Reading Intervention In Class

1. IN-CLASS INSTRUCTIONAL
INTERVENTION
www.targetedreadingintervention.org www.ber.org
www.crosswalk.com

2. Table Of Contents
 Instructional focus based on the assessment
results
 Length of Intervention (How many weeks? Daily
lessons? How long is the lesson while
maintaining the rest of your class?)
 Intervention structure (intervention
components, such as repeated reading,
decoding, encoding, expository structure and
details, writing…)
 Create one sample mini-lesson that addresses
Mary’s areas of need.

3. Instructional focus based on the
assessment results
 Since Mary is an ELL learner in the 4th grade, she would most
likely benefit from phonics instruction which would help her
read words with blends. For this assessment we would focus
on “br” and “ea” blends. We would gradually move onto
other blends as needed.
 She omitted the “s” and “t” sounds at the ends of two words.
She may need additional instruction on reading beginning
and ending sounds.
 Mary re-read some parts of the selection, which implies that
she needs to work on fluency, however she did recognize
when she made mistakes and paused to attempt to correct
them.

4. Length of Intervention (How many weeks?
Daily lessons? How long is the lesson
while maintaining the rest of your
class?)
 I would have Mary’s interventions take place over the course of the
remainder of the quarter. Each session would be 10/15 minutes in
duration, four consecutive days a week.
 In addition I would work with the RTI team to make provisions for her to
continue to work on those areas she needs help in over the summer
break (i.e.summer school). Ideally, her plan would include provisions for
her return the following school year, to be assessed, her progress
checked and her plan updated.

5. Intervention Structure (intervention
components, such as repeated reading,
decoding, encoding, expository structure
and details, writing…)
The interventions would include…
 Worksheets with matching pictures with words that have “br” and “ea”
blends.
 Reading a familiar rhyme/poetry and reading with a partner to help with
fluency.
 Introduce her to commonly used suffixes and then work with her to
compile a list of words that end with “s” and “t” sounds.
 I would also incorporate the use of Ipad based phonics software program
by Emmy Chen, entitled “Phonics Silly Sentences 2 Free “This app
provides fun activities that introduce vowel sounds and their letter
combinations.

6. Sample Mini-Lesson
TongueTied
Objectives:
• Students will learn to recognize sets of words that begin with the same
sound in songs, speech, and poetry.
• Students will indicate beginning sounds recognition by responding with a
physical movement.
The Idea:
 By providing students the opportunity to practice recognizing the
beginning sounds in words through alliteration and tongue twister
activities they can effectively strengthen skills.This exercise incorporates
music and play activities in which students listen, practice, discover, and
create words and phrases with repeated beginning sounds. Each time
words with the same beginning sounds are played, students respond
with a gesture and or write them down in a list.The characters in the
songs or rhymes are familiar to students and makes learning fun and
easier to remember.

7. Materials:
 Internet Access or Nursery Rhyme CD
 Picture Book/Cards/Objects whose names begin with letter sounds
Procedure:
1. Have the student try to think of words that start with the same sound and ask them what
“sound” do they start with?
2. Next, have them listen to a nursery rhyme or funny song that has words with the same
beginning letter sounds. (you will need to have the lyrics to these songs printed already)
Instruct them to wave their hands in the air when they hear two words with the same
beginning letter sounds.
3. Then have the student listen to the song again and this time write down as may same
beginning letter sounds as they can within a specified time period.
4. Afterwards, have them review the word list and say them aloud with you.
5. Give the student the picture book and work with them to identify and match a few of the
items on their list with its picture. Let them complete the rest on their own.
6. Go over the matching with them allowing them to explain their procedure to you.
7. To check progress, now give them a bag of pictures with images of things whose names
begin with the same letter sounds and have them try to match them.

8. Follow-up:
 Have students come up with a short poem or tongue twister using
their word list.
 Have them share their creation out loud with you.The goal is to have
them be able to say all the words on the list correctly and match
them to other words with the same beginning sounds.
 Keep a portfolio with the students work to track development.