Classroom Strategies for
Intervention Time
Caitlin Johnson and Patty Aragon
Imagine Charter School, North Port Campus
Today’s Agenda
Today we will explain:
• Grouping students
• Placing students around room
• Managing Time
• Organizing Materials
• Teacher Responsibility during Intervention
• Student Responsibility during Intervention
What if I do not have an
Intervention time?
Use these suggestions:
• During Silent Sustained Reading block
• When you usually have “Morning Work”
What Intervention Time Means
to Me?
Carousel Write Activity:
Respond to the question on the chart paper at your table,
then rotate to the next table and answer that question.
Continue until you have visited each table with your
group.
1. How do you group your students?
2. What materials do you use during Intervention?
3. What are you doing during Intervention?
4. What are your students doing during Intervention?
Let’s Discuss Your Answers!
These are the
materials I use
during Intervention
time……
During Intervention
time I am……..
This is how I organize
materials and time
during Intervention
time……
Grouping Students
Here are a few ways teachers can group their
students:
• *DRA kits
• Running Records
• FAIR Data
-*DRA is how we assess our student levels and group them. See
example assessment in folder.
Grouping students Continued:
• Once students are given a Reading level,
talk to your clustermates and
neighboring teachers about sharing
students during Intervention time.
• Separate students into Above, On Level
and Below Level groups. Each teacher
involved in Intervention time is in charge
of lessons for a group of students.
Example of how students in Caitlin and Patty’s cluster
rotate to different classes for Intervention based on
their reading level.
High/On Level
Second Grade
High First Grade
Low First and
Second Grade
Kindergarten
Low
Sea Turtle
Cluster
On Level First
Grade
(High Kindergarten)
Hallway
Lowest
First Grade
Kindergarten On
Level/High
Frogs
Cluster
What if my neighboring cluster does not want
to share students?
What if our classrooms are not organized for easy transition
to neighboring classrooms?
•
Separating students can be
done within one cluster.
Grouping students will be
the same, but placing
students in the classroom
and small group lessons
will need to be very well
planned out.
1. Each grade stays in one
class and is separated into
groups around room
according to reading level.
2. To the right is a visual of
how to intermingle the
grade levels and reading
levels within just one
cluster.
1.)High
2nd Grade
2.)On Level
2nd/ High
1st Grade
Math
Low
1st Grade &
Kindergarten
Reading
High
Kindergarten/
On Level 1st
Grade
Writing
Group
Placement
Reptile
Group
Jane, Steve,
Kim, Adam
Level G
• Once students know which classroom they will be
visiting for Intervention time, they should receive an
assigned seat or area in that classroom.
• It is helpful to place students in similar reading level
groups and to give them a designated area to meet at
every day. By doing this, less time is wasted on
students trying to find a seat in the classroom.
Students walk in, sit down, begin reading or are ready
for directions.
• Have the groups make up a team name. This will be
easy to call them up for small group.
Managing Time
•
How do we organize our time during
Intervention?
-This depends on the amount of
students, their levels, and the
amount of time you have to work
with.
-Here are some examples of managing
activities to do during the 15-30
minute Intervention block:
Managing Time Continued:
1. Make a weekly plan of which groups you will work
with in small groups.
2. Conduct whole group lessons using Read Alouds with
a mini lesson or Accountable Talk (can be before
students independent read in their assigned groups
or entire block).
3. Plan which days you will have whole group and days
that will be independent reading and small group.
4. Set a timer for rotating schedule of small group,
independent reading and computer time.
-Try all of these different types of lessons in your class
and see which fits best with the amount of time
you have for Intervention.
Organize Materials
Now that we have our time mapped out, let’s
discuss how to organize the Teacher and
Student materials used during Intervention.
Post What You Know
• Take two Post-Its from your
table.
• On one, write down items a
teacher might need during
Intervention time.
• On the other Post-It, write
down what materials students
will need during Intervention
time.
• Bring Post-Its up and place on
chart paper.
Teacher Materials
• Leveled books
• Baskets or bags labeled with each groups
Instructional level
• Daily schedule or lesson plan
• Activity sheets and read aloud books
(if needed)
Here are ways to organize
teacher materials:
Intervention Time:
Weekly Plans
Instructional Levels
Independent Levels
• Place a couple sets of leveled books in bags or
baskets labeled with the students Instructional
level.
• Keep a binder of your weekly plans so you
know which groups you will see.
• Have a list of student Instructional and
Independent levels in your binder or posted
on the wall close to your teacher station.
Student Materials
• Book bags, boxes or baskets labeled with
student/team names and Independent level
• Leveled readers
• Folders for activity sheets and graphic
organizers (See manila folder for examples)
• Flashcards
• Word Lists
• Timers (higher students)
Here are a few ways to organize student materials:
• Place student’s books in a book box, bag or basket labeled with
their names and Independent reading level. (*Book holders can be
one per student or group of students.)
• Use folders to hold the student’s activity sheets and graphic
organizers. (*Can have one folder per group or per student.)
• Keep the folder inside the group/student book holder.
• Sight word/vocabulary flashcards and word lists can be kept inside
book holders for students to practice when finished reading.
• Timers can be used to help students with fluency. They can time
their partner reading word lists or stories. (**Teachers would need
to teacher their students the appropriate way to use the timers.)
*Take a look inside the bags provided
to see how items can be organized.
Teacher Responsibility
Now that we have everything planned and organized,
what should the teacher look like during Intervention
time?
• Small groups for skill review, Guided Reading Groups
or Beck Lessons.
• Use Running Records (DRA)
• Visit groups at their assigned areas and listen to their
partner discussions/readings.
Student Responsibility
What should students look like during
Intervention time?
• Sitting in assigned areas with group and
book bags
• Reading to themselves or a partner
• Writing reflections or filling out story
maps about a story
• Practicing their sight word
flashcards/word lists
• Working on approved computer websites
• **Higher level students can be in Literacy
Groups or timing their fluency
• Reading A to Z provides printable, leveled
books; lesson plans; graphic organizers;
and
http://www.readinga-z.com/
• Scholastic provides graphic organizers and
leveled, printable books
http://minibooks.scholastic.com/minibooks/h
ome/?ESP=MB/ib//acq/minibooks_slimna
v_Teachers///nav/txtl////
• Think Central is a website through
Storytown that allows students to listen
and follow along with stories, as
well as printable decodable and leveled
books.
https://wwwk6.thinkcentral.com/ePC/start.do
• Samson’s Sight Words provides
different levels of sight words for
students to practice.
http://www.sightwordswithsamson.com/sw/s
ight_words.asp
Computer
Websites
Put websites
on the
Favorites or
Tool bar for
easy student
access.