonics/Word Study (10 minutes)Reading a New Book (25 minutes)

Revisiting Yesterdays New Book (5 minutes)Rereading with purpose/Assessment (5 minutes)Writing about Reading (15 minutes)Phonics/Word Study (10 minutes)Reading New Book (10 minutes)Guided Reading vs. LLIGuided ReadingLLIPart of high-quality instructionAll readersSmall group 4-8On-goingText selected by teacherAssessment at beginning, middle, and end of year with interval assessments15-20 minutes 3-5 times a weekInstructional framework: text selection, introduction, reading, discussion, teaching point, optional word workClassroom teacherSupplemental to high-quality instructionStruggling readersSmall group 1-3TemporaryTexts designed for preplanned sequenceAssessment at entry, exit, and 1 reading record every 6 days30 minutes dailySet instructional framework with writing, reading and word workClassroom or intervention teacher

OverviewLevels L-Q24 lessons with 4 novel study (5.5 weeks / level)4 additional test prep lessons per level18-24 weeks to achieve benchmark1:4 teacher to student ration (6 books per level)45 min./lesson or 30 min. (3 days for 2 lessons)Supplements high quality instructionRelies on shared set of goalsFocus on reading comprehension, fluency, word study, phonics and writing

Based on Research Engagement that builds knowledge-booksIncreasing reading volumeAllows for choices-coming soon or add Matching instructional ability to text-placementSupporting self-initiating, self-regulating behaviors and promotes transfer of behaviors-goal of independenceIncrease non-fiction readingExplicit instruction of strategic actionsHelps monitor reading to deepen comprehension-articulate, support thinking, and analyze)

Based on Research Systematic word study-morphemic and syllabic (see appendix)Intentional vocabulary developmentTeaches for fluency-six dimensions rubricAllows student interactions and discussionsIncludes writing about readingProvides adaptations for ELLs (page 9)Fast-paced and intensive lessons (lesson format pg. 45, 51,55) (alternative 30 minute framework appendix D pg.147-149)Instructional Procedures ODD Discussion of New BookGuide students to share thinking and prompt for key understandings to arrive at messages.Revisiting Yesterdays New BookDeepen understanding through fluency, words, or close readings based on student target areas/observations.Phonics/Word StudySequenced, explicit teaching of principles of critical phonics or word structure.Hands-on work with words and their parts

Instructional Procedures Reading a New Book ( 4 steps)Introducing the text (overall structures, key information, background knowledge, specific words, language structures, and prompts for thinking)Reading the text (sample oral readings, conference, support)Discussing and revisiting (share of thinking, guide to key understandings, arrive a messages)Selecting a teaching point (concise, direct , and demonstrated)

Instructional Procedures EVEN Revisiting Yesterdays New BookDeepen understanding through fluency, words, or close readings based on student target areas/observations.Rereading and AssessmentReading record of 1 student w/ teaching pointOther students reread for a purpose related to writing about readingWriting about ReadingBegin with conversation before engaging in shared, dictated or independent writing (page 62)Three genres: functional, narrative, informational

Instructional Procedures Phonics/Word Studyhands-on, systematic, explicit word workOften with partnerAlternates every 4 days between morphemic/syllabicReading a New BookShorter introduction of independent level textOften reading is finished outside of interventionIf time sample oral reading and prompt for strategic action

Selecting Text10 Characteristics of Texts1. Genre/Form 2. Text Structure-narrative, problem-solution, etc. 3. Content-important concepts or subject matter (BK) 4. Themes/Ideas- big ideas 5. Language and Literacy Features-qualitative features 6. Sentence Complexity 7. Vocabulary-words and meanings (Tier words)8. Words-recognizing and solving (high frequency words & patterns)9. Illustrations 10. Book and Print Features-length, size, layout, toolsSource:

33Overview of Text ComplexityText complexity is defined by:QualitativeQualitative measures levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader.QuantitativeQuantitative measures readability and other scores of text complexity often best measured by computer software.Reader and TaskReader and Task considerations background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment.When selecting books consider:Are the concepts familiar or can they be made accessible through the introduction?Is the book appealing/interesting?Does the text provide opportunities for the children to use what they know?Are most of the words known to the children?Are other words accessible through current strategies?Does the text offer a few opportunities to problem-solve, search, and check while reading?Do the illustrations support childrens search for meaning?Is the length appropriate and doable?Is the text layout clear? (lines, words, spacing)Book IntroductionsPurpose:Examine the characteristics to determine what might be challenging for readers and frame the introduction to help students engage in particular thinking processes.

Analyzing a Text.Think about what make this book easy or challenging.

What does the book assume the reader already knows?

What would you need to clarify for the reader?

What could you teach into?

Marie Clays Gradient of Teacher InvolvementWrite a Book Introduction1. Begin with TitleToday we will readTalk about the genre, too.2. Activate thinking with a question or connection.One or two sentences about the main ideaPoint out any difficult words or features.Highlight special featuresDiscuss any unusual structuresQuick teaching point or review of strategyRead to find out.

