Develop three mini lessons as interventions based on the pre-assessments you did with your students. Choose one of the key areas of focus: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Review the video as well as the “Reading Intervention Strategies.
Remember to gear the mini lessons to the student whom you assessed.
here is the video just copy and paste elemntary reading intervention stratgies.
Elementary Reading Intervention Strategies
8 Free lesson plan templates fit for your teaching – BookWidgets
Develop three mini lessons as interventions based on the pre-assessments you did with your students. Choose one of the key areas of focus: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Review the video as well as the “Reading Intervention StrategieschaptER FIVE STUDENT LEARNING OUTCOMES
By the end of the chapter, students will be able to:
1. Describe the phonics and word knowledge of developing readers at five levels of reading development
2. Design and conduct word study instruction
3. Design and conduct instruction that develops sight vocabulary
4. Design and conduct instruction that develops students’ word analysis strategies
5. Design and conduct instruction that develops students’ reading fluency
6. Design and conduct instruction that develops readers’ vocabulary
7. Design and conduct instruction that develops students’ reading comprehension
8. Explain how students can do a close reading of a text
9. Design and conduct instruction that develops students’ listening comprehension
10. Explain the relationship between time spent reading and reading achievement
CHAPTER FIVE KEY CONCEPTS
1. Corrective teaching is directed toward supporting a student’s strengths while teaching and practicing skills and strategies the student needs. From diagnostic data, strengths and needs are identified and priorities are established. Instructional time is planned to fulfill priorities and provide instructional balance.
2. Readers can develop sight vocabulary when they see the same words repeatedly in meaningful contexts. Dictated stories feature rereading until students achieve fluency and can identify individual words in and out of context. Support reading helps students to get through difficult text and reinforces word recognition. Support reading includes echo reading and choral reading. Predictable books are useful because the same words appear repeatedly and help to build readers’ confidence.
3. Fluency contributes to comprehension and is developed when students reread material.
4. Word analysis strategies are needed when students do not recognize a word at sight. Although debate still rages over the role of phonics instruction in learning to read, a growing body of evidence suggests that good readers are able to use decoding strategies automatically and accurately during reading, thus freeing the mind for comprehension. It also suggests that all students learn letter-sound relationships as part of learning to read. Exemplary phonics instruction builds on what students already know about letters, sounds, and words; emphasizes phonemic awareness; is clear and direct; is integrated into a total reading program; focuses on reading words rather than on learning rules; includes the use of onset and rimes; focuses on the internal structure of words; and develops automaticity in word recognition.
5. Phonemic awareness is the ability to manipulate speech sounds in words; it contributes to the ability to rhyme and use phonics. Phonics instruction may be integrated with literature by using trade books that feature particular phonic patterns. Using context is also an important word analysis strategy. Cloze procedures and confirming help students to develop facility with context. Word sorting helps students to apply phonic regularities by categorizing words sharing a similar word feature.
6. We divide our treatment of reading comprehension into three phases: anticipation, building knowledge, and consolidation. In the anticipation phase, we present teaching strategies focusing on readers’ use of prior knowledge, prediction, webbing, and previewing. For the building knowledge phase, we present the strategies of the directed reading activity, directed reading thinking activity, K-W-L, questioning the author, and also reciprocal teaching and reciprocal question-answer relationships. Story mapping, retelling, and summarizing are presented as activities for the consolidation phase.
7. In addition to these strategies, we present six close readings of a complex text, each of which is done for a different purpose, and each of which reveals a different level of meaning of the text.
8. Listening comprehension supports and promotes reading comprehension. The listening level provides an estimate of the reader’s present potential for reading improvement. Means of developing students’ listening comprehension include reading to students, directed listening-thinking activities, and teacher modeling.
CHAPTER FIVE VOCABULARY AND KEY TERMS
alphabetic reading
choral reading
close reading
cloze procedure
comprehension
compound word
concept ladder
concept map
context
context clue
corrective teaching
derivational affix
derivational reading
developing readers
directed reading activity (DRA)
echo reading
fluency
grammatical affix
homograph
homophone
K-W-L
logographic reading
oral reading
orthographic reading
phonics
phonogram patterns
predictable book
question the author (QtA)
reciprocal teaching
repeated reading
retelling
semantic feature analysis
semantic web
sight vocabulary
story map
support reading
transitional alphabetic reading
vocabulary
webbing
word family