Intervention Tool Chart :: Reading

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.

Title
Component
Tier
Grade

Interactive Notebooks

Learning Strategy
Comprehension
3rd—12th

The Interactive Notebook strategy provides a platform for students to document their own learning and reading experiences in a notebook. They can document information about content-specific material, include drawings and charts, and organize previously completed graphic organizers. The Interactive Notebook allows students to watch his/her learning progress overtime while practicing organization and notetaking skills.

List-Group-Label

Learning Strategy
Vocabulary
Tier I,II
2nd—12th

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

Learning Strategy
Vocabulary
Tier I,II
1st—12th

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.

SLAP

Learning Strategy
Vocabulary
Tier I,II
2nd—12th

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.

Sticky Notes Bookmark

Learning Strategy
Comprehension
K—5th

The Sticky Notes Bookmark strategy engages student in the reading actively as they must identify four different aspects of the text being read. They must identify an interesting part of the book (!), a part of the book that has a vocabulary word that they would like to discuss deeper (V), a part that is confusing (?), and lastly a part that identifies an illustration, map or graph to help the reader understand the text (graph). Students using this strategy read with preconceived questions and markers to identify.

Structural Analysis

Learning Strategy
Phonics & Decoding
Tier I,II
K—5th

Structural analysis is a strategy that can be used to facilitate decoding as students become more proficient readers. The decoding strategies in structural analysis aid students in learning parts of words (prefixes, suffixes) so they can more easily decode unknown multi-syllabic words.

Study Guide

Learning Strategy
Comprehension
3rd—12th

Study Guides are a useful strategy as the teacher is able to support student learning by pointing students in the correct direction to identify important content specific information rather than unimportant content specific information. Study Guides allow the teacher to hone in on essential pieces of content-related information to set their students up for success.

Text Annotation

Learning Strategy
Comprehension
2nd—12th

Text Annotation is a strategy that allows students to take ownership of what they are reading by writing notes, symbols, bullet points, circles, underlining, and any other written feature that helps them comprehend the text. It can be used across content areas and couple with other strategies. Text Annotation allows students to create a record of their thoughts throughout a reading.

Text Structures

Learning Strategy
Comprehension
K—12th

Text Structures such as sequence/order, compare-contrast, and cause-effect can be crucial to comprehending a passage, and graphic organizers help students to identify these text structures visually and structurally. This allows the student to understand what the author is saying by identifying how the author is saying it.

Text-Dependent Questions

Learning Strategy
Comprehension
K—12th

Text-Based Questions are questions that must be answered only by reading through a text. They are designed to engage the students after a reading and encourages higher level thinking from literal comprehension to critical thinking or inferential comprehension.

Sign Up For
Website Updates