Introduction to the Text pg. 70Provide support, build background knowledge and clear-up some difficulties.Consider the following prompts:What are you thinking about this character?How do you think this character will feel about that?What might happen?What do you already know about this topic?What is this problem making you think about?Has anything like that ever happened to you?Conferencing during reading When working with individuals, you will want to teach for, prompt for, or reinforce effective reading behaviors.Teaching: demonstrate or model what you want the reader to do or say.Prompting: use language to directs the reader's attention to the information that will help him solve the problemReinforcing: give concise and immediate feedback to let the child know what they are doing effectively to solve problems.

Reading the Textpg. 71Interact briefly with students to support their problem solving as they work through the text.Consider the following prompts:What can you try?Do you know a word like this? Try that again?Something wasnt quite right. Can you fix it?Were you right?Try that again and look at______.Did you find your self reading faster during the exciting part?Make your own reading sound interesting.Discussing the Text pg. 71Gather evidence about students abilitiesGuide the conversations with the prompting guide to extend their thinkingConsider the following prompts:What are the most important ideas?Tell what you know so far?When did you know?Talk about this new information you learned?The real message of the book isWhat did the writer do to make the story funny? Interesting?What makes this a good_____(genre)?Teaching PointAfter discussion select a teaching point based on your interactions and observations OR based on targeted needs.

Use the Continuum of Literacy behaviors skills to help target areas in the next level.

Rereading for Deep Comprehension pg.71Select a portion of the text to reread to think about or notice something particular.Close Reading: Lets look back at your reading from yesterday and talk about your thinking. Notice on page___ the author described ____ as a generous man. Reread pages 14-20 to find evidence to support or argue this description. Then we will talk about whether you agree with the author or not.Confirm Thinking: After the discussion summarize the learning and/or confirm the thinking. Based on the evidence the author presented he wanted us to believe the character was a generous man. Do you think the writer did a good job of presenting this idea?

Vocabulary Development pgs. 71-75Explicit instruction that involves intentional teaching of new vocabulary and engages students in conversations about words and their parts through using context or connecting words.Word Lists (lesson 10/34) or Practice Sorts (lesson 11)Four Procedures:Learn from ContextUse Morphology and Word PartsThink, Pair, ShareUse Reference ToolsFluency Development pgs. 75-77Fluency is not determined by solely rate, certainly not words per minute or even accurate number of words per minutes. Fluency has six dimensions: pausing, phrasing, word stress, intonation, rate and integration. Fluency is in service of comprehension.

Five proceduresPhrased Reading (see lessons 7/16/49)Echo ReadingAssisted ReadingRate MoverReaders Theatre (see lessons 8/19)

Phonics/Word Study Development pgs. 78-80Readers need to recognize words, take them about as they read to develop reading fluency, accuracy, and determine meaning. Also to transfer word knowledge and vocabulary into their own writing. (see chart page 79)

Five ProceduresSay and SortBreak WordsMatch PairsAdd and Remove PartsWords to Know Word Work Games GamesPick a Pair (see lesson 12/41)Make it or Break it (see lesson 15/36/40)Lotto Game (see lesson 16)Make it Match ( lesson 22/37\39)Word Slap (34/35/38)Read about a game and explain it to the group.48Writing Development pgs. 81-82Connecting reading and writing together to enhance reading comprehension and think about writers craft.

Forms of WritingTypes of WritingShort Write Shared WritingTwo Column Writing Dictated WritingThree Column WritingIndependent WritingListLetterSummaryGraphic Organizer

AssessmentOngoing Assessment and Record-Keeping

Writing Book

Communication with classroom

Observations

Literature StudyWhat is it?Reading and thinking about works of literature.Collaborating with others to reflect, analyze, and criticize literature.Developing and sharing aesthetic responses to literature.Extending understanding through talk and/or writing.Literature Study Planning Set the purpose for literature/genre study by selecting from many possible teaching points. Establish expectations with the students (group behavior, time frame, type of written response, meeting deadlines). Provide time for students to read the selection and prepare for the discussion. Model thinking and facilitate discussion. Convene groups to discuss the selection. Initially, the teacher models then releases group to independent facilitation. Provide ways for purposeful reflection and sharing.Novel Study Framework pg. 51Day 1:Discussion of Yesterdays Book (5 minutes)Revisiting Yesterdays Book (5 minutes)Finding a New BookIntroducingReadingDiscussion/revisitingAssignmentNo word study these daysWriting about reading on day 4 onlyDiscussion and revisit of New Book day 1 onlyHomework assignments for reading day 1-3Discussion and revisiting each day.

