Grades 5-9

These specific interventions can be used to support grades 5-9 students in the areas of reading, mathematics, writing and behavior. 

Reading

Tier I

  • ReadWorks. Free reading comprehension lessons for K-6 educators.
  • Meadows Center. Videos and related resources showing how to implement differentiated instruction and intervention lessons.

Tier II

  • Reciprocal Teaching. This intervention package teaches students to use reading comprehension strategies independently, including text prediction, summarization, question generation and clarification of unknown or unclear content.
  • Activating Prior Knowledge. Through a series of guided questions, the instructor helps students activate their prior knowledge of a specific topic to help them comprehend the content of a story or article on the same topic.
  • Advanced Story Map. The instructor helps students link new facts to prior knowledge, increasing a student's inferential comprehension (ability to place novel information in a meaningful context by comparing it to already-learned information).

Tier III

  • Academy of Reading. Computer-based instruction for older students that includes the National Reading Panel’s five pillars: phonemic awareness, phonics, fluency, vocabulary and comprehension.
  • Corrective Reading. Intensive, direct instruction-based reading intervention for students, grades 3 to adult, who are reading below grade level. Four levels for decoding plus four for comprehension address the varied reading deficits and skill levels found among older students.
  • Failure Free Reading. Highly-structured language development program that directly teaches reading comprehension, vocabulary and fluency to students who have struggled using everything else.
  • Read 180. A comprehensive system designed for any student reading two or more years below grade-level. Read 180 is proven to raise reading achievement for struggling readers in grades 4 through adulthood.
  • Rewards. A specialized reading and writing program designed to teach intermediate and secondary students a flexible strategy for decoding long words and to increase their oral- and silent-reading fluency.

Writing

Tier I

  • National Writing Project. Resources for teaching writing to students from diverse backgrounds and with different levels of need.

Tiers II & III

Math

Tier I

  • What Works Clearinghouse. Curriculum-based interventions that spell out the mathematics that students should know and be able to do, instructional programs and materials that organize the mathematical content, and assessments.

Tier II

  • Self-Monitoring. Students can improve both their accuracy and fluency on math computation worksheets by independently self-monitoring their computation speed, charting their daily progress and earning rewards for improved performance.
  • Problem-solving Strategies. Tools to help students solve advanced math problems independently, which requires the capacity to implement the specific steps of a particular problem-solving process, or cognitive strategy.
  • Question-Answer Relationships. Teachers use a four-step instructional sequence to teach students to use question-answer relationships (QARs) to better interpret math graphics.

Tier III

  • Algebra Ready. This research-based intervention program helps students master fundamental mathematics and prepares them for algebra and geometry with problem-solving activities and word problems.

Behavior

Tier I

  • National PBIS Center (PDF, 1.42MB). Helps students extinguish bullying through school-wide positive behavior and intervention supports, explicit instruction, and a redefinition of the bullying construct.

Tier II

  • Motivation Techniques. Teachers can select reward choices that they approve of using, believe would be acceptable to other members of the school community, and find feasible.
  • Social Skills Training. Strategies to improve social skill performance and fluency in many settings over time.
  • Check In Check Out. A slideshow to help teachers implement check-in check-out intervention, which presents students with daily and weekly goals and requires that teachers give students feedback on their goal progress throughout the day.

Tier III

 

 

9/21/12