Help transform struggling K–3 students into skillful, enthusiastic readers—in just 20 to 30 minutes a day! It's all possible with the NEW edition of this bestselling curriculum supplement, your key to helping all students grasp the five Big Ideas of early literacy: phonological awareness, the alphabetic principle, fluency, vocabulary, and comprehension. Updated with new activities and the very latest on today's hot topics in literacy, this book gives you more than 130 research-based, teacher-tested activities you can use right now, with any core reading program. They're a perfect fit with response to intervention—use them with your entire class, small groups, or individual students who need more intensive support. Creative and versatile, these interventions are just what you need to help struggling students meet grade level standards and spark a lifelong love of reading.
LEARN HOW TO: - Align reading instruction with Common Core State Standards
- Teach all the fundamentals of reading in a time-efficient way
- Use the RTI model to scaffold interventions (includes examples for Tier 1, Tier 2, and Tier 3 instruction)
- Deliver evidence-based instruction with confidence, with step-by-step instructional sequences you can use as is or modify as needed
- Plan assessment and make sound decisions based on data
- Strengthen the home-school connection with take-home activities parents can use with their children
PRACTICAL MATERIALS: Copy-ready templates of activity materials, such as a blank bingo board, color tiles, letter tiles, word cards, word banks, and graphic organizers. Also includes more than 70 Home-School Connection activities. Materials are photocopiable and printable from the web.
Table of Contents:
Alignment to the Common Core State Standards
About the Authors
Acknowledgments
Section I Overview - Introduction to Reading Intervention
- Reading Intervention and Response to Intervention in Schools
- Using Assessment to Guide Intervention
- How to Use the Activities in This Book: The Nuts and Bolts of Implementing Intervention
- Section II Classroom Activities
- Phonological Awareness
- FOCUS ON: Rhyming
FOCUS ON: Onsetâ€"Rime
FOCUS ON: Segmenting and Blending - Alphabetic Principle
- FOCUS ON: Letterâ€"Sound Correspondence
FOCUS ON: Adding Sounds
FOCUS ON: Deleting Sounds
FOCUS ON: Substituting Sounds
FOCUS ON: Long Vowel Spelling Patterns
FOCUS ON: Variant Vowel Spelling Patterns
FOCUS ON: Multisyllabic Decoding
- Fluency with Connected Text
- FOCUS ON: Reading Fluency and Accuracy
FOCUS ON: Classroom Management
FOCUS ON: Word-Level Fluency
FOCUS ON: Passage-Level Fluency
- Vocabulary Development
- FOCUS ON: Active Use of New Words
FOCUS ON: Deepening Understanding of Words
- Chapter 9 Comprehension
- FOCUS ON: Reading Comprehension Strategies
FOCUS ON: Working with Partners
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Section III Homeâ€"School Connection Activities
Phonological Awareness
Alphabetic Principle
Fluency with Connected Text
References
Index
About the Author :
Michelle Pearlman Windmueller is an adjunct professor in the areas of reading, learning disabilities, assessment, instruction, and technology at California State University, Los Angeles, Loyola Marymount University and Mount St. Mary's College in Los Angeles. Dr. Windmueller completed her Ph.D. in education at the University of Southern California in 2004, where her dissertation titled Early Reading Predictors of Literacy Achievement for English Learners: A Longitudinal Study from First Through Third Grade won the Dissertation Award of Merit. Her research interests include issues related to effective reading instruction for English language learners, students at risk for reading failure, and second language learning. In 2002, Dr. Windmueller received the Distinguished Alumna Award from the Charter College of Education at California State University, Los Angeles. She has published in Learning Disability Quarterly, The Urban Education Journal, and The Mentor. Dr. Windmueller has delivered papers at state and national conferences, including the AERA annual meeting, the Council for Exceptional Children convention, the Conference on Learning Disabilities, and the DIBELS Summit. Dr. Windmueller taught reading and special education for 30 years in the urban public schools of East Los Angeles and for the past 8 years has been serving as an administrator in public schools throughout the Los Angeles area.She is currently an Instructional Director in the Intensive Support and Innovation Center in the LAUSD, where she supports principals and teachers in their instruction and intervention programs at the elementary, middle and high school levels. In 2012, Dr. Windmueller was named Distinguished Educator of the Year by the Charter College of Education at California State University, Los Angeles. Dr. Windmueller serves as a consultant in reading for state and local education agencies.
Diane Haager, Ph.D., is a researcher and teacher educator in reading and learning disabilities. She is a professor at California State University, Los Angeles, where she instructs special education teachers and graduate students. Dr. Haager has worked in public schools and clinics as a reading specialist and special educator. She has had extensive experience working with English language learners who have reading difficulties. She has written numerous book chapters and research articles. Her research interests include issues related to effective reading instruction for English language learners, students with learning disabilities, and students at risk for reading failure. She is the co-editor of Learning Disabilities Research and Practice, a journal for researchers and practitioners. Dr. Haager has directed several projects focusing on reading intervention for struggling readers in urban schools. She serves as a consultant and provides professional development for schools, districts, research projects, and state education leaders regarding reading instruction, reading intervention, and response to intervention.
Joseph A. Dimino, Ph.D., has had experience as a general education teacher, special education teacher, administrator, behavior consultant, and researcher. He has extensive experience working with teachers, parents, administrators, and instructional assistants in the areas of early literacy, reading comprehension and vocabulary instruction, and effective instructional techniques for English language learners. As a senior research associate, Dr. Dimino has been a part of several regional and national research teams investigating topics such as foundational reading skills and vocabulary, reading comprehension, and mathematics instruction. He is a coauthor of books addressing reading comprehension and vocabulary instruction and has published in several peer-reviewed journals. Dr. Dimino has delivered papers at numerous state, national, and international conferences. He consults nationally in the areas of early literacy, reading comprehension, and vocabulary instruction.
Review :
"A welcome and recommended resource for classroom teachers working with students from kindergarten through the third grade to develop and improve their reading skills." --Jim Cox"The Midwest Book Review" (07/11/2007)
"Will be welcomed by reading instructors who work within a tiered model in the Response to Intervention paradigm . . . a practical, affordable way to provide effective, research-based interventions in the classroom. It provides a viable alternative for schools that lack the resources to invest in costly comprehensive programs." --Karen Kindle"Doctoral student, University of Houston; Reviewed in Education Review-Brief Reviews" (11/30/2007)
