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Secondary Intervention Classes
Page history last edited by Vince Puzick 11 mos ago
Key Questions/Components
Key Resources
 Improving Adolescent Literacy_Classroom Practices.pdf
A Framework for Secondary Literacy.pdf
Desiging a Secondary Literacy Program.pdf
http://www.sedl.org/pubs/reading16/buildingreading.pdf
From Coronado: Calendar Template for Reading Lesson Plans.pdf
Reclaiming Secondary Reading Interventions: From Limited to Rich Conceptions.
Secondary Literacy Intervention Plan
Introduction
The Secondary Literacy Intervention Plan is the result from a dialogue between secondary principals and LRTs which identified key elements for an effective literacy intervention plan in Colorado Springs School District 11. This Plan is organized by those key elements:
What are the characteristics and skills by grade level of a proficient reader and writer?
Reading
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Grade Level
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Standard 1
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Standard 4
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Standard 5
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Standard 6
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| 6th |
Sixth-grade students are proficient when they
use multiple reading strategies to comprehend a
variety of selections by
* locating and paraphrasing the main idea with
supporting details
* using context to define words
* locating and recalling the sequence
* drawing inferences from context clues and
background information
* summarizing and synthesizing information in
nonfiction and fiction
* locating and recalling information in text with
different structures (e.g., comparison and
contrast)
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Sixth-grade students are proficient
when they respond to a specific text by
* locating some supporting details in a
variety of texts
* drawing conclusions from phrases in
a variety of texts
* analyzing figurative language in a
concrete way
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Sixth-grade students are proficient
when they demonstrate skill in finding
and using information from a variety of
complex sources by
* regrouping information into a graphic
organizer
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Sixth-grade students are proficient
when they demonstrate the ability to
read and respond to literature by
* identifying literary elements such as
problem/solution, character, setting,
and plot
* interpreting figurative language such
as similes and metaphors to draw
conclusions
* describing details from a variety of
genres such as poetry and folk tales
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| 7th |
A proficient student uses appropriate reading
strategies to demonstrate comprehension of a
variety of reading selections by:
* Determining the meaning of complex
vocabulary in context
* Drawing inferences and selecting supporting
details from a variety of texts
* Identifying main ideas and some supporting
details
* Summarizing main ideas
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A proficient student demonstrates
analysis of a text by:
* Drawing conclusions with multiple
ideas based on simple and moderateto-
complex texts
* Making predictions
* Recognizing an author's point of view
and purpose
* Distinguishing between fact and
opinion
* Identifying some abstract ideas in
poetry
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A proficient student demonstrates the
accurate use of information from a
variety of reference sources by:
* Identifying purposes of non-fiction or
technical writing
* Organizing and synthesizing
information from texts
* Identifying organizational features of a
complex text
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A proficient student demonstrates the
ability to read and respond to literature
by:
* Identifying the use of figurative
language
* Identifying some abstract concepts in poetry
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| 8th |
Eighth-grade students are proficient when they
use multiple strategies to read a variety of
selections and demonstrate comprehension in a
variety of texts (e.g., nonfiction, poetry, and
fiction) by
* sequencing events
* demonstrating literal comprehension
* making inferences by using key vocabulary
* identifying main ideas
* determining significant details to draw
conclusions from short passages
* identifying pertinent details
* explaining relationships between characters
* identifying vocabulary in isolation and
demonstrating knowledge of more complex
words
* comparing information from two texts
* defining synonyms in isolation
* summarizing short texts
* identifying descriptive language
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Eighth-grade students are proficient
when they respond to a specific text
(e.g., poetry, nonfiction, and fiction) by
* inferring author's feelings
* distinguishing fact from opinion
* making predictions based on
inference
* determining author's purposes
* identifying examples of descriptive
language to support generalization
* drawing conclusions from details
* interpreting characters' motives
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Eighth-grade students are proficient
when they demonstrate the accurate
use of information from a variety of
reference sources by
* using graphic organizers to collect
and organize data
* using multiple definitions of common
words
* determining main ideas from
supporting details
* applying knowledge of text structure
* determining significance of events
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Eighth-grade students are proficient
when they demonstrate the ability to
read and respond to literature by
* interpreting idioms
* determining character traits and
supporting with details from text
* identifying cause and effect based on
