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Improving Intensive Intervention by Improving
Instruction for FBB and BB English Learners
Presented by
Carmen Waszak
ELD Resource Teacher/Intervention Teacher
Rancho Minerva Middle School
Vista Unified School District
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Presenter Background
• Educator for 17 years
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M.A. Applied Linguistics (TESOL)
10 years – elementary; 5 years – adult; 2 years – middle school
Literacy Coach
ELD Resource Teacher
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Objectives
• At the end of this workshop you will be able to:
▫ Understand the steps involved in developing an intensive intervention
program.
▫ Increase rigor in instruction by implementing routines and sentence
frames.
▫ Increase student engagement in academic writing using Power Point
presentations.
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Developing an Intensive Intervention Program:
• Characteristics of intensive intervention students
▫ CST Scale Score 150-299 (EL or EO)
▫ Long Term English Learners
▫ SPED students
• Preferred class size (even number)
▫ 20 without a classroom aid
▫ 24 with a classroom aid
• Selecting curriculum
▫ Read 180
▫ Other research based curriculum
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Developing an Intensive Intervention Program
• Educating staff members, teachers and parents
▫ Professional development
▫ Parent meetings
• Selecting teachers
▫ Small group instruction experience
▫ Excellent classroom management skills
▫ Positive attitude
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Selection Criteria
Entrance Criteria
• What criteria can be useful?
▫ Multiple measures
 CELDT scores for past 2 years
 CST scores for past 2 years
 Lexile scores
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Teacher/parent recommendation
Student attendance
Discipline issues
Schedule
6th Grade
7th Grade
8th Grade
FBB or BB
FBB or BB
FBB or BB
Gates-MacGinitie
Lexile
below 640L (5th
grade Form T)
below 730L (6th
grade Form T)
below 790 (7/9
grade Form T)
Scholastic
Inventory Lexile
below 745L
below 835L
below 850L
L & S = 3, 4, or 5
R & W = 1, 2
L & S = 3, 4, or 5
R & W = 1, 2
L & S = 3, 4, or 5
R & W = 1, 2
FBB or BB
FBB or BB
FBB or BB
CST ELA Score
*CELDT SubScores
(in combination
with lexile)
End-of-Year
Benchmark
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Exit Criteria
• When should students exit the program?
▫ Midyear exit
▫ End of year exit
• What class can support students who exit?
▫ ELD class (i.e. 3D Academic Language)
▫ Match teacher with student needs.
• Monitor students who exit.
Exit Criteria
6th Grade
7th Grade
8th Grade
Scholastic
Inventory Lexile
920+L
995+L
1010+L
READ 180 Topic
Software Scores
level 3/4 with avg
of 80+%
level 3/4 with avg
of 80+%
level 3/4 with avg
of 80+%
rSkills Test Scores
Level B avg 75+%
Level B avg 75+%
Level B avg 75+%
avg of 75+%
avg of 75+%
avg of 75+%
4 of 5 most current
at proficient or
higher
4 of 5 most current
at proficient or
higher
4 of 5 most current
at proficient or
higher
C or higher
C or higher
C or higher
Reading Counts
Quiz Scores
Fluency
Recordings
ELA
Grade/Teacher
Recommendation
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Developing an Intensive Intervention program:
Wrap-up
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Select curriculum.
Select teachers.
Professional development (staff, teachers, parents).
Entrance and exit criteria.
• Wrap-up question/answer.
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Increasing Rigor in Reading Instruction
• Provide background knowledge with visuals.
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You Tube
National Geographic
PBS
Scholastic
• Teach necessary academic vocabulary.
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Dr. Kinsella’s vocabulary routine
Content words
Transition words/phrases
Key phrases necessary for genre
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Increasing Rigor in Reading Instruction
• Teach reading routines for multiple readings of text.
▫ Oral Cloze
▫ Partner Oral Cloze
▫ Choral Reading
• Increase text complexity over time and mark text.
• Provide a variety or resources (ie. Scholastic News article, Internet
article, chapter from textbook or book).
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Increasing Rigor in Writing Instruction
• Use “React and Write” Routine (Scholastic Read 180 rBook Stage B)
after each reading.
▫ Provide a compelling question.
 Ex. Which alien invader is worse – the brown tree snake or the snakehead fish?
▫ Brainstorm three responses.
 Ex. Write three reasons why you think the brown tree snake or the snakehead
fish is worse.
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Increasing Rigor in Writing Reading Instruction
• “React and Write” Routine
▫ Use a frame and choose best response
 Ex. In my opinion, the ______ is worse because _______.
▫ Partners discuss their responses.
 Partner A reads response 2X.
 Partner B paraphrases/restates response: So you are saying that ….
 Partner A states: Yes, that is correct or No, what I said was ….
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“React and Write” Routine (cont’d.)
▫ Report to class.
 Ex. _______ pointed out/indicated that _______.
▫ Provide example paragraph.
▫ Practice paragraph together.
▫ Students write paragraph independently.
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Previous Lessons
• Gathered information from a variety of resources.
• Brainstormed ideas using React and Write routine.
• Practiced argument paragraph writing (topic sentence, convincing
reasons and relevant evidence, transition words/phrases).
• Marked reading text and model essay.
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Argument Essay
• Introductory paragraph
▫ “Hook”
▫ Thesis statement/ writer’s claim
• 2-3 Convincing reasons and relevant evidence
• Opposing argument
• Conclusion
▫ Restates thesis
▫ Offers a recommendation
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Increasing Student Engagement in Academic Writing
• Motivation and student engagement are not mutually exclusive.
• It is possible to expect quality work from students.
• It will be expected to integrate common core standards in our lessons:
▫ Presentation skills
▫ Technology
Brown tree snakes!
