10 Instructional Routine Cards Build Fluency Objective: Build fluency by participating in repeated readings while focusing on a specific element of fluency. Materials: fiction or nonfiction text, audio recording of the text (optional) Introduce the Skill 1. Tell students that they will practice fluency, which means reading in a way that sounds natural and is easy for listeners to understand. 2. Select one of these fluency focuses, and follow the steps with students. Fluency Focus: Accuracy 1. Tell students that reading accurately means reading the words correctly. This includes correctly decoding words students may not be familiar with. 2. Before reading, identify challenging words or phrases, and have students break the words apart to decode each sound. Then, have students blend the sounds to read the words. Prompt students to practice reading these words multiple times in isolation. 3. Have student pairs take turns practicing reading the text aloud to one another, having the partner who is not reading monitor for accuracy. Fluency Focus: Automaticity 1. Tell students that automaticity refers to an appropriate reading rate, or speed. Explain to students that as they read, they do not want to read too quickly nor too slowly. 2. Select a short section of a text. First, read the text too quickly. Then, read the text too slowly. Finally, model how to read with an appropriate rate. Discuss how each affects the listeners’ abilities to make meaning of the text. 3. Have student pairs take turns practicing reading the text aloud to each other, providing feedback on each other’s rates. Instructional Routine 12 Instruction Focused A C C E L E R A T E S T U D E N T L E A R N I N G Assessment Guide Name:__________________________________ Date:__________________ Passage 2 Benchmark Preassessment 153314—Reading Intervention: Assessment Guide © | Teacher Created Materials 34 Directions: Read the passage, and answer the questions. Strike It Rich July 27, 1859 Dear Jane, When I left the Nebraska Territory, I told you I would write . After traveling on horseback for three weeks, I made it to the Rocky Mountains . I was not prepared for how tall they are! Groves of thick pine trees cascade up and down the steep slopes . Birds sing all day from the branches . Their presence and their music keep me company . My home—well, tent, really—is small, but it is well-made . It keeps out all the rain from afternoon thunderstorms . My claim, which is the spot of land I have, is perfect . Remember how the rumors of gold in the Rockies spread across our town like wildfire? The rumors were true, Jane! I have found handfuls of gold nuggets . When I leave in two weeks’ time, I will be returning home as a rich man . Your brother, William 5. Based on paragraph 1, what can the reader infer about the Rocky Mountains? Select the two correct answers . A They are calming . B They are dirty . C They are beautiful . D They are gloomy . 6. Fill in the blank . The reader can tell that “Strike It Rich” is a letter because it _____ . A is divided into paragraphs B begins with a greeting C contains a setting D includes commas Levels K–5 Inspire Learning, Elevate Teaching, and Achieve Results with Powerful Intervention Help developing readers achieve success with this supplemental, research-based reading intervention program! Grounded in the Science of Reading, Focused Instruction: Reading Intervention strengthens comprehension skills and prepares students to tackle grade-level content beyond intervention. This kit includes 30 standards-based lessons, rich student texts, differentiated mini-lessons, and engaging practice activities. Each lesson follows a five-part structure, allowing flexibility to fit diverse intervention needs and pacing plans. Online assessments deliver real-time feedback. Formative and summative tools help track student growth and guide instruction. FOCUSED INSTRUCTION: READING INTERVENTION Games Booklet Game Cards Teacher’s Guide Management Guide Student Guided Practice Book NEW! Name: ________________________________________________________ Date: _____________________ 5 Lesson 1 Monitor for Understanding The Queen of Egypt I loved power, and I loved being a queen. My family had ruled over Egypt for more than 200 years. And I wouldn’t let anyone stand in my way—not even my siblings. When my father died, my brother and I began to rule together. Life was perfect at first. But soon, the people of Egypt began to rally around my brother instead of me. They wanted to kick me off the throne. So, I went to Rome for the help of a powerful leader named Julius Caesar. His army was strong and effective. In the chaos, my brother ran away and drowned, leaving us for the afterlife. Then, my youngest brother began to rule the kingdom with me. I felt bad for my older brother, but I could not allow anyone to push me out. And when my son was born, I started to think about my power again. What use was my younger brother when I could have my son ruling with me? In time, my servants let me know that some people in Egypt were whispering in the streets. “Cleopatra, they’re saying that you poisoned your younger brother. You sent him to his