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INTERVENTIONS FOR READING, WRITING AND MATH. PRESENTED BY: MEGAN FRANTZ AND KAY KEIM. TODAY’S AGENDA. Reading Interventions Break Writing Interventions Math Interventions Homework Helps. THINK OUTSIDE THE BOX. Elevator video. How the Brain Works. ACTIVITY - Neurons/Dendrites LETRS
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INTERVENTIONS FOR READING, WRITING AND MATH PRESENTED BY: MEGAN FRANTZ AND KAY KEIM
TODAY’S AGENDA • Reading Interventions • Break • Writing Interventions • Math Interventions • Homework Helps
THINK OUTSIDE THE BOX • Elevator video
How the Brain Works • ACTIVITY - Neurons/Dendrites LETRS • VIDEO • PROPER INTERVENTIONS CAN TRULY CHANGE THE BRAIN • RESEARCH IN NEUROSCIENCE HAS INFORMED EDUCATORS THAT IF THE PROBLEM IS IDENTIFIED EARLY ENOUGH, AND THE IF CORRECT INTERVENTIONS ARE APPLIED, WE HAVE THE POWER TO REWIRE THE BRAIN. • Before/After slides of brain
READING 5 Big Ideas in Reading
INSERT HOUSE GRAPHIC and/or p. 31 LETRS • Make FLIP CHARTS!!!
PHONEMIC AWARENESS • Definition • Foundation laid in pre-kindergarten, kindergarten, first grade • Couple of strategies: elkonin boxes, word ladders (chart paper, construction paper) (BILL - can we animate elknonin boxes) • LEARNING DISABILITY EXAMPLES….WHERE FIT????
Brain break • Talking facilitates learning/link to kids/summarizing
PHONICS • Definition • Strategies
FLUENCY • Reading with accuracy (correct) and automaticity (freedom from word decoding problems).
Strategies for Building Fluency • Repeated readings • Beat the Flag • Graphing Progress • Read alouds – Poetry, Books on Tape • Neural – impress • Choral reading • Echo reading • Card for tracking • Swooping - phrasing
Choral Reading Albert was a goldfish in a bowl. He ate a breakfast of green and brown flakes each morning. Then he watched the children go off to school. Albert hated being stuck in his bowl because he could only swim around in circles. He'd rather go to school. Poor Albert couldn't even read a book. The pages would get soaked!
Echo Reading Albert was quite a smart fish. He could do flips under water. He could spell his name in the pebbles on the bottom of his bowl. No matter how brilliant Albert was though, he still had a problem. Only the cat spoke to him. And the cat was not particularly nice to him.
Neural-Impress Method It seemed to Albert that everyone loved the cat. No one seemed to notice the cat was mean. No one seemed to care that the cat hated books and wasn't smart. The cat couldn't even spell his own name, but the children played with him every day.
VOCABULARY • All of the words a person knows.
COMPREHENSION • Understanding what we read • Strategies
READING CAROUSEL *****MERRY GO ROUND MUSIC*****
Stages of Writing Development • These stages represent a way of looking at writing development in children. All stages overlap and children progress and reach writing stages at many different ages. • The development of early writing skills is another aspect of your child's emergent literacy development. • Regardless of which stage your child is at, writing development can be enhanced through being encouraged to write on a regular basis. • Children should never be discouraged from exploring writing by the means they are able to do, whether it be scribbling, letter strings, invented spelling, or conventional spelling.
General Writing Principles • Learning to write should go along with learning to read: one reinforces the other. • Writing activities should be integrated with reading activities. • As learners gain experience reading books and other printed matter, they increasingly try to spell words by using patterns they have seen in print.
Writing is developmental • Children progress through different stages at different ages • Parents can help children progress in their writing development by modeling writing everyday and providing children with varied writing activities. • Analyzing each child’s writing level will also help the teacher in providing meaningful experiences that develop young writers.
What are Features of Effective Writing? • A Literate Classroom/Home Environment • Daily Writing • Make Writing Motivating • Conference Regularly • Create a Predictable Writing Routine (POWER) • Explain – Model – Guided Practice - Independence
Basic Essentials • Graphic Organizers • Word Walls • Word Banks • “Cue” Card Checklists • Technology
Strategies: • Susie can Write • Proofreading with CAPS or SCOPE • Increasing Writing Productivity with Self Monitoring • Step by Step Cartoon Writing
Early Writers • Be patient and positive, encourage practice, and praise effort. Becoming a good writer takes time and practice.Use paper with raised lines for a sensory guide to staying within the lines. • Try different pens and pencils to find one that's most comfortable. • Practice writing letters and numbers in the air with big arm movements to improve motor memory of these important shapes. Also practice letters and numbers with smaller hand or finger motions. • Encourage proper grip, posture and paper positioning for writing. It's important to reinforce this early as it's difficult for students to unlearn bad habits later on. • Use multi-sensory techniques for learning letters, shapes and numbers. For example, speaking through motor sequences, such as "b" is "big stick down, circle away from my body." • Introduce a word processor on a computer early; however do not eliminate handwriting for the child. While typing can make it easier to write by alleviating the frustration of forming letters, handwriting is a vital part of a person's ability to function in the world.
Young Students • Encourage practice through low-stress opportunities for writing. This might include writing letters or in a diary, making household lists, or keeping track of sports teams. • Allow use of print or cursive - whichever is more comfortable. • Use large graph paper for math calculation to keep columns and rows organized. • Allow extra time for writing assignments. • Begin writing assignments creatively with drawing, or speaking ideas into a tape recorder • Alternate focus of writing assignments - put the emphasis on some for neatness and spelling, others for grammar or organization of ideas. • Explicitly teach different types of writing - expository and personal essays, short stories, poems, etc. • Do not judge timed assignments on neatness and spelling. • Have students proofread work after a delay - it's easier to see mistakes after a break. • Help students create a checklist for editing work - spelling, neatness, grammar, syntax, clear progression of ideas, etc. • Encourage use of a spell checker - speaking spell checkers are available for handwritten work • Reduce amount of copying; instead, focus on writing original answers and ideas • Have student complete tasks in small steps instead of all at once. • Find alternative means of assessing knowledge, such as oral reports or visual projects
Teenagers & Adults • Many of these tips can be used by all age groups. It is never too early or too late to reinforce the skills needed to be a good writer. • Provide tape recorders to supplement note taking and to prepare for writing assignments. • Create a step-by-step plan that breaks writing assignments into small tasks (see below). • When organizing writing projects, create a list of keywords that will be useful. • Provide clear, constructive feedback on the quality of work, explaining both the strengths and weaknesses of the project, commenting on the structure as well as the information that is included. • Use assistive technology such as voice-activated software if the • mechanical aspects of writing remain a major hurdle.
Phonics • Tap It Out • Manipulate Letter Tiles • Syllable Work • Onset/Rime • Color Code Vowels
If I’m Stuck on a Word • Get your mouth ready • Look for Chunks • Skip the Word & Read on • Go back and ReRead
MathGEOMETRY • Pentagon • Hexagon • Octagon • Parallelogram • Acute • Obtuse • Right heXagon ll Paraleogram
Money Touch Math
Place Value • Comparing numbers 32 46 • Expanded 7,302 = 7,000 + 300 + 2
