THE RTI MENU .k12.ga.us

THE RTI

MENU

A Collection of Interventions Compiled by: Dr. Sherri Dobbs Santos

Copyright 2011 Dr. Sherri Dobbs Santos All Rights Reserved ISBN:

Table of Contents

Introduction

Response to Intervention

Letter Recognition

Letter Recognition Interventions

Possible Progress Monitoring Assessments:

Basic Literacy Test (BLT) (Letter Recognition Section Only) GKIDS (Letter Recognition Section)

? Letter Names Assessment

Teacher-made Letter Recognition Assessment

Lexia?

CBM Letter Name Fluency Assessment (generate probe from ) DIBELS? (Letter Naming Assessment) Reading A-Z? Letter Naming Assessment RTI Progress Monitoring: Capital Letter Recognition Assessment by Santos RTI Progress Monitoring: Lower Case Letter Recognition Assessment by Santos

*Step-by-step intervention instructions included in this section

Intervention

Letter Recognition Balanced Literacy (Instruction includes the teaching of letter recognition skills) Letter Recognition Reader's Workshop (Instruction includes the teaching of letter recognition skills) Letter Recognition Saxon Phonics Program? Letter Recognition Cindy Cupp/Jack & Jilly Reading Program? Letter Recognition RTI Intervention Focus: Letter Recognition by Dr. Sherri Dobbs Santos (book with specific letter recognition lessons) Letter Recognition Headsprout Program? Letter Recognition Fountas & Pinnell Letter Recognition Activities? Letter Recognition *Sorting Letters by Attributes Letter Recognition *Alphabet Chart Lessons Letter Recognition *Alphabetical Order Letter Recognition *Sorting by Consonants & Vowels Letter Recognition *Alphabet Games Letter Recognition Flashcard Drills Letter Recognition Label objects in room & spell out often Letter Recognition Sing Say Spell Read Write Program? Letter Recognition Read to student everyday and focus attention to the names of letters in words Letter Recognition Read repetitive or predictable stories and emphasize letters in book

Suggested Tier Level 1

1

2, 3, 4 1, 2, 3 3, 4

2, 3, 4 1, 2 2, 3, 4 2, 3, 4 2, 3, 4 2, 3, 4 1, 2, 3, 4 1 1 1 1

1

Delivery Method

Small Group

Small Group

Whole Group, Small Group, 1-on-1 Small Group, 1-on-1 Small Group, 1-on-1

1-on-1 Whole Group, Small Group, 1-on-1 Small Group, 1-on-1 Small Group, 1-on-1 Small Group, 1-on-1 Small Group, 1-on-1 Small Group, 1-on-1 Small Group, Peer Tutor, 1-on-1 Whole Group, Small Group, 1-on-1 Whole Group, Small Group, 1-on-1 Whole Group, Small Group, 1-on-1

Whole Group, Small Group, 1-on-1

6

Intervention

Letter Recognition Student highlights letters in magazines, newspaper, etc and says the name of the letter as he/she highlights

Letter Recognition Focus on only one letter at a time and do not move on to new letters until mastery has been achieved. Review and revisit learned letters daily.

Letter Recognition When teaching the names of letters to students, follow the sequence below:

1. begin by teaching letter names in isolation 2. then focus on finding words that begin with a specific letter 3. then focus on finding words that end with a specific letter 4. then focus on finding words that have a specific letter in the middle

of the word (most likely will be vowel letters) 5. then focus on having student say the name for letters in words as

he/she points to each one 6. Review, repeat, drill, and practice letter lessons daily Letter Recognition Give ample examples of words that contain the focus letter. Verbally state each letter with an emphasis on the target letter Letter Recognition Have students work in pairs to find specific letters in the room or in books Letter Recognition Teach the letters names of the letters in a student's name before teaching other letters Letter Recognition Make Letter books and have student `read' book to a peer Letter Recognition Teach Nursery Rhymes which highlight specific letters Letter Recognition Daily letter recognition activities Letter Recognition Sing letter songs daily and often

