6 FOCUSED INSTRUCTION: READING INTERVENTION Levels K–8 SPANISH AVAILABLE Look Inside: tcmpub.com/FIR-cat 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 Improve Reading, Elevate Teaching, and Achieve Results with Powerful Intervention Help developing readers succeed 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, engaging practice activities, and consistent instructional routines. The five-part lesson structure enables teachers to adapt instruction to different intervention settings, schedules, and pacing plans. Dice and Game Timers Teacher’s Guide Student Guided Practice Book 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 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 _____. INTERVENTION
2026-2027 New York City Full Line Catalog
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