South Kingstown School Department - Mrs. Carroll's Reading ...
South Kingstown School Department
RTI Interventions for Literacy 2011-2012
Elementary
|Area of Focus |Tier One |Tier Two/ |Intervention Materials |Intervention |
| |*differentiated based on|Tier Three | |Progress Monitoring |
|Phonemic Awareness/Phonics/Spelling |need |Intervention | |Tools |
| | |Plans | | |
|K-2 |Fundations |Double Dose Lesson based|Fundations |Fundations Unit |
| | |on Unit Assessment | |Assessments |
| | | | | |
| | | | |K-1 Progress Monitoring |
| | | | |Probes |
|Grade 3 |Cast-a-spell |Deficient skills |Core Sourcebook |Student Work Samples |
| | |identified through CORE |Activities | |
| |Words Their Way |diagnostics | | |
| | | |Fundations Level 2 |Fundations |
| | | | |Unit Assessments |
| | | |Fountas and Pinnell | |
| | | |Continuum of Literacy | |
| | | |Learning | |
|Grades 4-5 |Cast-a-spell |Just Words Intervention |Just Words |Just Words Unit |
| | |Scope and Sequence | |Assessments |
| |Words Their Way | | | |
|Technology |Lexia Software should be utilized during Core Instruction and recommended |Lexia Graphs |
| |for the home piece | |
|Area of Focus |Tier One |Tier Two/ |Intervention Materials |Intervention Progress |
|Vocabulary |*differentiated based on|Tier Three | |Monitoring Tools |
|-Sight Words |need |Intervention | | |
|-Word Meaning | |Plans | | |
|Grades K-5 |Common Core Units of |Deficient skills |Sight Word Lists |Sight Word List |
| |Study |identified through Sight | |Proficiency |
| | |Word Lists and Vocabulary|Fountas and Pinnell | |
| | |Diagnostics |Continuum of Literacy |Fountas and Pinnell |
| | | |Learning |Vocabulary Assessments |
|Area of Focus |Tier One |Tier Two/ |Intervention Materials |Intervention |
| |*differentiated based on|Tier Three | |Progress Monitoring Tools|
|Comprehension |need |Intervention | | |
| | |Plans | | |
|Grades K-5 |Common Core Units of |Deficient skills | | |
| |Study |identified through |Project Read Story Form |Project Read Assessments |
| | |running records and |(Gr. 1-5) | |
| | |classroom assessments | | |
| | | |Fountas and Pinnell |Fountas and Pinnell |
| | | |Continuum of Litercy |Assessments |
| | | |Learning and | |
| | | |Leveled texts |Running |
| | | | |Records |
|Area of Focus |Tier One |Tier Two/ |Intervention Materials |Intervention |
| |*differentiated based on|Tier Three | |Progress Monitoring Tools|
|Fluency |need |Intervention | | |
| | |Plans | | |
|Grades K-5 |Common Core Units of |Deficient skills |Read Naturally |Graphs |
| |Study |identified through | | |
| | |running records and |6-Minute Solution |6-minute Solution Graphs |
| | |classroom assessments | | |
| | | |Reader's Theatre, Poetry |Taped performance, |
| | | |Tongue Twisters |fluency rubric, anecdotal|
| | | | |notes |
| | | |Fountas and Pinnell | |
| | | |Continuum of Literacy |Fountas and Pinnell |
| | | |Learning and |Assessments |
| | | |Leveled texts | |
| | | | |Running |
| | | | |Records |
Grade Specific Interventions (Specific Selection Criteria Required)
Grade One-Reading Recovery Progress Monitoring: Running Records
Grades 2-12- Wilson Progress Monitoring: Wilson Assessments
Grades 4-12- Just Words Progress Monitoring: Unit Assessments
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