ACADEMIC INTERVENTION IDEAS
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| Reading: Phonics/Alphabetics |
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Reading: Sight-Word Vocabulary
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Sight-Word Vocabulary. The student has rapid recognition of sight-words.
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| Reading Fluency |
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Fluency. The student reads with adequate fluency to comprehend the text.
- Assisted Cloze. The tutor reads aloud while the student follows along silently in the practice passage. Then the student reads aloud.
- Choral Reading. The tutor (lead reader) reads aloud while the reading group or class all read aloud as well.
- Duet Reading. The tutor and student alternate in reading aloud, with the tutor deciding how much text the student reads during their turn.
- Echo Reading. Student and tutor alternate in reading short sections of the practice passage.
- Listening Passage Preview. The student listens to the passage read aloud, then reads the passage aloud with tutor feedback.
- Paired Reading. The tutor and student read aloud together from a passage, until the student isgnals that they would like to read alone.
- Repeated Reading. The student reads a passage several times in succession with tutor feedback about accuracy and fluency.
- Repeated Reading: Group. This version of repeated reading is delivered to a group of 3 students.
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| Reading Comprehension |
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Self-Monitoring:The student monitors understanding of the text while reading.
- Click or Clunk. The student uses self-signals to monitor understanding at the sentence, paragraph, and page level--and applies 'fix-up' skills.
- Reading Reflection Pauses . The student monitors understanding periodically and applies fix-up skills.
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Main Idea:The student locates the main idea of a paragraph or passage in informational text.
- Main Idea Maps. The student uses a graphic organizer to record main idea and supporting details of a passage.
- Question Generation. The student locates or creates main-idea sentences for all paragraphis in a passage and uses them to create study cards.
- Read-Ask-Paraphrase. The student locates main idea and supporting details for each paragraph and summarizes them on a graphic organizer. RAP Interactive Form
- Partner Retell. The student reads a passage, then pairs with another student to engage in a tutoring exchange to identify main idea.
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Linking Ideas:The student makes connections between ideas in the text.
- Linking Pronouns to Referents. When reading advanced texts, the student circles pronouns, writes their referents above them, and then rereads the text, inserting the referent for each pronoun.
- Ask-Read-Tell. The student creates a reading plan and sets reading goals, monitors understanding while reading, and reflects on the reading once finished. ART Interactive Form.
- Phrase-Cued Text Lessons. The student reads aloud from annotated text and is coached to observe all pauses/phrase breaks, which correspond to groupings of ideas within the text. ONLINE APP: Phrase-Cued Text Generator
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| Spelling |
Spelling Acquisition. The student is able to spell a grade-appropriate range of words correctly.
- Cover-Copy-Compare. The student studies spelling-word (or sight-word) models, covers them, copies them from memory, and compares copied words to the originals. CCC Interactive Form
- Self-Correction with Verbal Cues. The student takes a brief spelling pre-test, follows a self-guided process to check and correct spelling errors using verbal cues, and then takes a spelling post-test
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| Writing |
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Sentence Complexity. The student writes sentences of appropriate variety and complexity for the subject and/or grade level.
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| Math |
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| Self-Management |
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Self-Management in Academic Skills. The student uses appropriate skills and strategies to manage their own learning.
- Academic Survival Skills. The student possesses strong work habits in global skills such as time management, study skills, and organization.
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