Introduction

** Draft Instruction and Intervention Reading Toolkit  ** This Toolkit has been developed by the North Penn elementary Title I/ Reading Support Specialists and the Elementary Building Reading Specialists. The purpose of the toolkit has been to capture effective instructional practices that have the effect of positively changing the students reading behaviors by providing consistent instruction throughout both departments to meet student needs. Nancy Albacker Title I/Reading Support Oak Park Barbara Bashore Title I/Reading Support Hatfield Lauren Benante Title I/Reading Support Kulp Barbara Burns-Lacey Building Reading Specialist North Wales Mary Ann Buzzard Building Reading Specialist Gwynedd Square Cindy Charlton Title I/Reading Support Bridle Path Dona Cuppett Building Reading Specialist York Linda Fenning Building Reading Specialist Gwyn Nor Dana Fulmer Title I/Reading Support Gwynedd Square Tess Gleim Building Reading Specialist Walton Farm Carol Graf Title I/Reading Support Bridle Path Wendy Juckniewitz Title I/Reading Support Nash Gail Jurikson-Rhodes Reading/Language Arts Coordinator ESC Michele Kane Building Reading Specialist Montgomery Kathy Keffer Building Reading Specialist Bridle Path Denise Krouse Title I/Reading Support Montgomery Alicia Lee Title I/Reading Support Knapp Corey Leibowitz Title I/Reading Support York Eileen McDonald Building Reading Specialist Oak Park Dawn McFadden Title I/Reading Support Knapp Christine McLean Building Reading Specialist Inglewood Sharon Milks Building Reading Specialist Hatfield Dianne Miok Title I/Reading Support Inglewood Susan Miracle Building Reading Specialist Knapp Amber Molloy RTII Coach ESC Stacie Moseley Building Reading Specialist Nash Rita Muskauski Title I/Reading Support Gwyn Nor Gina Powell Title I/Reading Support North Wales Christine Rush Title I/Reading Support Walton Farm Annie Sabo Building Reading Specialist Kulp Intervention Strategies for Reading “ Intervention strategies = prevention strategies. They are steps teachers …take to help children who may be at risk for difficulties in reading and writing and children who are already beginning to have difficulties in these areas. Alert teachers use intervention strategies as good teaching practice to prevent trouble before trouble begins.” Bernice Cullinan What is Intervention? Intervention strategies offer support and guidance to the student who is struggling. The increase of frequency, intensity and duration of instruction make these strategies interventions. • The strategies themselves are no mystery. Interventions are based on the same best practices that effective teachers have used for years. These practices include: – Teaching students on their instructional reading level – Modeling previewing and predicting – Providing direct instruction in strategic reading, vocabulary, phonics, fluency, and writing – Providing substantial reinforcement and practice in applying skills – Scaffolding instruction so that the responsibility for learning shifts from the teacher to the student (gradual release of responsibility) • Intervention works best in conjunction with a strong core program and should focus on the specific needs of the students. How the document is organized: Instructional Intervention Strategies: If there is a website link to a particular strategy – it is listed below the strategy. ** Tools/Resource/Books, Websites, etc. ** General websites: Strategies ** Monitoring Progress **
 * Title I and Reading Support **