Teaching Tools
Spelling Practice Activities-Set 1
This set of 4 activities can be copied, laminated, and cut apart. Place the activities in the Spelling Center or send home for homework and let children choose the activity they want to do for practice. Choice is an intrinsic motivator, so get ready for your students to start practicing on their own!Tier 3 Intervention Log
Students who are identified for Tier 3 interventions need specific, intensive interventions in groups of 3 or less. Use this log to document intervention strategies and progress made. This log should be updated weekly as students in Tier 3 should receive 30-60 minutes of Tier 3 interventions 4-5 days per week. These intervention logs should be discussed during Tier 3 data meetings and when considering a referral to special education.5 Ways to Help Your Child Develop Writing Skills
Writing for authentic purposes is critical to developing proficient writing skills. This document offers ways parents can provide opportunities and praise for a young writer's efforts to develop proficient writing skills.Tier 2 Intervention Log
A Tier 2 Intervention Log should be kept on all students who are identified for Tier 2 interventions. I suggest updating the log every 2-4 weeks, usually a few days prior to Tier 2 data meetings. Documentation should be included in the student's Tier 2 data binder or folder to show specific interventions used and the progress made. This information is critical to consider as data teams make important decisions about services needed by students not making progress.Text Feature Bingo
In order to play, you will first need to teach the features that are commonly found in a nonfiction text: photographs, captions, drawings, tables/charts, graphs, maps, table of contents, titles, and bold/italicized words. Bring in "mentor texts" that have good examples of each of these. Go on searches as a class to see how many you can find in a textbook or encyclopedia. Use the bingo sheet to have your readers find all of the text features in a non-fiction text.Identifying Students for Reading Interventions
This chart shows cut scores for K-8th grade using Oral Reading Fluency scores from 2 unfamiliar grade-level appropriate passages and the Developmental Reading Assessment 2. The scores used identify students reading below the 25th percentile. These students need high quality Tier 1 instruction and intervention AND 30-60 extra minutes at least 3 days per week of Tier 2 interventions. An effective intervention includes explicit strategy instruction and practice with coaching.Finger and Eye Pointing Leads to Poor Fluency
A quick tip for helping students read fluently.A Week of Shared Reading
Shared reading is a quick instructional delivery technique that is used to teach and reinforce fluency, vocabulary, and comprehension. This tip sheet provides a 5 day schedule for shared reading, as well as a rubric for learning partners to use for assessing fluent reading behaviors.Running Reading Record
A running record form should have a space for recording at least 100 words read aloud. Correct word reading is marked with a check. Any deviation from the text is recorded and analyzed for strategy use. Does the student use meaning, syntax, and visual cues to decode unfamiliar words? If a student reads with 95-100% accuracy, the text is considered an independent level text. 90-94% accuracy indicates a need for scaffolding. Below 90% indicates the text is too difficult.Teaching Points for Guided Reading Levels
Each guided reading level has specific skills, behaviors, and prompts. Use this reference chart to target reading skills your students need to advance to the next level.Categories
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