LITERACY INTERVENTIONS

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Scripts and Binder Resources
0a-Concept of Print Scripts  
0b-Skill Sheet for Letter Names 
​0c-Skill Box Sheet and Lists for Phonological Awareness
1a-Phonemic Awareness Scripts 
​​1b-Skill Sheet for Letter Sounds 
1c-Spelling Sheets for Letter Sounds 
2a-Word Recognition and Phonics 
​2b-Pronunciation Guide 
​2c-Spelling Sheet 
2d-Skill Sheets for High Frequency Words 
3a-Fluency Accuracy 
​3b-Spelling Sheet 
​3c-Skill Sheets for High Frequency Words 
4a-Fluency Rate 
​4a-Graph for Fluency Rate  ​

PreK-Grade 2

GCED Literacy Plan: K-3

Phoenemic Awareness: Hearing and manipulating single-sound letters
  • Phoneme Blending: Increase skill in phoneme blending using tactile objects
  • Phoneme Segmenting: Teacher tell student the word (“tag”). Then student identifies beginning, middle, end sounds while the teacher holds up 1,2,3 fingers
    for each sound.
  • Rhyming Song: Cat, hat, these two rhyme.Cat, hat, these two rhyme. Cat, hat, these two rhyme. (Hold hands out on each side of your body for each “cat” and
    “hat”. They sound the same at the end.
Phonics: Alphabetic code of letter/sound correspondenceFluency: Letter naming, sight word, oral reading with expression and accuracy
  • Repeated Reading: To increase fluent reading on passages for students who read with high accuracy and show benefits from repeated practice on the same passage
  • Pencil Tap: To increase fluency for students who make many reading errors which they do no independently self-correct and who demonstrate the skills to correct words read in error when cued to do so
  • Paired Reading: The student reads aloud in tandem with an accomplished reader. At a student signal, the helping reader stops reading, while the student continues on. When the student commits a reading error, the helping reader resumes reading in tandem.

Grades 3-6

Vocabulary: Words commonly used in grade level text, Greek/Latin roots, prefixes and suffixes
  • Triple Entry Vocabulary: The triple entry vocabulary journal is a note-taking strategy for learning new vocabulary that uses a three-column format for definitions, examples, and a visual cue.
  • Word Study Map:  Students find the definition of a word, synonym, antonym, create their own sentence, and give an example of the vocabulary word.
Fluency: Sight word, oral reading with expression and accuracy
  • Repeated Reading with Comprehension:  The student reads through a passage repeatedly, silently or aloud, and receives help with reading errors.  After completing the repeated readings students work on comprehension skills with the same passage.
  • Pencil Tap: Increases reading fluency for students who make errors and do not independently self-correct and has students demonstrate skills to correct words read in error when cued to do so.
  • Paired Reading with Teacher/Peer/Parent:  Struggling reader reads in tandem with accomplished reader to improve fluency

Comprehension
  • Repeated Reading with Question Generation: Students practice repeated reading and then use cue cards to answer basic comprehension questions about the text.
  • Retelling: Teacher models using story elements to retell a story. Student guided practice, then student practices the same skill independently.
  • Keywords:  In this mnemonic (memorization) technique, students select the central idea of a passage and summarize it as a 'keyword'.  Next, they recode the keyword as a mental picture.

Grades 7-12

 Vocabulary:  Words commonly used in grade level text, Greek/Latin roots, prefixes and suffixes
  • Triple Entry Vocabulary Journal: A note-taking strategy for learning new vocabulary that uses a three-column format for definitions, examples, and visual cues.
  • Frayer Model (good for ELLs): Students are asked to provide a definition of the word, facts or characteristics of the word.
  • Creating Metaphors (good as a review):  This activity helps students see general relationships between vocabulary terms and other ideas. 
    1. List specific characteristics of a targeted term
    2. Rewrite those characteristics in more general language
    3. Identify another specific term and discuss how it also has the general characteristics listed in step 2.
  • Vocab-O-Gram (good as a review -- be sure to discuss what each word means before this activity): Students make predictions about how particular key vocab words will be used by the author in developing a narrative.  Vocab-O-Grams activate background knowledge, and generate interest and conversations about the story, while students practice working with definitions.  

Fluency:  Sight word, oral reading with expression and accuracy
  • Readers Theatre: Readers Theatre is an interpretive activity in which readers use their voices to bring characters to life. It requires no sets, costumes, props, or memorized lines.
  • Pencil Tap ( as needed for lower ability students): To increase reading fluency for students who make too many reading errors that they do not independently self-correct and demonstrate the skills to correct words read in error when cued to do so.
  • Radio Learning:  Similar to Reader’s Theatre. Choose a news story that is at the student’s reading level and interest.  Students read the story aloud as if they were a radio announcer. 
  • Repeated Reading (good for ELL): Increase fluency for students who have difficulty with accuracy, expression/prosody, and rate.  It can be assisted/unassisted.  Can be timed or untimed.
Comprehension
  • Repeated Reading (good for ELL): Use to increase fluent reading with repeated practice and better accuracy - comprehension piece starts on question #13.
  • Main Idea Maps: This simple strategy teaches students to generate a graphic organizer containing the main ideas of an expository passage.
  • Reciprocal Reading:  Teach students to use reading comprehension strategies independently, including text prediction, summarization,question generation, and clarification of unknown or unclear content. Would work well for 7-9 where peer motivation is a bit greater.  May work with older if the right mix of students.   
  • Reading with a Purpose:  In this strategy guide, you’ll learn how to organize students and instruction to establish a sense of purpose for reading authentic texts in the content areas.
  • Double Entry Journal: Helps students record ideas and situations from texts in one column, and their reactions in the second, thus making a connection between the text and themselves, another text, or the world.

Reading Interventions, all ages

MN ELA Reading Standards

Foundational Skills Supplement
Literature and Informational Benchmarks
Reading Standards Trackers, Manual for
Standards Trackers with skill cards (see below)
Use this best practice method (I Do, We Do, You Do) to model any intervention at every grade level.