1st Grade Interventions

Welcome to 1st Grade's Intervention page!

 

On this page you will discover:

  • What the different instructional/frustrational levels are
  • What assessments are used to determine their intervention
  • Activities we work on during the time allotted for the intervention
  • What you can do as a parent

Assessments

At WINGS Academy, a student that scores 80% or better is considered passing. If a student scores less than 80% on the same and/or similar task they are considered at-risk or instructional. If they receive under 65% they are considered failing or frustrational. Our goal is to try to (of course) keep children from failing, but also to boost the at-risk children. So if your child has C's and are on an intervention DO NOT WORRY. This is just an extra resource to help you child begin to score 80% or better.

To determine a student's intervention, the teacher must recommed the student to the Title I teacher. The teacher has to show what skill or skills the student is having trouble mastering as well as artifacts to prove there is an issue. The Title I teacher then uses a battery of assessments to determine what intervention is needed. These assessments include, but are not limited to:

  • The Ohio Diagnostic 1st Grade Reading Screener
  • The Ohio Diagnostic 1st Grade Writing Screener
  • The Ohio Diagnostic 1st Grade Math Screener
  • Pre-Primer- 1st Grade Dolch Word Checklist
  • Reading A-Z Phonemic Awareness Assessment
  • Reading A-Z Phonological Awareness Assessment
  • Reading A-Z Fluency Assessment Passages from (aa-J until frustrational level) with Comprehension Questions

The Ohio Diagnostics are given within the first month of school (usually the first 2 weeks) and help identify who is "On Track", "Needs Further Assessment" or "Not On Track". Students that land into the "Further Assessment" or "Not On Track" categories are slated to recieve interventions. Once placed into a category and a their teacher refers them, we begin assessing the student with Dolch Words and Reading A-Z to gather more data and begin the paperwork for  intervention.

Activities

In the afternoon the 1st graders who need interventions are pulled into the resource room. There are 7 different groups. They are:

  • Sight Words 1- Students who can recognize less than 10 words on the Pre-Primer Dolch  list.
  • Sight Words 2- Students who can recognize more than 10 words on the Pre-Primer Dolch list.
  • Letter Name Recognition- Students who can only recall 20 or less letters. (less than 80%)
  • Letter Sound Recognition- Students who can only recall 20 or less letter sounds. (less than 80%)
  • Short Vowel /a/- Students who scored 8/11 or less on their weekly spelling test for short /a/
  • Short Vowel /i/- Students who scored 8/11 or less on their weekly spelling test for short /i/
  • Comprehension- Students who read less than 23 wpm and score 3/5 (60%) on short cycles

Each group receives a 30 minute block (including transition and settling down time) Monday- Thursday and Friday is a Progress Monitoring day. Some are cut short because of recess however; the students only need at least 15 minutes a day, but I doubled it to try to make it more intense.

Here is the Daily Schedule:

 

Monday

Tuesday

Wednesday

Thursday

Friday

12:30 pm

Sight Words Group 1

Sight Words Group 1

Sight Words Group 1

Sight Words Group 1

First Grade Progress Monitoring

12:45

1pm

Sight Words Group 2

Sight Words Group 2

Sight Words Group 2

Sight Words Group 2

1:15

Recess

Recess

1:30

Letter Name

Letter Name

1:45

Letter Name

Letter Name

2pm

Letter Sound/ Short A

Letter Sound/ Short A

Letter Sound/ Short A

Letter Sound/ Short A

2:15

2:30

Short I

Short I

Short I

Short I

2:45

3pm

Comp Group

Comp Group

Comp Group

Comp Group

Early Dismissal

3:15

3:30 to 3:45

Fill In Assessment Binder

Fill In Assessment Binder

Fill In Assessment Binder

Fill In Assessment Binder

 

Here are some pictures of the resources we use for Interventions.

https://docs.google.com/document/d/1S-YwE3Xt-bZjbLcQOVH-OVW6s3IeJU2zYrqrLNZapt0/edit?usp=sharing

 

We also use these strategies:

Image result for picture of children doing shaving cream spelling

*Katie

https://www.giftofcuriosity.com/shaving-cream-writing-learning-through-sensory-play/

LEGO Spelling Activities

*Erin Wing

http://homeliteracyblueprint.com/lego-spelling-race-around-game/

After 6 weeks, if your child has made progress according to the goals of the written intervention, your child will no longer need to come to the resource room. If your child has not made any progress, we (as a team) will conduct an IAT meeting. This team will consist of the Special education Director, Intervention Specialist, myself (the Title I teacher) their general education teacher, the Principal, and YOU (their parent). DO NOT WORRY! This meeting is designed to create a more intensive intervention to see what other strategies we could try to get your child on the right track! If you child has made progress using these strategies, then we will keep them in place to keep your child on the right track. If there is still an issue after 6-8 more weeks then we will take it a step further. Your child’s best interest is at heart.