literal comprehension
* interpreting figurative language, such
as metaphors and personification
* interpreting themes
* inferring setting from language use
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| 9th |
Ninth-grade students are proficient when they
use multiple strategies to read a variety of
selections and demonstrate comprehension by
* determining meaning from context clues
* recalling facts and discriminating to determine
main idea and/or supporting details in longer or
more complex narrative or expository text
* inferring to draw conclusions from narrative text
* identifying main idea from poetry or abstract
text
* transferring and applying information from a
text to a visual organizer
* activating background knowledge
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Ninth-grade students are proficient
when they respond to a specific text by
* discriminating shades of meaning to
determine author's attitude, tone, or
purpose
* determining cause and effect
relationships
* making inferences from textual
features of abstract texts and beginning
to incorporate metaphorical thinking to
unlock meaning
* identifying how a change in a specific
text feature (e.g., use of boldface/italics
for emphasis) can reveal author's intent
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Ninth-grade students are proficient
when they demonstrate the accurate
use of information from a variety of
reference sources by
* locating and selecting definitions from
a reference
* organizing and synthesizing
information from complex texts
* drawing conclusions from graphic
organizers
* using organizational features of a complex text
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Ninth-grade students are proficient
when they demonstrate the ability to
read and respond to literature by
* identifying and interpreting
increasingly complex figurative
language
* identifying character motivation
* identifying audience
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| 10th |
Tenth-grade students are proficient when they
use multiple strategies to read a variety of
selections to demonstrate comprehension by
* inferring main idea in texts (e.g., simple satire
and autobiography)
* identifying supporting details in
autobiographical text
* interpreting meaning in an excerpt from a novel
* summarizing main idea in complex text (e.g.,
newspaper articles)
* explaining cause and effect in simple satire
* summarizing plot in short fiction
* identifying supporting details in nonfiction
* identifying cause and effect at literal level
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Tenth-grade students are proficient
when they respond to a specific text by
* analyzing text to identify author's
viewpoint in nonfiction
* drawing conclusions by analyzing
irony
* drawing conclusions by analyzing
contradictions in fiction
* drawing conclusions by analyzing
language used in poetry
* drawing conclusions by analyzing a
sequence of events in nonfiction
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Tenth-grade students are proficient
when they demonstrate the accurate
use of information from a variety of
reference sources by
* locating relevant information in a
basic text
* using basic organizational features of
bibliographic references
* evaluating and organizing information
from a variety of sources to support an
argument
* reading carefully and evaluating a
source for credibility
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Tenth-grade students are proficient
when they demonstrate the ability to
read and respond to literature by
* reading and responding to narrative
text by identifying theme through a
sequence of events
* reading and responding to poetry by
applying literary terminology
* identifying themes in classic literature
by making inferences from key ideas
* identifying themes in poetry by
making inferences from key ideas
* providing support for a given thesis in literature
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Writing
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Grade Level
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Standard 2
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Standard 3
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| 6th |
In independently revised writing, students demonstrate use of writing skills by
* producing mostly focused and organized writing
* including details related to the main idea
* using variety of sentence structure
* using age-appropriate vocabulary
In independent, unrevised writing, students demonstrate use of writing skills by
* beginning to develop the topic
* including supporting details
* varying sentence structure
* using age-appropriate vocabulary
Given text, students demonstrate knowledge of
* paragraph development
* content and form of topic sentences
* sentence structure
* age-appropriate vocabulary
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In independently revised writing, students demonstrate use of writing skills by
making few, if any, errors in grammar, usage, punctuation, capitalization, and
spelling.
Given text, students demonstrate knowledge of
* conventional grammar, usage, punctuation, capitalization, and spelling
* parts of speech
* letter-writing conventions
* use of consistent verb tense
* use of pronouns
* comparative adjectives
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| 7th |
In independent writing, students demonstrate use of writing skills by
* Mixing general and precise vocabulary
* Varying some sentence structures, beginnings, and lengths
* Creating readable, fluent, and neat text
* Meeting some requirements of the writing prompt
* Engaging audience occasionally
* Defining but not thoroughly organizing and developing the topic
* Showing limited use of detail to support main ideas
* Beginning to use transitions to link ideas
Given text, students demonstrate knowledge of precise vocabulary.
