In the picture above I am doing intervention in a small group. We were working through retelling the story through pictures and summarizing what happened.
Small groups are used for intervention in all subjects. The purpose is to re-teach or have further practice in a subject or on a particular topic. In my classroom, while I am doing intervention with the students' others will be in centers. The different centers in my classroom will be: writing, listening, computer, silent/paired reading, building, and fluency/word work.
The writing center will consist of many different types of paper to write on, for example: post cards, different tools to write with, and a specific table to sit at while writing.
The listening center will be equipped with stories to listen to, as well as, following them in the book. It is very important for children to be read to and have fluency modeled to them.
The computer center will have a different skill each week. Using some of the websites that are located on this webpage they will work on skills like visualizations, summarizing, making connections, drawing conclusions, and asking questions.
The silent and paired reading will be guided. Students will either be able to read silently to themselves or get with a partner and read. It's important that students have guided independent reading and also to read with a partner.
The building center will be one that is geared towards math exploration. They will be able to build with shapes and explore them freely. They will be required to write about their findings at the end of the center time. They will learn about properties of shapes, fractions, spacial sense, and much more.
The fluency/word work center will consist of practicing fluent reading with a selection on the chart paper with a pointer. The word work center will be working with segmenting, blending, root words, prefix, suffix, etc.
Each center during small groups will be timed. Students' will be aware and be responsible for setting the timer once they arrive at the center. Each center will usually be about 20 minutes and during the reading block.
Guided reading also used to better teach strategies to problem while they're reading. They will be selected by instructional needs and meet for 15-20 minutes. The student will read the whole text from start to finish, not the teacher. This time will also be used for a positive intervention time where correct reading habits will be praised.
_____________________Independent Reading_____________________
“The more that you read, the more things you will know. The more that you learn, the more places you'll go.”
-Dr. Seuss
Below I have listed checklists for teachers and students that allow to have meaningful independent reading times throughout the day.
Independent Reading Time (kids):
- Is the book you're reading one you like and understand?
-Do you have enough books for the whole period?
-Once you are seated in your place, please stay there.
-Read quietly.
-Be sure to log in your reading log books you read today.
Partner Reading Guidelines (kids):
-The reader holds the book.
-Sit close enough so both partners can see the words.
-Go back and reread if you don't understand.
-Turn and talk. (Tell your partner what happened in the book. Both partners should talk)
-Problem solve with your partner.
-If your partner is stuck on a word..
*Give your partner time to think.
*Go back and reread.
*Read past the tricky word and come back to it.
*Put in what makes sense.
*Sound it out together.
*See if you know any part of the word.
*Look at the pictures.
*Ask, "Would you like me to help you?".
-Enjoy reading!
(Checklists came from "Plan for and Monitor Instruction" by: Regie Routman)