Student One
5/17/13
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ELA Per.1-3
First of all, the brown tree snakes damage the environment.
 They damage the environment by breaking the power lines when
they hang on them. The snakes also damage the environment by
them multiplying rapidly. Another last reason how they damage
the environment is by them making the computer screens go
blank, refrigerators break and making the lights go out.
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For these reasons, brown tree snakes harm people.
 The snakes harm people by biting them but they won’t die they will
be in pain. They also harm children by them biting them and not
making them breath well. They also scare away people.
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Furthermore, these snakes harm native animals.
 They’ve extinct 10 of the 12 species of birds. They have also
killed and eaten native lizards, small mammals and birds.
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Conclusion:
 In conclusion, brown tree snakes are most harmful because they
keep damaging Guam’s environment and it cost lost of money to fix
the damage that snakes do. I suggest They have broken and eaten
many things from Guam.
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Teaching Tool
• Model Argument Power Point:
▫ Present PPt without interruptions.
▫ Use sentence frames for discussion 2nd time around.
• Post frames for students to use.
• Ask leading questions
The first slide should include the ____________, your
_________, the _________, and _______.
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INTRODUCTORY STATEMENT
 The
United States faces threats from a variety
Burmese Python
of invader species.
Kudzu plant
One suggestion to improve this slide might be to (verb) ______________.
The author is writing about (topic) _________.
This part of an argument essay is called the __________.
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INTRODUCTION
 One
of these invader species is the red fire
ant.
Red
fire ants first came into this country in the 1930s.
They crossed the southern border of the United States
and soon started killing animals.
Now these dangerous ants cause problems throughout
One suggestion to improve this slide might be to (verb) ______________.
the
country.
The author is writing about (topic) _________.
This part of an argument essay is called the __________.
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THESIS STATEMENT
 In
my opinion, red fire ants are the worse alien
invaders.
This part of an argument essay is called the ____________ and is found in the
_______ of the essay.
One suggestion to improve this slide might be to (verb) _____.
I (agree / disagree) with your suggestion because ______.
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TOPIC SENTENCE
 Red
fire ants are tiny, but deadly.
Each body paragraph starts with a ______________ that supports the ____________.
One suggestion I have for this slide might be to _____________.
The photos (do / do not) support the topic sentence because _______________.
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 Every
year thousands of animals die from stings by
these killer ants.
Them
can kill an animal as large as a deer
The ants crawl into an animals eyes and nose and sting
it.
Each body paragraph starts with a ______________ that supports the ____________.
One suggestion I have for this slide might be to _____________.
The photos (do / do not) support the topic sentence because _______________.
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 Furthermore,
red fire ants move quickly.
It
is difficult to stop they once they enter an area, and
they can soon spread to other places.
This slide (is / is not) relevant to the topic sentence “Red fire ants are tiny, but
deadly” because _________.
To support the topic sentence better, the student could ________.
I (agree / disagree) with ____.
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OPPOSING ARGUMENT
 Some
people may argue that red fire ants are
never not a serious threat.
A strong argument includes an ____________ argument .
They might say that nobody they know has seen
One suggestion for making this slide easier to read is to (verb) ____________.
these
insects.
I (agree
/ disagree)
with ____ because _____.
one of
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WEAKNESS IN OPPOSING ARGUMENT
 However,
because the ants are so small, they could
easily slip into a car or other vehicle.
They
might then enter homes and sting people or
animals.
The stings could be fatal to cats, dogs, and other pets.
Two errors on this slide are ____ and _____. I suggest correcting these errors by (verb+ing)
______.
This slide explains that even though some people have not seen red fire ants, the ants ___.
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CONCLUDING STATEMENT
 In
summary, we should do all we can to keep
these dangerous ants from spreading across
the country and killing animals.
A conclusion (verb) _______ the thesis and offers a _______.
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RECOMMENDATION
 If
you see these harmful ants near your home,
spray ant poison or put ant traps to get rid of
them.
You
can also contact the proper authorities to help
them.
I thinkeradicate
the (word / phrase)
_____ should replace the (word / phrase) _____ because ____.
The recommendation is to (verb) ________.
Together we(is can
fight
thisbecause
deadly
threat.
Thisrecommendation
/ is not)
acceptable
____.
I have a question about _____.
This essay would be clearer if ______.
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Brown Tree Snakes
By Student Two
Rancho Minerva Middle School
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ELA Mrs.
Waszak
Have you ever heard of brown tree snakes?!!...
 Well if you haven’t, they
are the most harmful
invader species to the
environment. There are
serval reasons why they
are harming the
environment.
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Reasons…
 First of all, the
brown tree snake
damage_ the
environment by
multiplying rapidly
because they have
no natural
predator_. Another
reason _________ is
that brown tree
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In addition , brown tree
snakes can also harm
people. For example
brown tree snakes can
seriously harm children by
biting them. Their venom
is powerful against children
that they might have
problems breathing.
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 In conclusion, the brown
tree snakes are the most
dangerous invader
specie_ in the U.S.
 I recommend that they
should relocate the
brown tree snakes to a
safe place were they
can’t damage the
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Increasing Student Engagement in Academic Writing:
Wrap-up
• Use a variety of sources/texts.
• Model Argument Power Point:
▫ Present PPt without interruptions.
▫ Use sentence frames for discussion 2nd time around.
• Post frames for students to use.
• Ask leading questions.
• Students create and present PPt.
• Hold class discussion on how to improve PPt.
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Summary of Workshop
• Implementing an Intensive Intervention program.
• Increasing rigor in reading and writing for FBB and BB students.
• Engaging students in academic writing.
• For more information on subject:
▫ carmenwaszak@vistausd.org
▫ Scholastic Read 180
▫ Lessons from the Classroom by Hal Urban