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Given text, students demonstrate knowledge of
* Capitalization and punctuation
* Complete sentences
* Parts of speech, such as verbs and interjections
* Standard English usage, such as subject-verb agreement and
irregular verbs
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| 8th |
In independent writing, students demonstrate writing skills by
* Mixing general and precise vocabulary
* Creating neat, readable, mostly fluent text
* Engaging audience occasionally
* Increasing variety of sentence structure
* Providing support for focus
* Meeting most requirements of the prompt
* Including organizational structure
* Planning, revising, and editing writing
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Given text, students demonstrate knowledge of
* Standard English usage, such as subject-verb agreement
* Capitalization and punctuation
* Spelling of grade-level words
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| 9th |
In independent writing, students demonstrate use of writing skills by
* addressing the requirements of prompts
* providing recognizable introductions and/or conclusions and logical
arrangements of ideas
* elaborating and identifying details to support main ideas
* using general vocabulary, including familiar words and some active verbs
* using some grade-level vocabulary in a given context
* displaying a variety of sentence structure
* recognizing the qualities of effective writing
* showing elements of explanation, persuasion, or analysis
* writing legibly
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Given text, students demonstrate knowledge of
* subject-verb agreement
* pronoun reference and pronoun antecedent agreement
* use of modifiers
* punctuation of compound and complex sentences
* punctuation of interjections and contractions
* punctuation and capitalization in correspondence
* capitalization of proper nouns and publication titles
* homonyms or homophones
* irregular verb forms
* shifts in verb tense
* use of transitional devices
In independently revised writing, students demonstrate use of writing
skills by supporting meaning with few, if any, errors in punctuation,
spelling, capitalization, paragraphing, and grammar.
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| 10th |
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CDE 10 Essentials
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Guiding Questions
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D11 Status
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1. Collect and use individual student literacy data to drive instructional decisions.
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1. Do you have valid and reliable assessment tools? How do you know?
2. How do you identify kids at risk in reading and writing difficulties?
3. How do you use data to group students for instruction, select interventions, manage your data and monitor progress of students?
4. Do you have access to an efficient data management system?
5. How often are members of your staff trained in reading and writing feedback tools?
6. How much do you invest in high quality learning assessments?
7. Do your teachers value the need for these tools?
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(Driver = 8)
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2. Establish at least 90 minutes a day for reading and writing instruction with additional time for intervention and tutoring
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1. How much actual time do you currently devote to literacy teaching?
2. Do your teachers believe that this amount of time is necessary?
3. What kind of time is proportioned in your current professional development to literacy teaching and learning?
4. What is currently getting more priority in your day than literacy?
5. How does time symbolize what you value to your students?
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(Driver = 4)
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3. Ensure that every teacher is extremely immersed and thoroughly trained in research-based literacy knowledge and skills.
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1. In what ways can you determine the depth of knowledge and skills your teachers actually possess to effectively teach all students to read and write?
2. How can you evaluate traditional in-service material to embed the best research into reading and writing training?
3. How do you go about recruiting teachers with an aggressive knowledge and proven set of teaching skills in literacy?
4. Which students with specific reading difficulties need research improved practice? Who is responsible for collecting reading innovations?
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(Driver = 6)
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4. Plot and map the reading and writing standards and essential learnings into your grade- by- grade curriculum, daily lessons and text selections.
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1. What are your current literacy benchmarks? Are they yours or are they your publisher’s?
2. How would you agree as a staff and local school board about the "essential learnings”?
3. When do you gather and establish (or re-establish) the expectations each grade has in literacy?
4. Does anyone have grade-by-grade examples of unsatisfactory writing samples? What are the differences between partial proficient and proficient writing? What is an advanced sample of writing in the grade you teach? Do your students know this? Parents?
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(Driver = 5)
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5. Insist on both direct, explicit instruction and guided practice in essential reading and writing skills.
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1. How well prepared are your teachers to explicitly teach the essential components of reading and diagnose what goes wrong for some students?
