1. Facilitated by Shelley Davidson Wright Elementary Early Intervention in Reading: 1 st Grade

2. What did YOU do to figure it out?What did YOU do to figure it out? –Letter by letter checking and decoding –Recognizing and remembering words you had already figured out –Using context to predict –Partially decoding and using context –Rereading Kay Oss

3. Interventions Available for Struggling Readers Interventions Available for Struggling Readers Sound off

4. ConsistentConsistent Within regular classroomWithin regular classroom Authentic literatureAuthentic literatureAuthentic literatureAuthentic literature Research baseResearch base Benefits of EIR

5. Structure of EIR Day 1Day 2Day 3 October to JanuaryOctober to January

6. Components of EIR Day 1Day 2Day 3 Fluency

7. October to JanuaryOctober to January Components of EIR Day 1Day 2Day 3 Fluency Engaging Literature

8. October to JanuaryOctober to January Components of EIR Day 1Day 2Day 3 Fluency Engaging Literature Comprehension and Vocabulary

9. October to JanuaryOctober to January Components of EIR Day 1Day 2Day 3 Fluency Engaging Literature Comprehension and Vocabulary Phonemic Phonemic and Word Work Word Work

10. October to JanuaryOctober to January Components of EIR Day 1Day 2Day 3 Fluency Students reread familiar (old) stories Engaging Literature Comprehension and Vocabulary Phonemic and word work

11. October to JanuaryOctober to January Components of EIR Day 1Day 2Day 3 Fluency Students reread familiar (old) stories; teacher does oral reading check or coaching with one student. Engaging Literature Teacher lead reading; choral reading Comprehension and Vocabulary Phonemic and word work

12. October to JanuaryOctober to January Components of EIR Day 1Day 2Day 3 Fluency Students reread familiar (old) stories; teacher does oral reading check or coaching with one student. Engaging Literature Teacher lead reading; choral reading Comprehension and Vocabulary Coach and discuss Phonemic and word work

13. October to JanuaryOctober to January Components of EIR Day 1Day 2Day 3 Fluency Students reread familiar (old) stories; teacher does oral reading check or coaching with one student. Engaging Literature Teacher lead reading; choral reading Comprehension and Vocabulary Coach and discuss Phonemic and word work Elkonin Boxes or MakingMaking WordsWords

14. October to JanuaryOctober to January Components of EIR Day 1Day 2Day 3 Fluency Students reread familiar (old) stories; teacher does oral reading check or coaching with one student. Engaging Literature Teacher lead reading; choral reading Choral reading ; partner reading Comprehension and Vocabulary Coach and discuss Phonemic and word work Elkonin Boxes or Making Words

15. October to JanuaryOctober to January Components of EIR Day 1Day 2Day 3 Fluency Students reread familiar (old) stories; teacher does oral reading check or coaching with one student. Engaging Literature Teacher lead reading; choral reading Choral reading ; partner reading Comprehension and Vocabulary Coach and discussHigher level questions Phonemic and word work Elkonin Boxes or Making Words

16. October to JanuaryOctober to January Components of EIR Day 1Day 2Day 3 Fluency Students reread familiar (old) stories; teacher does oral reading check or coaching with one student. Engaging Literature Teacher lead reading; choral reading Choral reading; partner reading Comprehension and Vocabulary Coach and discussHigher level questions Phonemic and word work Elkonin Boxes or Making Words Sentence writing

17. October to JanuaryOctober to January Components of EIR Day 1Day 2Day 3 Fluency Students reread familiar (old) stories; teacher does oral reading check or coaching with one student. Engaging Literature Teacher lead reading; choral reading Choral reading ; partner reading Partner reading; reading to self Comprehension and Vocabulary Coach and discussHigher level questions Phonemic and word work Elkonin Boxes or Making Words Sentence writing

18. October to JanuaryOctober to January Components of EIR Day 1Day 2Day 3 Fluency Students reread familiar (old) stories; teacher does oral reading check or coaching with one student. Engaging Literature Teacher lead reading; choral reading Choral reading ; partner reading Partner reading; reading to self Comprehension and Vocabulary Coach and discussHigher level questions Phonemic and word work Sound boxesSentence writing

19. October to JanuaryOctober to January Components of EIR Day 1Day 2Day 3 Fluency Students reread familiar (old) stories; teacher does oral reading check or coaching with one student. Engaging Literature Teacher lead reading; choral reading Choral reading ; partner reading Partner reading; reading to self Comprehension and Vocabulary Coach and discussHigher level questions Phonemic and word work Sound boxesSentence writing

20. October to JanuaryOctober to January Components of EIR Day 1Day 2Day 3 Fluency Students reread familiar (old) stories; teacher does oral reading check or coaching with one student. Engaging Literature Teacher lead reading; choral reading Choral reading ; partner reading Partner reading; reading to self Comprehension and Vocabulary Coach and discussHigher level questions Phonemic and word work Sound boxesSentence writing One on one reading with para or trained volunteer

21. Plan a practice lesson

22. Transition

23. Rotate between 3 day cycles of the set foundation and transitional proceduresRotate between 3 day cycles of the set foundation and transitional procedures Start with easier level C books for the transition cyclesStart with easier level C books for the transition cycles Transition

24. The teacher works with two students at a time. She may not get to all pairs of students in three days.The teacher works with two students at a time. She may not get to all pairs of students in three days. The teacher does not read the book to the children first. The teacher has the children read the book “cold” and provides the support each child needs. Children can take turns reading.The teacher does not read the book to the children first. The teacher has the children read the book “cold” and provides the support each child needs. Children can take turns reading. The teacher continues to help with phonemic segmentation and blending, as well as the use of phonics and context as needed.The teacher continues to help with phonemic segmentation and blending, as well as the use of phonics and context as needed. Transition

25. The writing component can be continued if time permits.The writing component can be continued if time permits. After the children have read with the teacher, the trained coach listens to the children, one at a time. The trained coach reinforces the children’s efforts to sound out words and to use context to unlock meanings of unfamiliar words.After the children have read with the teacher, the trained coach listens to the children, one at a time. The trained coach reinforces the children’s efforts to sound out words and to use context to unlock meanings of unfamiliar words. Examples of independent activities for the other EIR children are provided on the DVD. Also, the other children can reread old stories or read new ones independently or with a partner.Examples of independent activities for the other EIR children are provided on the DVD. Also, the other children can reread old stories or read new ones independently or with a partner.DVD Transition

26. Community of Collaboration Schedule

27. Teach reading with a focus on meaning Teach reading with a focus on meaning Provide sufficient modeling, coaching, and guided practice Provide sufficient modeling, coaching, and guided practice Give students many opportunities to respond and participate Give students many opportunities to respond and participate Differentiate your instruction Differentiate your instruction Use the EIR model with students who are at risk of falling behind in first grade Use the EIR model with students who are at risk of falling behind in first grade Provide independent work that is appropriate for their level, is engaging, and deepens understanding – Just say no to busy work Provide independent work that is appropriate for their level, is engaging, and deepens understanding – Just say no to busy work Collaborate with other teachers Collaborate with other teachers Early Intervention in Reading: Wrap up

28. Questions and Discussion

29. CD resources