Shelby County Reading Intervention Lesson Plan Format (Additional Small Group Time to Accelerate Learning)

Research findings have proven that struggling readers must have ADDITIONAL small group time in which they are provided with instruction that targets knowledge and skills that have the highest impact on learning to read and that is attuned to their specific reading difficulties. Shelby County teachers should use this framework to plan and implement highly specialized instruction that matches the needs of individual struggling readers. Outcome for additional intervention lesson: The outcome for this additional intervention lesson which must be used everyday is to ACCELERATE student learning to “catch them up”. Re-Reading Familiar Text WITH CORRECTIVE FEEDBACK from teacher:

• Teacher listens to reading of previously read text and provides immediate corrective feedback. Teacher is sitting with children during this time. Example: Student may reread a poem that was used in large group or something from their regular small group time. This should only take a couple of minutes.

Familiar Reread:_________________________________________________________________ Focus on Words (Short Period of Time):

• Teacher will target no more than two skills. For example: You have noticed from a running record that the child is missing endings ed, ing, s, es, etc… when reading. You will choose no more than two of these to quickly go over with the child.

• Students will practice writing a couple of words that focus on the target skill as you dictate them. • These words may not be based on what you are working on in the next section. This is just something else you have noticed through

the on-going assessment you have completed such as running records, etc… Target Word Work Skill:___________________________________________________________ Guided Reading of New Text/This is the meat of your intervention lesson (Please look closely at explanation below):

• You will have to carefully DIAGNOSE the problem before planning for this instruction. The book Locating and Correcting Reading Difficulties will be very helpful in this area because it provides specific strategies to use for specific problems.

• This is where your ARI EXPLICIT lesson format will come in. • For example: If this is a phonics intervention lesson, you must follow the phonics progression and use the appropriate DECODABLE

text in a systematic format. If this is a fluency intervention, you might use reader’s theater, poems, etc… • Students will ALWAYS finish the lesson by applying the strategy to text. • This does not only mean you will give them new text to read during this portion of the intervention lesson. It is VERY important that

you use the EXPLICIT format of TELL, MODEL, GUIDE, and GUIDED PRACTICE (applying to text) during this section of the lesson.

Explicit Lesson in:_______________________________ Text Used in Lesson:_______________________________________