1. Comprehensive Intervention Model CIM Lesson Frameworks
Elizabeth Olsen
elizabethliteracy.com

2. Introductions

3. CIM Who’s Who?
Dr. Linda Dorn is a Professor at University of Arkansas and Director of the Center for Literacy. She coordinates several major literacy initiatives, including the Partnerships in Comprehensive Literacy.
Published Books: Interventions That Work, Apprenticeship in Literacy, Shaping Literate Minds, Teaching For Deep Comprehension… and more.

4. CIM Who’s Who?
Carla Soffos is a Literacy Coach and Reading Recovery teacher. She has 32 years of best practice experience in education.
Published Books: Interventions That Work, Shaping Literate Minds, Scaffolding Young Writers, Teaching For Deep Comprehension

5. What is the Comprehensive Intervention Model? CIM
The CIM is a systemic approach to literacy improvement. The system goal of the CIM is to change the achievement profile of a school by providing research- based interventions that increase the literacy levels of low-performing children and to provide professional development for teachers that increase their knowledge and expertise in teaching the lowest children.

6. CIM Small Group Interventions
Reading Recovery
Oral Language and Literacy Groups
Guided Reading Plus Groups
Assisted Writing Groups
Writing Process Groups
Comprehension Focus Groups

7. What is “seamless” or “parallel” instruction?
The CIM emphasizes teachers as the agents of literacy improvement. The CIM Framework includes a combination of high-quality, differentiated classroom instruction; a portfolio of research-based interventions; a seamless assessment system at an individual and system level; and school-embedded professional learning for increasing teacher efficacy and building capacity in schools.
Dr. Linda Dorn: INTERVENTIONS THAT WORK

8. Reading Recovery ~For the lowest literacy learners in 1st Grade.
~One-to-One instruction with a trained Reading Recovery teacher.
~Emphasizes book handling, concepts about print, word work, strategic reading and writing.
~Lesson Components include word work, book orientation, reading, comprehension conversation and writing.

9. Reading Recovery Lesson Framework
Rereading two or more familiar books.
Rereading yesterday’s new book running record.
Letter Work / Word Work
Writing
New Book Introduction
New Book Reading

10. Oral Language and Literacy Groups
~For Children in K or 1st Grades at the Emergent Level of Reading / Writing.
~Emphasizes oral language development, phonemic awareness and phonics, and concepts about print.
~Lesson Components include phonemic awareness and phonics activity, shared reading, interactive writing, and language experiences around books.

11. Oral Language and Literacy Group Lesson Framework Reading Writing Talking Reciprocity
Phase 1:
~Vocabulary / Concept Development
and/or Phonological/Phonemic Awareness
~Shared reading experience
Phase 2:
~Interactive writing
~Independent writing
~Individual writing conferences
*Key Ideas: Building oral language structures, syntax, vocabulary; Retelling/Comprehension; CAP; Letter/Sound knowledge; Book Handling skills.

12. Guided Reading Plus
~For Children in Grades 1st-3rd (usually) who are lagging behind reading and writing levels.
~Emphasizes strategic actions in reading (processing and comprehending), word study and writing about reading. Both instructional and independent reading levels are utilized.

13. Guided Reading Plus Lesson Framework
2 Part Lesson Components:
PART ONE PART TWO
Rereading Rereading and Assessment
Word Study Writing
Book Orientation Book Orientation
Reading Reading
Comprehension Conversation Comprehension Conversation

14. Assisted Writing Groups
~For children in 1st Grade at the early stage of writing development who are lagging behind peers.
~Emphasizes the link between writing / reading, the writing process and conventions.
~Lessons include short read alouds to spur writing, interactive writing, rereading of writing and can include “publishing” of writing.

15. Assisted Writing Group Framework
Experience a shared concept conversation, story, song, poem.
Engage in a Modeled and/or Interactive Writing experience.
Students individually compose a message with teacher conferring.
Key Ideas:
Composing simple messages; apply rereading to monitor, predict; articulate words slowly; use simple resources (ABC chart, sight word wall); write letters fluently; build high frequency word bank; cross-checking (MSV) *Consider publishing!

16. Writing Process Groups
~For 1st - 4th Grade students struggling with writing processes in the classroom Writing Workshop.
~The Interventionist pushes in to provide tailored instruction focusing on drafting, revising, crafting, editing and publishing.
~Consider: Attending the Writing Workshop MiniLesson. If not, communicate with classroom teacher about the MiniLesson.

17. Comprehension Focus Group
~For children in 2nd - ? Grades having difficulty comprehending a wide range of texts.
~Emphasizes developing reading and writing knowledge around Narrative, Persuasive/Argument and Informational texts.
~Lesson Components include participation in a text type/genre focus unit and writing in the text type/genre.

18. Comprehension Focus Groups
Phase 1: Introduction to Genre/Text Type ~Listen to a Mentor Text with comprehension conversation. ~Make a Text Map to develop understandings about organization. ~Construct Written Response to deepen thinking and use reciprocity. Phase 2: Comprehension and Word Solving ~Provide Book Orientation on same Genre/Text Type at independent level. ~Use Silent Reading to build meaning making and processing strategies – Teacher confers. Phase 3: Shared then Independent Writing ~Shared Writing: Write in the Genre / Text Type together. ~Independent Writing: Students write in the Genre / Text Type individually – Key Ideas: Understanding Genre/Text Type; Reading/Writing Reciprocity; Consider publishing. *A Genre/Text Type may take several weeks.

19. What Really Matters for Struggling Readers and Writers?
VOLUME MATTERS
“Everyone has heard the proverb ‘Practice makes perfect.’ In learning to read it is true that reading practice - just reading – is a powerful contributor to the development of accurate, fluent, high- comprehension reading.”
Richard Allington

20. What Really Matters for Struggling Readers and Writers?
SUCCESS MATTERS
“High success reading is absolutely critical to reading development and to the development of positive stances toward reading.”
Richard Allington

21. What Really Matters for Struggling Readers and Writers?
FLUENCY MATTERS
“The ability to read with appropriate phrasing and expression is important for fluency. In essence, reading fluency refers to accurate and automatic decoding of the words in the text, along with expressive interpretation of the text, to achieve optimal comprehension. Fluency is important in reading, then, because it affects how well readers understand what they read.”
Timothy Rasinski

22. What Really Matters for Struggling Readers and Writers?
MEANING MATTERS
“We are the meaning makers, every one of us: children, parents, and teachers. To try to make sense, to construct stories, and to share them with others in speech and in writing is an essential part of being human. For those of us who are more knowledgeable and mature – parents and teachers – the responsibility is clear: to interact with those in our care in such a way as to foster and enrich their meaning making.”
Gordon Wells

24. “Let’s put our minds together and see what life we can make for our children.” Sitting Bull
Thank you for all you do!
Elizabeth Olsen
elizabethliteracy.com