I’ve been using it with my first graders during our RTI time and it has been so effective, fast, and powerful for my little kiddos! The pages are all in sheet protectors, so all of the intervention tools are write on/wipe off – making it easy to erase and work with the next kiddo! Here we go – let’s look inside!
Here is the Table of Contents page. This first ELA edition covers the following skills:
There are no long vowels included in this edition. This edition only covers short vowels and was designed for kindergarten, first grade, struggling second graders, and special education students. (Maybe long vowels, vowel teams, etc. will be available in a second ELA edition…hint, hint. 😉 Please note that the following pictures do not show all of the activities included. I just want to give you an idea of what you can expect to find inside! 🙂
This section is great for your kids who are still working on identifying the letters of the alphabet. The students find and circle all ten focus letters on each page. The letters are hidden in various fonts to expose your kids to various font types when they read.
There are various practice pages for letter naming – again in a variety of fonts to help your little ones with font exposure. I think that is so important today, when fancy fonts are frequently used and Times New Roman is still a common font for many of our kids’ books. In the “real world,” not every book is printed in a lovely ABC font. Average and high level kids can make that transfer, but we never know when or if our struggling,at-risk kids have a hard time with the transition of letters looking a different way. Therefore, exposure is key!
Additional short vowel pages are included in the Letter Sound section.
The Phoneme Segmentation has many pieces to it and you can use this section in MANY different ways. In the picture below, students say the name of the picture and can touch the boxes or put counters in the boxes as they segment the sounds. OR, you can go back and use this section to help students WRITE the sounds that match the CVC words.
There are TONS of word lists included throughout the binder. Lists of words to use with your phoneme segmentation intervention lesson are provided. In the picture below, I said the word “hut” to the student. The student touched the boxes and said the sounds. Then, I had the student go back and write the sounds for this word. I know that writing the sounds for the word is more of a spelling intervention, but it never hurts to do double-duty, right?! 🙂
The teacher says the word and can mark and/or monitor the student’s oral response.
This part is my favorite! Students touch the dots as they sound out the word. Then, the student circles the picture that matches the word. I created this because I had word cards with the picture and the letters on the same card. Well, my students would simply look at the picture and say the word OR guess at the word because they were only using the picture. I needed them to sound out the word and THEN put it together to figure out the meaning of the word. This did the trick!
Here is a visual and a tactile way for your students to SEE the blend and drag their finger across the blend as they sound out the word. Again, they have to put the sounds together, produce the word, and circle the picture that matches the word. No more guessing allowed!
Several digraph and blend lists are included to help your students fluently practice their digraph sounds and blends in an isolated manner. These are even great to use as warm-ups for small groups or to send home to practice.
The Nonsense Word section has several activities. In this picture above, the child is reading the word to practice sounds. Then, she circles the words that are REAL and crosses out the words that are NONSENSE words. (We also used a dollar store wand to spice this up even more!) 🙂
This activity is similar to the Word Hunt, except we’ve again provided visual touch points as the child sounds out each letter. The child circles R for real and N for nonsense. Sheet protectors make this easy to wipe off and reuse!
Ahhh…fluency! If you know me at all, you know it’s my favorite part of reading to make activities for! Many of my struggling readers are having trouble pointing to each word as they read the sentences in a book. They want to drag their fingers, or place their fingers on TOP of the word, or just stare at it like it might start reading it to them.
The fluency section has two parts. In the picture below, the student reads the sentences on the page and touches each dot as he or she reads each word.
Those SAME sentences are placed in a passage format next. Since the child has already decoded the words with the Point and Read page, we are now ready to put it together for fluency. It can be eye-opening how a child who can read the sentences on the first page seem to struggle when it is placed in a passage format. However, passages are key to fluency assessments, so again, we must provide our kids with lots of exposure to these!
The child reads the passage three times, using his/her dry erase marker to check off a box each time he or she reads. Since it is write on/wipe off, you can see how I did a little instructional teaching time as we reviewed and went over the short e sound and pointed out the blend and digraph in the word “black.”
Let’s face it. Your time is PRECIOUS. Cutting out tons and tons of word cards at night should not be your priority. Your priority is to get your kids tools and activities to make progress. After wondering when the carpal tunnel was going to hit me as I continued to cut out a ton of intervention word cards, I knew I needed something that was NO PREP and time-saving. I truly hope this Intervention Binder helps you as much as it helped me! I grab my binder during RTI time and I have more time to focus on skills and strategies with my kids. 🙂 And, they think it’s super FUN because as you know – dry erase markers rock, right?!