This document provides information about a reading intervention program for the 2020-2021 school year taught by Ms. Torregano. The intervention aims to improve students' reading fluency, comprehension, accuracy, and writing related to reading. Students will be assessed to determine their reading level and engage with texts from various sources. The document outlines expectations for students at different reading levels, from pre-readers just learning letters to fluent readers focusing on higher-level comprehension skills. The overall goals are for students to improve their reading skills and work hard to progress to more advanced levels.

1. Welcome to Reading
Intervention
2020-2021
Ms. Torregano
Reading Interventionist
Cesar Chavez Ravenswood Middle School

2. Reasons for Reading Intervention:
1. To improve reading fluency. (comfortable speed)
2. To improve reading comprehension. (Understanding
of what you’ve read)
3. To improve reading accuracy.(errors while reading)
4. To improve writing about reading. (writing effectively
and fluently)

3. What do you need help to improve? Why?
Please place your answer in the chat section.
FLUENCY:
reading speed
COMPREHENSION:
Your understanding of
a text
WRITING:
Improving your writing
ACCURACY:
Reading with
few or no
errors.

4. While we are working to improve your reading skills, you will read
several texts from several sources such as epic, Kahn Academy,
Chirpbooks.com and Britannica School. We will think deeply about
the author’s meaning of the text by using your schema, which takes
into account your life’s experiences. We will also discuss what we
are reading, write short responses, and write to delve into longer
responses that show a more meaningful understanding of what has
been read.

5. Let’s get ready to read fluently,
with great understanding,
with few or no errors,
and with expression!
Your first task:
Let’s take an assessment to determine your reading levels.

6. Pre-A Reader
These readers knows fewer than 40 upper and lowercase letters.
These students will learn the following foundational skills:
● Letter names and sounds
● Letter formation
● Phonological awareness, including hearing syllables, rhymes, and
initial consonant sounds
● Concepts of print
● Oral Language

7. The Emergent Reader
Often reads texts at Levels A-C.
By the time children successfully read texts at Level C they
typically:
● Know all letters and sounds
● Match one to one (What they say matches what they point to)
● Control left to right directionality across several lines of print
● Use meaning, structure, and initial letters to figure out unknown
words
● Form letters correctly
● Hear and record consonant-vowel-consonant (CVC) sounds in
sequence
● Monitor for meaning
● Reread a sentence to correct errors or confirm predictions
● Read and write about 30 sight words
● Discuss a story with teacher prompting
● Write a simple message about the book with teacher scaffolding

8. The teacher is helping the students to match the text to the picture to aid in meaning or
understanding of what is being read. By the end of level C, the students can match the text to
the picture.
Emergent
Reader

9. The Early Reader
Early readers read at text levels D-I.
Early readers become proficient in the following skills and strategic
actions as they progress through text levels:
● Monitoring for meaning and structure
● Monitoring for visual information
● Rereading at points of difficulty to access meaning and structure
● Using a variety of strategic actions to solve words
● Reading easy and familiar books with phrasing and expression
● Retelling what they have read
● Reading and writing about 60-80 sight words
● Applying phonetic principles they have learned

10. Children monitoring for meaning as they read together.
Early
Readers

11. The Transitional Reader
Transitional readers read at Levels J-P.
Transitional readers need to work on:
● Decoding
● Fluency
● Retelling

12. The Fluent Reader
The fluent reader reads texts at levels N and higher.
For fluent readers, target higher-level comprehension strategies,
including:
● Identifying main ideas and important details
● Making inferences
● Summarizing
● Drawing conclusions
● Analyzing relationships between characters and ideas
● Evaluating the author’s purpose

13. A fluent reader working to comprehend the text and write about it.

14. What are your goals?
No matter what your reading level, you have a lot to do to improve your
reading. There is no limit to the improvement that you can make. Take this class
and the lessons taught here seriously and get to work!
Read every second that you get. Put the phone away, turn the TV off,
and read at your level every night. Don’t be in a hurry to change reading levels.
When you are ready, you will advance and know that you have worked to progress
like the champion that you are!
Ready, set, . . .
Just do it!