Norma and all,
It's very, very challenging. We have 3 Reading Specialists for our K-5
building. Each of us is responsible for instruction for a daily 90 minute
reading block. Our intervention time is in addition to this.
It feels like we never stop moving. We have dedicated
I work in a Title I school as a Title I Reading Teacher. We screen students
individually and plan their intervention based on their specific needs. Some
children are grouped for only comprehension, some for specific decoding
strategies, some for phonological issues (yes, even older kids) and
I am a reading teacher for K-1. My own guideline is when the child has shown
they can use the skill/strategy when they're reading connected text, then
they're got it. I work with the kids who are not picking this stuff up easily.
The whole deal to me is that they can read real stuff for
I am a Title I reading teacher in a small rural/suburban district. We try to
schedule intervention outside of the students' reading blocks so that the Title
I intervention is in addition to their regular, daily reading instruction.
When I first started in this job, the reading teachers were
How old is the child and is the child having any trouble using letter sound
strategies as a decoding tool? My students and I have enjoyed and have had
great success with the lessons in Phonemic Awareness in Young Children (Marilyn
Adams). Occasionally I have a child in my intervention
I am a K-1 Title I reading teacher. I use The Stieglitz Assessment of Phonemic
Awareness (part of the Stieglitz Reading Inventory) for pinpointing
phonological/phonemic issues. It helps me find where in the instructional
continuum individual students need instruction. My most successful
I am a K-1, Title I reading teacher. For my K-kids that have weak phonemic
awareness skills, I use Phonemic Awareness in Young Children (Marilyn
Adams). The kids and I enjoy the lessons and I have found it to always work.
Here are some other things I use and that my kids and I find
I use Read Naturally for part of my fluency instruction. The materials don't
look that awesome in terms of format, etc. but they work well and my students
enjoy the stories. I use the Non-fiction set. I figure it won't hurt to
increase background knowledge for my students. It's not the
Dyslexia is a loose term that it seems not many agree on a definition for. I
have found some of the information from Sally Shaywitz very helpful as I have
learned more about struggling readers. Her book, Overcoming Dyslexia, is
awesome. She is, I think, a pediatric neurologist.
Cathy
Sometimes the most powerful change comes through building trust. I
entered a reading intervention position 6 years ago and have gradually shaped
it
to fit the needs of the struggling readers (as I see it). For me, I tried
not to be a bull in a china shop (which is difficult considering my
When I was doing writer's workshop, I found the level of engagement my
students had in the actual topics/purposes of their writing had a direct effect
on their level of engagement in the process. The more engaged they were,
the less I had to concern myself with managing their behavior. A
Beck (Isabelle, I think).
-Original Message-
From: drmarinac...@aol.com
To: mosaic@literacyworkshop.org
Sent: Wed, Jun 17, 2009 7:17 am
Subject: Re: [MOSAIC] TRENDS and ISSUES In Literacy Pedagogy
Academic vocabulary. Interesting Is there an author who I can read up on??
?
Has anyone tested her reading comprehension in her native language?
Cathy
Title I Reading
-Original Message-
From: Emily Welch ewe...@jones.k12.ar.us
To: mosaic@literacyworkshop.org
Sent: Wed, 27 May 2009 10:07 am
Subject: [MOSAIC] How to teach comprehension to fluent reader
I am a
My school has migrant farm families from Mexico.? This may sound like a
sweeping generalization, but in my experience, the decoding of these Spanish
speaking kids is usually awesome.? Is Spanish a highly decodable language?? I
have had first grade age kids come in from Mexico reading fluently
Differentiating with books on a similar theme can be very effective.? A
downside can be thaat the struggling readers, yet again, are not exposed to the
same level of vocabulary, syntax and the richness of a grade level or higher
knowledge base.? I have seen teachers send home the book on tape
I was nervous when, in my district, we reached consensus about adopting HM
2005 but I have to echo that it really is ok. There are more resources than
our teachers can possibly use. I am a big proponent of a reading/writing
workshop approach and feel if I were a classroom teacher (was for
Last year in my district, we took the information from the study this software
was based on along with things we learned at a fluency workshop by Tim
Raskiniski and did a year long project in which, I, the Title I teacher, pushed
into each first grade once a week and taught songs to the
These are some of the materials I have had good results with in my Title I
Reading Intervention work
Phonemic Awareness in Young Children (from Marilyn Adams, this is a regular
education curriculum but I use it for intervention and have never had it
not work, even with kids with
I agree. In my school, we are not required to use a particular program
and in order to keep away from being required to use a scripted program, we
compiled a bunch of varied stuff and can make our own materials or pick and
choose from commercial stuff that might fit a particular reader's
Debbie,
Maybe someone already suggested this, but, I find Marilyn Adam's, Phonemic
Awareness in Young Children to be indispensable. The early sections are aimed
at younger children but the lessons with blending, segmenting, substitution
and deletion could be used with any age group. I've
I've just started the book Many Families, Many Literacies and am finding it
fascinating, I may be a little behind my colleagues since I think this book
has been out for awhile. Has anyone else read this and been able to use it to
engage better with families?