tomb.” And to that I said, “Let them talk.” They could think whatever they wanted—as long as my reign still belonged to me. —Dani Neiley © | Teacher Created Materials 153266—Focused Instruction: Reading Student Book 153296—Reading Intervention: Management Guide © | Teacher Created Materials 42 Planning for Intervention Pacing Plans (cont.) Instructional Plans (cont.) Five Days per Week If the intervention program is five days per week, adjust the timing of each section to match the lesson based on whether you have 30 or 45 minutes per day . Part 1 Part 2 Part 3 Part 4 Part 5 • Vocabulary Warm-Up (5–10 minutes) • Explain (5–10 minutes) • Read the Text (10–15 minutes) • Practice the Skill (10 minutes) • Review and Apply the Skill (10–15 minutes) • Read (10–20 minutes) • Text Complexity Mini-Lesson (10 minutes) • Skill Warm-Up (5–10 minutes) • Quick Check (10–15 minutes) • Interactive Word Study (15–20 minutes) • Writing About Text (10–30 minutes) • Focus Mini- Lesson (10–15 minutes) • Extend Mini- Lesson (10–15 minutes) • Quick View (5 minutes) • Fluency Practice (10 minutes) • Summative Assessment (optional) • Independent Practice (15–30 minutes) Three Days per Week The following chart lays out a suggested plan for adapting the lessons to fit three days of instruction . Make additional adjustments to this pacing option to fit the needs of your students . Day 1 Day 2 Day 3 • Vocabulary Warm-Up (Part 1: 5–10 minutes) • Explain (Part 1: 5–10 minutes) • Read the Text (Part 1: 10–15 minutes) • Practice the Skill (Part 1: 10 minutes) • Review and Apply the Skill (Part 2: 10–15 minutes) • Read (Part 2: 10–20 minutes) • Fluency Practice (Part 5: 10 minutes) • Focus Mini-Lesson (Part 4: 10–15 minutes) • Quick Check (Part 3: 10–15 minutes) • Interactive Word Study (Part 3: 10–15 minutes) Two Days per Week The following chart lays out a suggested plan for adapting the lessons to fit two days of instruction . Make additional adjustments to this pacing option to fit your intervention structure . Day 1 Day 2 • Explain/Practice the Skill (Part 1: 10 minutes) • Review and Apply the Skill (Part 2: 10–15 minutes) • Read (Part 2: 10–20 minutes) • Focus Mini-Lesson (Part 4: 10–15 minutes) • Quick Check (Part 3: 10–15 minutes) • Interactive Word Study (Part 3: 10–15 minutes) Lesson 14 Instruction slides available. © | Teacher Created Materials 154512—Focused Instruction: Reading Intervention 83 Use Text Features Vocabulary Warm-Up 5–10 min. 1. Display the first paragraph of “Visiting the Grand Canyon” (page 83 of the student book). Underline the word geological and circle the root geo. 2. Follow the Build Vocabulary routine (card 1), focusing on the root word geo. Work together as a group to determine its meaning (“Earth”). 3. Have students work with partners to brainstorm words that include the root geo. Then, have student pairs share their responses. Facilitate a brief discussion about how earth is connected to the meaning of each word. Explain 5 min. 4. Follow Steps 1 and 2 of the Use Text Features routine (card 6) to introduce students to different text features, specifically headings, images, captions, and infographics. 5. Display “Visiting the Grand Canyon” for students, and have them identify text features (images, captions, map). Lesson 14 Part 1 Read the Text 10–15 min. 6. To activate and build students’ background knowledge, ask them to share what they know about the Grand Canyon. Define a canyon as “a deep gorge or valley that usually has a river running through it.” Draw or display an image as needed. 7. Follow the Conduct a First Read routine (card 3), providing time for students to individually read “Visiting the Grand Canyon.” Apply the Skill 10–15 min. 8. Have students turn and talk with partners and explain something they learned from at least one text feature. 9. Follow Steps 3–5 of the Use Text Features routine (card 6). 10. Use the Identify Text Structure and Features Checklist (page 70 of the Assessment Guide) to record your observations. Multilingual Support Provide sentence frames for students to participate in the discussion: • This text is about _____. • One text feature is a _____. • I used [this text feature] to learn about _____. 154497—Reading Intervention: Games Booklet © | Teacher Created Materials 12 2 to 4 Players Student Directions Pick It! Variations (cont.) Set the Number Skill: Become familiar with sounds and word parts. Materials: deck of game cards How to Win: The player with the most cards wins. How To Play • Follow the setup and directions of Pick It! • The Twist: Before the game begins, as a group determine the number of cards that players have to draw on each turn. • Each player must select the number of cards chosen by the group. For example, if the group selects the number 4, each player must pull 4 cards on their turn. If a player draws the signal card before they reach that number of cards, all cards pulled during that turn go into the discard pile and the turn ends. -less ful graph I N T E R V E N T I O N Instruction 9798330901562 Fun with Phonics 2–4 players 153513 (153514) Visit tcmpub.com/FIR-cat INTERVENTION
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