STRATEGIC READING INTERVENTION CURRICULUM OVERVIEWStrategic Reading Intervention is a program of supplementary language arts instruction designed to incorporate additional explicit teaching, modeling, and practice in word decoding, vocabulary, fluent oral reading, and reading comprehension to students who struggle with fluent oral reading and silent reading comprehension.

Students enrolled in Strategic Reading Intervention will meet with the reading specialist during the DEAR period (3:25 - 3:55) daily for a period of 18 weeks. This period will be broken into four units, each with a focus on a particular type of text: prose (5 weeks), speeches (4 weeks), poetry (4 weeks), and drama (5 weeks).

Students will repeat read and practice with one text Monday-Thursday, with the teacher diagnostically and formatively assessing fluency (expression, rate, phrasing, and intonation). Students will deliver a final performance of the text on Friday for a summative assessment of oral reading fluency and reading comprehension. These running records will be used to measure the students progress through the curriculum.

Unit 1: Prose(5 weeks)Unit 2: Speeches(4 weeks)Unit 3: Poetry(4 weeks)Unit 4: Drama(5 weeks)

Oral Reading Instruction (15 minutes)*Monday: Model through read-aloud, Tuesday-Thursday: Whole-class choral read or partner readingFriday: Performance assessment/Comprehension checkMonday: Model through read-aloud, Tuesday-Thursday: Whole-class choral read or partner readingFriday: Performance assessment/Comprehension checkMonday: Model through read-aloud, Tuesday-Thursday: Partner readingFriday: Performance assessment/Comprehension checkMonday: Model through read-aloud, Tuesday-Thursday: Partner readingFriday: Performance assessment/Comprehension check

Greek and Latin Root and Affix Instruction (5 minutes)Prefixes of negation (2 weeks): un-, non-, im-, in-, ir-, il-, dis-, de-; Prefixes of time: re-, pre-, fore-; Prefixes of position: in-, inter-, ex-, trans-, mid-, tele-; Prefixes of quality and quantity: over-, under-, sub-, super-, semi-, hemi-, demi-Inflectional suffixes: -s, -es, -ed, -ingNoun suffixes: -er, -or, -tion, -sion, -ition, -ity, -ty, -ment, -nessAdjective and adverb suffixes: -able, -ible, -al, -ial, -y, -ly, -icSuperlative and quantity suffixes: -er, -est, -ful, -lessAud, vis/vid; Astro/stella, bio, geo; cept, mit/mis; dict, graph/scrib/script, spect duct/duce, struct; man, ped/pod; ject, port, tract,; min, max, meter; rupt, vers/vert

Multisyllable word recognition instruction (5 minutes)Identification of sound-spelling patterns and recognizable word parts in multisyllable words**Identification of sound-spelling patterns and recognizable word parts in multisyllable words**Identification of sound-spelling patterns and recognizable word parts in multisyllable words**Identification of sound-spelling patterns and recognizable word parts in multisyllable words**

Spelling Instruction (5 minutes)Practice in spelling of words exemplifying a pattern (silent e, vowel-r, vowel teams, augh, ough, ought, etc.***Practice in spelling of words exemplifying a pattern (silent e, vowel-r, vowel teams, augh, ough, ought, etc.***Practice in spelling of words exemplifying a pattern (silent e, vowel-r, vowel teams, augh, ough, ought, etc.***Practice in spelling of words exemplifying a pattern (silent e, vowel-r, vowel teams, augh, ough, ought, etc.***

* The selection of texts for oral reading instruction should be both responsive to student interests (as determined by an interest inventory at the beginning of the unit) and reflective of the social studies, science, and language ages curricula. Selections from content-area textbooks or articles related to current areas of study can be easily adapted for use in Strategic Reading Intervention.** The multisyllable word recognition instruction should be responsive to observed student needs (i.e., focused on those sound-spelling patterns with which students have demonstrated difficulty). Students who do not require this additional practice and instruction can use this time to reinforce the fluency component with a recorded reading center.*** The spelling instruction should be responsive to observed student needs (i.e., focused on those sound-spelling patterns with which students have demonstrated difficulty). Students who do not require this additional practice and instruction can use this time to reinforce the fluency component with a recorded reading center.