3rd Grade Interventions

Welcome to 3rd Grade's Intervention page!

     3rd grade…..the most stressful grade level. We at Wings Academy are working hard to ensure that our students can pass the 3rd Grade Guarantee. If you need more information on the 3rd grade guarantee, just click the following link: 



Image result for students taking 3rd grade guarantee

*Ms. Green



Bay Shore Elementary 3rd grader Elijah Ramirez reads instructions on the practice test

*Laurie Udesky/Edsource


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


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 3rd Grade Reading Screener
  • The Ohio Diagnostic 3rd Grade Writing Screener
  • The Ohio Diagnostic 3rd Grade Math Screener
  • 3rd Grade Dolch Word Checklist
  • Reading A-Z Phonemic Awareness Assessment
  • Reading A-Z Phonological Awareness Assessment
  • Reading A-Z Fluency Assessment Passages from (K-S or 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.


In the morning the 3rd graders who need interventions are pulled into the resource room. There are 6 different groups. The groups are as follows:

  • Phonics 1- Students who can recognize less than 22 words (20%) on the 3rd Grade Dolch list.
  • Phonics 2- Students who can recognize less than 55 words (50%) on the 3rd Grade Dolch list.
  • Phonics 3- Students who can recognize less than 89 words (80%) on the 3rd Grade Dolch list.
  • Comprehension 1- Students who read less than 30 wpm and score 0/5 (0%) on assessment
  • Comprehension 2- Students who read less than 50 wpm and score 1/5 (20%) on assessment
  • Comprehension 3- Students who read less than 71 wpm and score 3/5 (60%) on assessment

In the resource room we also conduct Reading Groups for each 3rd grade class. Each Reading Group and Intervention Group receives a 30 minute block (including transition and settling down time) Monday- Thursday and Friday is a Progress Monitoring day. 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:








Vaughn Low Reading Group

Vaughn Low Reading Group

Vaughn Low Reading Group

Phonics Group 1

Phonics Group 3



Edwards Low Reading Group

Edwards Low Reading Group

Edwards Low Reading Group

Phonics Group 2

Comp Group 3



Phonics Group 1

Comp Group 1

Phonics Group 3

Comp Group 1

3rd Grade Interventions Progress Monitoring



Phonics Group 2

Comp Group 2

Comp Group 3

Comp Group 2


(Ends at 11:30)


Here are a few of the activities:



Here is another activity that the students participate in:

Reader's Theatre to Build Fluency, Deepen Comprehension and Engage All Readers

Reader's Theatre

*Genia Connell/ Scholastic



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.