I just taught an Intervention Program (READ 180) this year. As a CT teacher, we took those kids who scored basic on their CMT's. We did not take SPED kids and kids below basic. These children worked with special ed teachers and got modifications. My students were those our district likes to call "safe harbor" students, the students that struggle with reading, don't read, and with improved vocabulary and reading strategies have the potential to do better.
We use READ 180 (Scholastic) which is a great intervention program. When used properly the kids really showed improvement as evidenced by classwork, testing, and motivation. The program has a special features to build fluency and improve vocabulary. The kids read and reread passages each day until they have answered 10 comprehension questions, 2 each day. Along with that, they get computerized lessons in spelling based on mini-assessments and vocabulary lessons. They love the spelling and see a major difference in their spelling abilities (if they apply themselves). Unfortunately, I have seen that many kids when they have reached 8th grade have totally turned off to reading. Any intervention program is an insult to them and some students like to call it the "special ed" class which is too bad. Therefore, there is a stigma attached to the class. This was just the 8th graders though and the program was new last year so I am hopeful that it will not be a problem this year. So, in answer to your question........i would have kids keep vocabulary dictionaries, selecting a new word each day. Find a good graphic organizer for them to guess what the word is from the context, then look up the word and find the correct meaning, and then give a synonym for it and maybe use it in a sentence of their own. They could do something like that in a reading journal and make their own graphic to do the same thing. For fluency, read, read, read books at their independent level. Find that out by testing them and then have them select books that they can read. Give them timed fluency checks once or twice a month so that they can see their progress. This makes kids more accountable in my opinion. It gives them a challenge which middle level kids need. They compete against themselves. Comprehension............keep a list of open ended questions that can relate to most stories, one for fiction and one for non fiction. Have them pick one or two questions daily or every other day to answer in their reading journal. Give mini lessons on how to answer a question with enough details to make sense and answer the question. I find so many times they do not include details which is why they score low and most of the time they can tell you but just are too lazy or hate writing so they don't include them. Mini lessons are important to address those areas of weakness. I like to work with small groups while others are reading independently and work on those skills that they are specifically weak in. 8th graders are the toughest. I worked with an 8th grade boy this year who read at a second grade level. He was new to our school as an eighth grader with no information. He was a "player" and was all about the girls. He spent most of the time wandering the halls and did not apply himself at all in my class or any other class. The toughest part for me was that he was promoted and will be going to high school next year with no skills. What will happen? Who knows? All I know is that once they go to high school, they generally drop out after a few years if they do not get the help they need but it is usually too late by this time. If you haven't watched the HBO documentary "Hard Times at Douglas High" you should. It is what is happening in urban high schools and middle schools across our country. It is a harsh reality check. Good luck! Alice Cortigiano Jepson Multiage Magnet School -----Original Message----- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED] Sent: Friday, July 04, 2008 6:10 AM To: [email protected] Subject: [LIT] Reading Intervention program for middle school I will be teaching greds 6 and 8 AIS next year. AIS is a response to intervention program for kids who have scored a low 2 on our state's assessment the previous year. I've taught these same courses this year and I have found the kids have very poor vocabulary, fluency issues and their comprehension is terrible. The 8th graders really concern me as they are one year from moving into a highly rigorous high school program. If you were to teach these classes what are some things you would do? How would you set the program up? Any suggestions on professional books that would be a help in this area? Thanks Pat - NY ************** Gas prices getting you down? Search AOL Autos for fuel-efficient used cars. (http://autos.aol.com/used?ncid=aolaut00050000000007) _______________________________________________ The Literacy Workshop ListServ http://www.literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. Search the LIT archives at http://snipurl.com/LITArchive _______________________________________________ The Literacy Workshop ListServ http://www.literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. Search the LIT archives at http://snipurl.com/LITArchive