Cathy
Title I Reading
In a
Visualizing and Verbalizing is by Lindamood-Bell and is published by Gander
Publishing.? It is for people who have difficulty with concept imagery.? I have
had good results with this with both students who have only comprehension
difficulties as well as with students who struggle with many
Barb,
I am a K-1, Title I reading teacher in upstate NY.? We use a variety of
interventions depending on the needs of the student.? We, as a school, decided
to not buy into a scripted intervention program because we felt a financial
investment like that would make us feel as if we had to use
My Title I partner and I find IRIs in general (we use the QRI and The
Stieglitz) to be very beneficial in planning instruction. We do a miscue
analysis
based on the passage reading and can get an indication of which comprehension
and retell areas to delve into deeper.
Cathy R.
Title I
I like the Stieglitz very much because the passages start at a very low level
and there are many to use at each level.? It also contains a phonemic awareness
assessment that I find to be very helpful diagnostically and for progress
monitoring my Title I students.
Cathy R.
Title I Reading
I am just starting to work with the Lindamood Bell program, Visualizing and
Verbalizing.? I am using it for kids in my Title I program who have
comprehension difficulties to such a degree that several of them also receive
other services (SL).? The gist of it is that people who have trouble
The National Geographic Non-fiction, leveled books have been very useful for
me in Title I. Each time I have a little budget money, I try to order ones
that correspond with the science and social studies units the classroom
teachers have to teach. Then I use the leveled books as part of
Here is another non-researched based opinion:) Now that we have to schedule
intervention outside of the 90 minute ELA Block, my Title I, reading
groups take place at all times during the day. I sometimes see kindergartners
and/or first graders 30 minutes before dismissal after a full day
In NYS, I believe, eventual RTI (response to intervention) involvement is
not optional. It is part of the state push to lower special education
classification numbers. The idea is that we make sure we have given a child
the best
possible intervention before we make assumptions about
A couple of years ago, my principal forwarded me an email from them to see
if I thought it was a good idea. Correct me if I'm wrong, but once I
calculated the shipping and handling charges, the book were not that free.
The
books did not appear to be very good quality in terms of content.
Check out any books by Tim Rasinski. No More Round Robin is excellent and a
quick and inexpensive read.
Cathy
Title I Reading
** Get a sneak peek of the all-new AOL at
http://discover.aol.com/memed/aolcom30tour
Christina,
I would take a closer look and try to find out everything that child does
know about reading to see if there are any gaps in the pieces that we put
together to actually read. Do you have a child that you are concerned about
in
particular?
Cathy
Title I Reading
Rosie,
Sounds like a plan, in the meantime, document, document, document. Any way
in which you adapt your instruction or the curriculum can be considered a Tier
1 or 2 intervention. Make sure to track the intervention, how often you
did it and for how long and in what group size. Have
The issues that this girl struggles with sound like issues the Speech and
Language Pathologist in our school works with. Does this girl receive any
services? Our Occupational Therapist also works with children with memory
problems. When I face issues like these, I usually consult with
Kathleen,
Dyslexia seems to be a term with as many definitions as people who use it.
In some school districts, the word is almost tabu. Letter reversals can be
developmental and are not always a predictor of reading problems, especially
depending on the age of the reader.
I recommend
Katie,
I received some in service training from a local group that used techniques
involved in helping kids make mental pictures (mental imagery) of their
thoughts and then helped them to verbalize these pictures. This was started
using
pictures and objects before even using it in text.
Marti,
Thanks! I have been to the site and I'm looking forward to working with the
Visualizing and Verbalizing materials.
Cathy
K-1 Title I Reading
** Get a sneak peek of the all-new AOL at
http://discover.aol.com/memed/aolcom30tour
I'm trying to recall the title about the girl who is teaching her
grandmother to read, is it The Wednesday Surprise?
Cathy
K-1 Title I Reading
** Get a sneak peek of the all-new AOL at
http://discover.aol.com/memed/aolcom30tour
Hi from a listserv lurker:)
I am a Title I Reading teacher and have been learning how to document
interventions in an instructional/child study team acceptable manner and have
also
been working hard to avoid getting stuck in a scripted intervention program.
The documentation needs to
Linda and all:
I am in a district that also uses DIBELS. DIBELS pros and cons aside, I
have seen a similar drop in the PSF with stronger, first grade readers. My
feeling is that when they have become fluent decoders, they really couldn't be
bothered with phonemic segmentation. It has
This is a great thread...my two cents worth is-as this child reaches into
quantity of content area reading, words per minute will matter more and more.
Also, unfortunately most of our students will end up having to read and try
to understand very poorly written textbooks. Most of the ones
I can't recommend highly enough Cris tovani's book, I Can Read It But I don't
Get It. I teach Title I reading at an elementary school but I also adjunct
in a literacy program at a local college. I use it for my graduate students,
many of whom teach high school, and they have all found it very
42 matches
Mail list logo
