Looking for an intervention for your students? The Intervention Tools Chart is designed to be used by educators as a resource to locate interventions, instructional practices, and learning strategies that can be used within an RtI process. Please note: the listing of specific tools is not meant as an endorsement by the NYS RtI MS DP or the NYSED. Rather, it is up to the consumer to research selected tools for evidence of effectiveness. The chart contains three types of tools that are either free or available for purchase: commercial programs, instructional practices, and learning strategies.
Cover, Copy, and Compare (CCC) is a self-managed intervention that can be used to enhance accuracy in spelling, vocabulary, word identification, or other academic subject areas. In CCC, students look at an academic stimulus (e.g., spelling word). They then cover it, copy it, and evaluate their response by comparing it to the original word. If there is an error, the students engage in error correction procedures before moving onto the next item.
This strategy can be used as part of the Collaborative Strategic Reading (CSR) reading strategy.
Click or Clunk? is a self-checking learning strategy comprehension. Clicks are sections of the text that make sense to the reader; comprehension “clicks.” Clunks can be word(s), idea(s), or concept(s) that do not make sense to the reader; comprehension “breaks down.” Using this strategy, students periodically check their understanding of sentences, paragraphs, and pages of text for “clicks” and “clunks” as they read. If they encounter problems with vocabulary or comprehension, they use a checklist to apply simple strategies to solve those reading difficulties.
The Frayer Model is a type of word map. It can be used to help students understand the connotation or function of words. Like most word maps, the Frayer Model includes a student friendly simple definition, characteristics, examples, and non-examples of a word.
List-Group-Label deepens students’ understanding of content specific words by providing an opportunity to brainstorm vocabulary before a reading, categorize those words using labels, and add newly learned vocabulary after the reading is complete. This strategy promotes vocabulary and content connections that are deeper than rote memorization.
Root wheels are a visual representation that increases students understanding and knowledge of roots, prefixes, and suffixes. While 90% of the words that students encounter across various content areas are based on Greek and Latin prefixes, roots and suffixes, root wheels provide students a visual to enhance their understandings of vocabulary through deeper exploration. This strategy can also facilitate drawing and second language exploration.
In semantic mapping, students generate words related to a concept (or key word) that has been introduced in a lesson. Semantic maps provide a visual depiction of the relationships among key words.
The SLAP strategy is designed to assist students with deciphering the meanings of words found throughout informational texts by utilizing context clues. SLAP is an acronym for steps of the strategy which equips the students to determine a word’s meaning by looking at the clues within the text itself. After being taught each step explicitly, it is the goal for each student to independently use SLAP while reading to increase understanding of both the text and individual vocabulary words.
Word mapping is a strategy that focuses on vocabulary by providing the students a visual framework to assist in the introduction, identification, and understanding of a vocabulary word. Throughout content areas, students can utilize word maps to deepen their understanding of academic language and increase reflection on words that are frequently encountered throughout readings.
The Word Sort strategy increases students’ understanding of content related vocabulary words by allowing the students to sort predetermined words into categories (closed sort) or sorting the words that they decide are related into groups (open sort). Students can more familiar with new vocabulary through a word sort or students can gain extra practice with previously learned vocabulary through word sorts.