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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