2. How can you infuse direct instruction in comprehension strategies across content areas?
3. How do you assess what your students are learning?
4. In what ways do you hold students accountable for practicing reading and writing skills? How do they track their own progress?
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(Driver = 0)
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CDE 10 Essentials
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Guiding Questions
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D11 Status
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6. Guarantee that leadership has permission to hold all staff accountable for literacy instruction.
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1. In what ways are both your principal and /or department leaders permitted to discuss the effectiveness of literacy instruction?
2. How are the boundaries of classroom walls and traditional job descriptions erased in favor of collaborative accountability?
3. How accountable is your building leadership now to student literacy achievement? What would it look like if the leadership were even more engaged in contributing to the literacy outcomes?
4. How clear are your superintendent and local board about which literacy concepts are expected to be known at which grades?
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(Driver = 3)
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7. Be clear that faculty meetings or Professional Learning Communities (PLC’s) collaboratively own and regularly share literacy performance results.
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1. Who monitors the quality of your PLC conversations?
2. Who is responsible for gathering the data for your faculty meetings?
3. How do you begin to change the mores of your meetings?
4. What is the motivation for your teachers to present student work and both the successes and failures of the craft?
5. Is it profitable to have one group present to other faculty groups each semester? How does this model lead you to think about beginning and ending of school years and the annual staff meetings your schools and districts always hold?
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(Driver = 4)
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8. Agree on common instructional literacy strategies across the school.
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1. How much time are your teachers spending on competing methods to teach reading and writing?
2. What is your “return on investment”? Some small schools are spending $275,000 on reading programs and get 40% of their students to grade level. How can you improve the expenditure-to- achievement ratio within your reading budget?
3. Who in your building or on your school board can help you keep track of your efficiencies and your fidelity to a writing or a reading program?
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(Driver = 2)
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9. Be explicit about grade level expectations to your own staff, students and parents.
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1. How much variability in grading occurs in your school?
2. How many students know explicitly the difference between unsatisfactory or partially proficient writing?
3. How much do your daily grades match the state thresholds for summative assessment?
4. Does your school facilitate time for teachers to discuss student work regularly?
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(Driver = 3)
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10. Acquire and leverage the best literacy-minded and performance-based volunteers.
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1. What popular and talented writers do you have in your community?
2. How do you convince educated volunteers to avoid freelancing and encourage them to commit themselves to your grade level expectations?
3. How are you recruiting volunteers to read and invest their time to the listening and guided tutoring of better reading by your students?
4. How would you measure the value of this activity? How much time is too much when you encourage others to visit your school and “help”?
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(no driver)
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Middle school reading curriculum / best instructional practices
(Jari, Sara, Eileen, Kristin, Janetta, Amy)
Essential Reading skills by Quarter
Genre of Nonfiction is the Anchor throughout Reading Classes.
All Quarters should contain vocabulary building strategies and short constructed response.
Think Aloud MUST take place as part of EVERY Lesson
Vocabulary Development MUST take part of EVERY Lesson
All Lessons MUST include BEFORE – DURING – AFTER READING strategies
Quarter 1:
· Main Idea/Supporting Details: Main Idea GO 1
· Summary Paragraph/Summarize
· Expository Text Structure
· Context Clues
· Author’s Purpose/Point of View
· Read and Respond to Text
Quarter 2:
· Drawing Conclusions/Predictions/Inference
· Compare & Contrast
· Cause & Contrast
· Fact & Opinion
Quarter 3:
· Locating and Using Information
