Reading Intervention Time- (Test-Prep Option)

The Red font has all been added after our Meeting on Friday, February 27, 2015.
Overview:
With this intervention option students would be grouped based on their lexile score from the
OLPA taken in the Winter of 2015 and the teachers will divide the groups evenly among the
number of teachers. These groupings will be backed with the FAST aReading test to help us
feel comfortable with their leveling. Leveling this way will help teachers to know what kind
of materials to prepare for each group they will see. Teachers will prepare the content one
time for each group to rotate through on a specific topic from the MCA that is also a
standard. Each week students will rotate from one teacher to the next, or one topic to the
next, with students in the same lexile score range.
Logistics:
There will either be 4 or 5 teachers depending on if Stacy will have a group or not- so there
will either be 4 or 5 groups. The title students will either be pulled individually and partake
as a part of the groups, or they will remain as a group receiving the same content. Students
from Tracys group who are working already with a different volunteer will remain working
with that volunteer. The 3 Title paras that we will have with us will work with the students
from Katie, Jenny and Marys rooms who have already met, according to the OLPA by a
significant margin, (a score of at least 355 or 455). In this group they will be reading a more
complex chapter book with a para and they will work to answer various Blooms questions
each day after their reading. SPED paras will be in the classroom with the majority of those
students- or wandering between the rooms if needed if the students are in the groups.
Time Structure:
2:04- Students are ready to switch to which ever room they are to report to. (Maybe each
door will have a color above it and students will know their color to make the rotating
process quicker from week to week)
2:05-2:30- Work on the topic of text prep at the appropriate reading level and at the
appropriate pace with the gradual release of responsibility throughout the week. (It is
during this time that the teacher will provide or create with the students a cheat sheet
with the necessary information from the given topic for the child to keep in their folder.)
2:30- 2:46-Students will work on read to self and will write 2 sentences as a summary of
what they read each day as their ticket out the door. At this time teachers will work on
fluency with these students so that the IPDPs with fluency as a goal can still work, and so
that all students can increase their fluency as needed. The teacher with group 4 will have
this time as a more structured phonics intervention time with Bette and Stacy guiding this
portion of the time.
2:45- Students will go back to their rooms to wrap up and get packed up. Math intervention
time will still remain the same.

Week Structure:
Throughout the week the goal is to use the gradual release of responsibility so that students
become comfortable with the topic of the week that they are working with before they

rotate to the next week. The goal is also to help students increase their stamina in readings
at their level and to gain a better understanding at their level before at a higher reading
level.

Monday

Tuesday

Wednesday

Thursday

Friday

Introduce the
topic and create
or teach how to
use the cheat
sheet. Talk
through and
model what you
are thinking
about as you
read a story on
reading A-Z to
complete the
task with the
testing topic.
This is with the
end goal of
being able to
work
independently
by the end of
the week at the
same rigor of
the test topic,
but at an
individual
reading levelthe focus is the
topic, not the
level. We want
them to be able
to get beyond
the difficult
readings and
practice the
topics.

Review by using
the cheat
sheet as a tool.
Have students
try in a small
group or as a
whole classwhere you see it
fits best with
your structure.

Review the topic

by using the
cheat sheet
for a very brief
amount of time.
Have students
work with a
partner to
complete a
story from A-Z
and and
complete a task
that practices
the test topic

Work on own
with a fluency
passage or story
from A-Z and
complete a
task- by this
point this should
be almost
independent so
that they can be
comfortable
enough by
Friday to nail
the topic on
their own- very
little teacher
interjections in
the process.

Use a fluency
passage from AZ or a passage
from
somewhere else
to mimic the
MCA readings
and answer
questions about
the topic. This
may be done
with one or
more readingsdepending on
what your test
topic is and how
long it will takethis should be
independent
and should
mimic the MCA
very closely so
that students
become
comfortable
with the
structure.

Every Student Needs To Bring With:

folder (provided by Katie)
a notebook (which will be created in class)
a pencil
a book for the reading time at the end

Topics of test prep to be practiced:

If 4 groups:
Drawing conclusions/ inferences- Ehlers- group 1
Main idea + details= summary- Zuzek- group 4
Compare/ Contrast- Cink- group 3
Cause & Effect- Korman- group 2
Stacy and Bette will be with travel with group 4. Group 4 is the group with the most need.
Group 2 will have 1.5 SPED paras with it at all times.
Topics done within each group:
vocabulary within topics and readings
point of view and author purpose
If 4 groups- then teachers will cover sequence within their daily reading block.
There will always go for 5 days, starting on Thursday, March 5. If we miss a day we will pick
back up again after that day and always have 5 days, so it may not always be Thursday to
Wednesday.
Group 4- Teacher + Stacy and Bette- 14 students
Group 3- Teacher + 1.5 SPED Paras
Group 2- Teacher
Group 1- Teacher
Enrichment- 3 Title Paras- 3 groups of 5 students