Letter Recognition Review and reteach letters several times daily (over teach) Letter Recognition Teacher collaborates with grade-level peers on a regular basis and shares ideas and lessons which focus on letter recognition skills Letter Recognition Teach student non-verbal cues to help remember letters (example: student forms hands in the shape of a `T' to learn the symbol for the letter `T') Letter Recognition EIP classroom inclusive model (no pull-out) (Instruction includes the teaching of letter recognition skills) Letter Recognition EIP pull-out model for Reading/L.A. (Instruction includes the teaching of letter recognition skills) Letter Recognition Student uses Language Master machine with pre-recorded letter name cards Letter Recognition Student uses letter cubes, tiles, or cards to practice identifying letters Letter Recognition Student learns to associate a picture to a specific letter and can match the picture to the letter symbol (example: picture of a turtle = T) Letter Recognition Title I pull-out for Reading/L.A. (Instruction includes the teaching of letter names for each letter

Suggested Tier Level 1, 2 1, 2 1, 2

1 1, 2 1 1 1 1 1 1 1 1 1 2 1 1, 2 1 2

Delivery Method

Whole Group, Small Group, 1-on-1 Whole Group, Small Group, 1-on-1 Whole Group, Small Group, 1-on-1

Whole Group, Small Group, 1-on-1 Student Pairs 1-on-1 Whole Group, Small Group, 1-on-1 Whole Group, Small Group, 1-on-1 Whole Group, Small Group, 1-on-1 Whole Group, Small Group, 1-on-1 Whole Group, Small Group, 1-on-1 Small group of grade-level colleagues Whole Group, Small Group, 1-on-1 Whole Group, Small Group, 1-on-1 Small Group Small Group, 1-on-1 Small Group, 1-on-1 Whole Group, Small Group, 1-on-1 Small Group

7

Intervention

Letter Recognition Students participate in drama activities to `act out' letters or to form letters with their bodies

Letter Recognition Teacher previews the next day's lessons before dismissal each day

Letter Recognition Teacher provides student with auditory cues to help learn letter names Letter Recognition ESOL pull-out program (Instruction includes the teaching of letter recognition skills) Letter Recognition SIEP (before or after school) for Reading/L.A. (Instruction includes the teaching of letter recognition skills) Letter Recognition Student records him/herself saying letters Letter Recognition Student listens to books on tape and tracks print to practice `reading skills' Letter Recognition Student becomes a `cheerleader' and cheers letters and creates body positions to go with each Letter Recognition Teacher provides student with auditory cues to help learn the names for letters (example: teacher says the sound /b/ to help student remember the name for the letter `B') Letter Recognition Teacher shows word card or picture card, says the target letter, and then says the word (example: PIG = "P" ... "Pig"). Student repeats. Letter Recognition Teacher uses Direct Instruction to teach letter recognition (teacher models & child repeats, teacher & student complete task together, then student performs task independently w/teacher supervision) Letter Recognition Teacher cuts down on the number of letter activities per the student's tolerance Letter Recognition Student uses white board or chalk board to write letters Letter Recognition Teach the difference between capital letters and lower case letters. Have student practice matching capital letters to their lower case letter counterparts. Always have the student state the name of each letter. Letter Recognition When saying the names for letters in a word, have the student specify whether or not the letter is a capital letter or a lower case letter (example: Smith = "Capital `S', lower case `m', lower case `i', lower case `t', lower case `h'") Letter Recognition Teach the difference between consonants and vowels. Have students classify or sort letters into groups according to the type of letters they are. Letter Recognition When saying the names for letters in a word, have the student specify whether or not the letter is a consonant or a vowel Letter Recognition Play "I Spy" games with student focusing on letter names. (Example: "I spy something that begins with the letter `S'", or "I spy something that ends with the letter `M'")

Suggested Tier Level 1 1 1 2 2 1 1 1, 2 1, 2

1 1, 2, 3, 4

1 1, 2 1, 2

1, 2

1, 2

1, 2 1, 2

Delivery Method

Whole Group, Small Group, 1-on-1 Whole Group, Small Group, 1-on-1 Whole Group, Small Group, 1-on-1 Small Group Small Group 1-on-1 Independently Whole Group, Small Group, 1-on-1 Whole Group, Small Group, 1-on-1

Whole Group, Small Group, 1-on-1 1-on-1

1-on-1 Whole Group, Small Group, 1-on-1 Whole Group, Small Group, 1-on-1

Whole Group, Small Group, 1-on-1

Whole Group, Small Group, 1-on-1

Whole Group, Small Group, 1-on-1 Whole Group, Small Group, 1-on-1

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