Quarter 4:
Quarter 1 Reading
Materials to be used:Jamestown Reading Book Depending on Level:
Think Aloud MUST take place as part of EVERY Lesson
Vocabulary Development MUST take part of EVERY Lesson
All Lessons MUST include BEFORE – DURING – AFTER READING strategies
Before Reading:
¨ Prediction
¨ Vocabulary
¨ Brainstorm/Concept Map
¨ KWLW
¨ Vocabulary
During Reading:
¨ Vocabulary
o (Vocabulary Sheet)
¨ Main Idea/Supporting Details
o Main Idea Organizer
¨ Context Clues
¨ Text Structure –
o CAR (Content Area Reading)
¨ Double Entry Journal *
¨ Text to Text/Text to Self/Text to World
After Reading:
¨ Vocabulary
o Frayer Model
¨ Summary
o Group Summary
o IVF/4-step Summary
¨ Response Journal
o Step-up to Writing
o Reading Logs
¨ Concept Map
¨ QAR (Question Answer Relationship)
Quarter 2
Materials to be used:
Jamestown Reading Book Depending on Level:
Think Aloud MUST take place as part of EVERY Lesson
Vocabulary Development MUST take place as part of EVERY Lesson
All Lessons MUST include BEFORE – DURING – AFTER READING strategies
Before Reading:
¨ Prediction
¨ Vocabulary
¨ Brainstorm
¨ KWLW
o Word Map
During Reading:
¨ Vocabulary
o (Vocabulary Sheet)
¨ Sequencing
o Timeline or Sequence Notes
¨ Main Idea/Supporting Details
o Main Idea Organizer
¨ Context Clues
¨ Double Entry Journal *
¨ Text to Text/Text to Self/Text to World
¨ Annotating/Marking Text
After Reading:
¨ Vocabulary
o Frayer Model
¨ Compare/Contrast
o Compare/Contrast 3 ways
¨ Cause/Effect
o Cause/Effect Frames
¨ Summary
o Group Summary
o IVF/4-step Summary
¨ Response Journal
o Step-up to Writing
o Reading Logs
¨ Concept Map
¨ QAR (Question Answer Relationship)
Read 180
Successmaker
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Identified Population (CSAP cut scores? Other factors?)
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Challenges for implementing with fidelity?
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What does the data show in terms of effectiveness?
Jamestown
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Identified Population (CSAP cut scores? Other factors?)
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Challenges for implementing with fidelity?
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What does the data show in terms of effectiveness?
Content-specific reading strategies / instructional practices
Literacy for a Lifetime
(Charmyn, Maggie, Juliet, Vince)
Course Description: Students will engage in inquiry into the personal and public worlds of reading through guided reflection into their own reading histories and experiences as well as those of others. This course focuses on acquiring tools of more powerful literacy and on the relation to personal power, educational goals, and working lives. Texts are seen as "devised" or "constructed" in particular times and places for specific purposes and agendas, as selectively including and excluding particular readers, and as fallible source of information. (4/01)
Scheduling Practices (RTI framework)
(Jessica (?), Maggie, Deborah)
Teacher Training
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What skills in reading and reading instruction should teachers possess when hired to teach secondary literacy interventions? What training should teachers receive after they are hired to teacher interventions? (Deborah, Glenda, Pat, Renae)
Jan 2009
May 2009
Aug 2009
Jan 2010
May 2010
Aug 2010
Jan 2011
May 2011
How do we move from “Current State” to “Ideal State”?
Need a devoted, rich secondary intervention
Need to clearly identify which kids for which intervention
Need to identify clearly “what does a grade level reader/writer look like?” (assessment)
Need fidelity of implementation
Need highly qualified trained interventionists
Need a systematic approach to training teachers hired for the reading intervention classes
Tier 1: Content Area Literacy Strategies
Secondary Intervention Classes
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Tip: To turn text into a link, highlight the text, then click on a page or file from the list above.
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Comments (18)
Suzette Pope said
at 1:49 pm on Aug 28, 2008
I am in! I sent Vince info. about our Reading Tutorial interventions. I would like to insert this info. into the document, if possible. Suzette
Juliet Green said
at 12:05 pm on Sep 8, 2008
Suzette,
I hope I am in too! I was able to find/copy your Calendar Template for my Literacy for a Lifetime folks to use as a model while they develop their own Scope and Sequence of this newly-added course @ WHS. I will be sure to add what they come up with to complement your information. Thansk, Juliet
Sara Pittenger said
at 2:06 pm on Sep 9, 2008
I would love to be in on this discussion. Though our Middle School Literacy Classes do have a set curriculum - it just varies by school. We could probably work at providing some district guidance to this process. I think most of the Middle Schools are using the Jamestown materials (Wild Side, Outer Edge, Critical Reading Series and other materials from Jamestown) as well as other materials. How we set up and run the classes looks different at every school though.
