Fry Frequency and Dolch Sight Word Basic Reading RTI / MTSS Intervention Program
Intervention Headquarters
3 Followers
Grade Levels
PreK - 12th, Homeschool
Subjects
Resource Type
Standards
CCSSRL.K.10
CCSSRL.2.10
CCSSRL.3.10
CCSSRL.4.10
CCSSRI.K.1
Formats Included
- Zip
Pages
439 Slides
Intervention Headquarters
3 Followers
Description
- This intervention has all the components of a tier 2 and tier 3 academic intervention program. It can be used in an individual or small group session, student progress can be monitored utilizing progress monitoring sheets, benchmark screenings, grade level probes, and computerized graphs. This is an easy to administer, classic intervention program, that is rarely used in the school setting.
- This program will help teachers, administrators, and RTI/ MTSS interventionists identify students that may have a Specific Learning Disability in Basic Reading. The data collected will allow teachers and parents to submit referrals for Special Education services.
- The folding-in approach can be used to teach sight words, words, math facts, spelling words and a number of other academic skills. The theory behind it is that it incorporates the technique known as incremental rehearsal in order to improve fluency and recognition. Joseph (2006) and Burns (2005) has shown this to be effective when implementing this strategy for whole words and for math facts.
- This technique has been modified for sight word recognition because the constant systematic repetition and recall aids in the memorization of unknown words. The amount of known and unknown words are presented in a systematic way so learning can occur more rapidly and in a more positive way considering the student(s) will be getting more words right than wrong. Overall, research has found that this intervention is highly generalizable, and it is effective for learning different academic areas and skills.
Total Pages
439 Slides
Answer Key
Included
Teaching Duration
30 minutes
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Standards
to see state-specific standards (only available in the US).
CCSSRL.K.10
Actively engage in group reading activities with purpose and understanding.
CCSSRL.2.10
By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSSRL.3.10
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity band independently and proficiently.
CCSSRL.4.10
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSSRI.K.1
With prompting and support, ask and answer questions about key details in a text.
Reviews
Questions & Answers
3 Followers