Novel Study Continued.Days 2-3Revisiting Yesterdays Reading ( 5 minutes)Reading New Section (40 minutes)IntroducingReadingDiscussing/revisitingAssignment

Day 4Revisiting Yesterdays Reading (5 minutes)Concluding Discussion (10 minutes)Writing About Reading (30 minutes)Other Small Group FrameworksSmall Group Must Haves:According to Jennifer Serravallo:Connect and Compliment: compliment what they are doing and connect it to the next step.Teach: modeling with own book or text, then you try it, and then independence (Gradual Release of Responsibility).Engage: conference with students and build on their strengths.Link: remind students what they did and tell them how to continue to use it and/or what they need to do/bring for next meeting.

Strategy LessonGuided Reading-Move students to the next levelStrategy Lesson-support work, shore up skills with kids who just moved to a level15-20 minutesLeveled common textBegin with longer book introduction (plot, text features, activate BK, key vocabulary, focus question)Students read 10 minutes into lessonEnd with book discussion and teaching point

7-10 minutesSelf-selected booksBegin with strategy review (60-90 seconds)Students read most of the timeEnd with a clear link

Performance ClubsGoal: increase fluency and engagement through performance readings.

Focus: practiced repeated readings of a text or poem a few times a week and then perform the reading for the rest of the class.

Day 1: Shared Reading and individual student copies are passed out.Day 2-3: Students practice their poem/text individually or with partners. Day 4: Students meet for a quick meeting to practice performance.Day 5: Celebrate through performance.Warm-up & Transfer GroupsGoal: transfer a fluency skill into independent reading.

Focus: warm-up a skill with a group using a shared or familiar text and immediately transfer into independent work with support.

Connect & Compliment: Readers we read yesterday and I noticed you were reading with great expression. During conferences, I have noticed you are pausing a lot.Teach: Lets practice this again with the text we read yesterday.Engage: Now you try it with your book and I will listen to each of you read.Link: When you go back to your seats, keep an ear out for how youre reading.

Shared ReadingGoal: to provide students with support for fluency or monitor for comprehension.Focus: model the fluent reading, practice it with echo or choral reading or prompt for monitoring.Students should be within a band of text levels and the text should be at the higher end of the band.

Connect and Compliment: I have noticed you are reading texts with sentences that are longer with more punctuation.Teach: We will need to pay attention to the punctuation and think about what chunks go together. Listen to me readEngage: Lets try that together.Link: So when you go back to reading your books, practice reading longer parts by reading them in meaningful chunks.

Text Level Inductions GroupsGoal: provide students support with the next level while still allowing choice of book, and a focus on strategic actions to transfer the learning.

Focus: Introduce the text characteristics or features, along with strategies to handle those characteristics.

Students must be reading the same genre, but not the same book.Connect and Compliment: Today is a big dayBefore you start, I want to talk to you about a few strategiesTeach: There are a number of ways in which these books make it harder to readEngage: As you begin to read, remember the strategies we discussed when things get tricky.Link: after coaching each child send them off. Readers you are doing great, keep working on

Sign-up SeminarsPurpose: to allow students to sign-up for what they are working on already or form their own clubs and self-regulate their learning.Provides choices for learning and reflection on their own work.Focus on behaviors, strategies, or genres.Example:Who done it? (mystery club or prediction club)Creating Teaching Points for Each LevelBehaviors & Understanding Goal AreaKey Teaching PointsPromptsTheorySolving Words

-Use word parts to effectively take words apart-Say the first part-Cover the last part of the word-Listen to how I start it.Words have similar parts that can help me read new words.Monitoring & Correcting-Use known words to self-monitor and self-correct-Do you know a word that starts with those letters?I can use what I know to learn new words.Searching for & Using Information-Use all sources of information together to solve new words.-Does that make sense and sound right?-Do you know a word that starts like that?I can solve unknown words in many ways. Linda Dorns Interventions That WorkComprehension Focus GroupsFOUR PHASESPREPARINGTeacher introduces new genreTeacher reads aloud a mentor text and the students discuss text at a meaning level.Teacher and student analyze text structure for the genre through text mapTeacher uses data from session to plan further instruction.

Teacher teaches a strategy and prompts students to monitor and problem solve aloud to build strategy anchor chart.

READINGTeacher introduces 3 books for study.Students uses strategies to preview the books and rank the order for reading.Teacher provides a book introduction and prompts students to read silently and flag their thinking while reading.Teacher conducts 1:1 conferences.Students respond in a log to a special comprehension or problem-solving prompt that promotes self-reflection.Teacher summarizes the learning.Complete Text MapFour PhasesDISCUSSING THE BOOKTeacher reviews or teaches a conversational move to prepare for the discussion.Teacher and student engage in book discussion.Teacher prompts students to deepen comprehension or to use conversational language.Students respond in reading log to a special comprehension prompt that assesses deep comprehension of the text.

WRITINGAfter completing the reading of all three books, the writing phase begins.Teacher and students review the text structure for the genre.Teacher and students choose an idea to write about for the group writing (write aloud).Students list ideas for writing their own personal narratives.Teacher provides strategy lessons using the mentor text.Teacher conducts 1:1 conferences.Students respond in log to a special writing prompt.Teacher summarizes learning.

QUESTIONS?