Charmyn Neumeyer said
at 8:20 am on Sep 10, 2008
I am workinf on adding the interventions from Doherty. We tweaked a few things this year and i want to add them as well.
Suzette Pope said
at 9:33 am on Sep 10, 2008
The research on reading intervention and Read 180 is now on the WIKI site. Aurora Umana-Arko (our reading teacher) sent this my way. This article offers current research on classroom interventions and effect sizes. (See "Slavin.") Read 180 shows a significant higher effect size than classroom instructional interventions with large and small groups.
Maggie Chumbley said
at 1:48 pm on Oct 9, 2008
I added this key questions/components page and put in the input from Suzette and Charmyn's email. Lets add our own!
Vince Puzick said
at 11:34 am on Oct 10, 2008
Maggie, nice work on the wiki. Not only do we want to look at the high school side of things, we need to align middle and high. If a student has not had success with Successmaker in 6th - 8th grade, would it make sense to schedule him in Successmaker in 9th? Or if a student is making progress in something like Reading Mastery classes -- then perhaps we should have a similar class in 9th grade. One last example -- if an ELL or Sped student is making great progress in Language! -- and we do not offer Language! in high school -- then are we shooting ourselves in the intervention foot?
Charmyn Neumeyer said
at 12:27 pm on Oct 10, 2008
Using the intervention worksheet from the article most of the "elements" are in our Literacy for a Lifetime classes. Using the rubric I would "score" our classes as a 18/25. The key elements that are missing include a solid structure for each tier of the intervention.
Charmyn Neumeyer said
at 12:29 pm on Oct 10, 2008
Successmaker scores more a 9/25 due to limited teacher involvement as well as limited "real world connection" to reading and the reading process as well as no opportunities for authentic writing.
Sara Pittenger said
at 12:39 pm on Oct 10, 2008
We are currently using three different reading interventions SuccessMaker (9/25), Language! (19/25), and then our regular reading classes which use the Jamestown reading materials as their main reading text but we use it to teach seperate reaing skills (25/25). In all three programs the teacher is a critical variable to the program - I have seen SuccessMaker done well and I have seen it done poorly. Sara Pittenger (AKA SBPITTENGER3@msn.com)
Charmyn Neumeyer said
at 12:44 pm on Oct 10, 2008
Read 180 is one of our interventions. I have spoken with the teacher...improvement is evident. The concern is... little discussion with other teachers going on throughout the school. I would give it a score of 23. I don't think the teacher involvement is as strong with this program.
Jessica Hawkins
Sara Pittenger said
at 12:45 pm on Oct 10, 2008
We are currently using Language!(20/25), Success Maker(12/25), and Jamestown(20/25) as our primary reading interventions. Success Maker is a powerful program if used correctly. However, most users are not properly trained to use the inforamtion to help support their instruction. -Jannetta Knight
Vince Puzick said
at 12:46 pm on Oct 10, 2008
I guess one key question we need to explore is this: are "packaged" programs (Jamestown) and things like Successmaker more successful than the reading classes we have created at middle and high school?
Charmyn Neumeyer said
at 12:49 pm on Oct 10, 2008
DHS interventions include 3 levels of Literacy for a Lifetime Tier II (approx 100 kids). Fund. of Reading which is Tier III intervention. (approx 15 kids) As well as Successmaker Math.
Vince Puzick said
at 12:49 pm on Oct 10, 2008
Jessica, Janetta and Kristin should all have access now.
althoek@... said
at 12:49 pm on Oct 10, 2008
Based on the rubric I would rate our interventions at 23/25. We have yet to add SMR to our reading program; that will begin Q2. Our model for the SMR will follow that of our SMM, meaning that the teacher will introduce the idea/skill/etc of the day, present it to the whole group, then divide the group between SM users and small group instruction, switch, conclude the class together. That pattern will hold for classes where students will have to share the computers.
Vince Puzick said
at 12:51 pm on Oct 10, 2008
Please check out the page that Maggie has created....click on "Key Components and Questions" then find the link that is highlighted about 1/2 of the page down.
Charmyn Neumeyer said
at 1:01 pm on Oct 10, 2008
We are all going to add our comments to Maggies Page.
You don't have permission to comment on this page.