Culturally Responsive Approach to literacy interventions

1. LITERACY INTERVENTIONS:
DOCUMENTING PROGRESS AND NEXT
STEPS
BY KATELYN TSCHIDA

2. AmanObservations Data
• Struggles with new adults
• Struggles socially
• Mastered letter sounds and CVC as
as rhyming patterns
• Native English speaker
• No IEP
• Mastered fry 200 words
• Level B reader in fall 2019 to a letter J
spring 2020
• DRA 20

3. GOALS AND FOCUS FOR INTERVENTION TIME
Aman
Goals Focus
1. Winter 2020: Can decode CVC, CVCC and uses
the silent e feature in reading and writing.
Goal to Spring 2020: Can use vowel patterns in
rhyming to read two and three letter phonograms
with 80% accuracy.
2.Winter 2020: Can read at a level J.
 Goal for Spring 2020: Increasing reading
accuracy and stamina through weekly running
records to move up to L.
Phonics- Focusing on vowel patterns
and two syllable words. Continuing to
use learned strategies while reading
Fluency- Uses illustrations and
prereading strategies to improve
reading speed and accuracy

4. Danny
Observations Data
• Struggles with CVC words
• Disengaged during whole group instruction
• Nonnative English Speaker
• Referred for Special Education services
• Works well with sound boxes
• Mastered Fry 100
• Level B reader in fall 2019 to an F
spring 2020
• DRA 8- preprimer level

5. GOALS AND FOCUS FOR INTERVENTION TIME
Danny
Goals Focus
1. Winter 2020: Can hear individual words in a
sentence and clap the syllables of words but
struggles to sound out individual words with an
accuracy rate of 60%.
Goal to Spring 2020: Can decode one syllable
CVC words with 90% accuracy
2. Winter 2020: Danny knows the first 100 fry
words
 Goal for Spring 2020: Danny will master
20 new sight words
Phonemic Awareness- sound cards and letter
flashcards to improve letter sounds and
name recognition.
Phonics- word work using sound boxes,
rhyming patterns and word families. In
addition, we will use the Words Their Way
program to learn spelling rules and patterns.

6. BillyObservations Data
• Strong memory
• Enjoys writing
• Kinesthetic Learner
• Enjoys learning games
• Lacking a strong foundation in
phonics
• Native English speaker and no IEP
• Mastered Fry 100
• Level A reader in fall 2019 to a G spring
2020
• Consistent with most letter sounds and
letter names
• Recognizes some basic CVC rhyming
patterns

7. GOALS AND FOCUS FOR INTERVENTION TIME
Billy
Goals Focus
1. Winter 2020: reading 38 words per minute on
cold reads
Goal to reach 50 words per minute after 6 week
intervention
2.Winter 2020: knows majority of letter names and
sounds
 Goal for spring 2020: to decode CVC and CVCC
with short and long vowel patterns with a 70%
mastery rate to move on
Fluency- cold and hot reads as well as
previewing phonograms from text in
prereading activities
Phonics- word work using sound
boxes and sound cards.

8. Billy
Data Points from weekly interventions Analysis and revisions
Week 1
• Fluency: Words per minute increased from 48 to 96 after reading it
a few times and discussing words and content in between.
• Phonics: After reviewing six two letter phonograms Billy could read
and write them with 83% accuracy.
Week 1
 Repetition of reading material is beneficial for Billy’s
fluency as he increased in both speed and accuracy by the
third read. Pick a shorter text moving forward to give time
to reread several times.
 Move on to six new sounds for next week as he has
mastered these and does not need further review.
Week 2
Fluency: Words per minute increased from 52 to 86 after reading it a
few times and discussing words and content in between.
Phonics: He again scored 83% with six new vowel patterns an struggled
with the short u sound.
Week 2
 He did not increase words per minute on his hot read. He
seemed less interested in the content, so I let him pick the
content for the third week to up engagement and fluency.
 Showed mastery but will include the short u again.
Week 3
Fluency: Words per minute increased from 55 to 90 after reading it a
Week 3
 Ready to level up as he has improved cold read and is

9. NEXT STEPS FOR BILLY…
• Continued direct instruction phonics 3 days a week for ten
minutes.
• Repeated reading
• Vowel patterns (For example: out, pout, sprout, etc.)
• Focus on comprehension

10. COLLABORATION
WITH MS. MAHER
TO DESIGN & ALIGN
• Shared goals
• Strong relationships with scholar
• Consistent and scheduled
communication
Davis, 2020

11. COLLABORATION
WITH MS. MAHER
TO ASSESS & ALIGN
• Research based best practices
• Data driven revisions
• Consistent assessment
Davis, 2020

12. COLLABORATION
WITH MS. MAHER
TO IMPLEMENT & EVALUATE
• Weekly reflection
• Shared reading
• Student driven
Hammond, 2015

13. CULTURALLY RESPONSIVE APPROACH
• Abolish deficit thinking
• All students have the potential to reach their
literacy goals
• Teacher and student collaborate with learning
• Create safe environment for mistakes
Hammond, 2015

14. REFLECTION
• Teach interventions with fidelity
• Revisions are essential
• Follow a scope and sequence but be flexible to
accommodate individual needs
• Take the time to analyze the data!
• Collaborate. Collaborate. Collaborate.

15. REFERENCES
Davis, L. (2020). Teacher Collaboration: How to Approach It In 2020. Schoology Exchange. Retrieved
from
https://www.schoology.com/blog/teacher-collaboration
Hammond, Z. (2015). Culturally Responsive Teaching and The Brain. Thousand Oaks, CA: Corwin.
Richardson, J. (2016). The Next Step Forward in Guided Reading. Scholastic