Tier 3: RtI
Elementary-Reading
Tier II Intervention will be given by classroom teacher. Movement into and out of
Tier III, will be determined by classroom teacher/ Interventionist observation and
data.
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During RtI times, Tier III students will receive specific strategies and/or
instruction based on deficient skills exhibited by the student.
These activities should not teach new concepts
Progress monitoring will be continuous throughout the intervention
duration; however, standardized assessments will be administered at least
once every two weeks to document individual student progress.
Ideas for activities include, but are not limited to:
Reading Components
Phonemic Awareness
o Discriminate between sounds and
words
o Match words that rhyme
o Recognize word families
o Segment words into syllables
o Sequence sounds into words
o Spell multi-syllabic words
o Clap/tap/snap syllables out of words
o Beg/end sounds in words
Phonics
o Recognize/name letters
o Letter/sound correspondence
o Recognize high frequency words
o Build sight word vocabulary
o Teach word chunking
o Teach word endings (_s, -ed, ing, -er, est)practice speed reading
techniques
o Suffixes, prefixes, and base words
o Contractions & compound words
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Fluency
o Recognize words quickly and
accurately
o Practice w/common phrase cards
o Re-read previously read text
(repeated text reading)
o Partner read, choral read for practice
o Timed reading practice
Resources
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Journey’s Reading
Toolkit
SRA – ALL STAR Phonics
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Journey’s
Reading
Toolkit
SRA – ALL STAR Phonics
Flashcard/Sight
word
tiles
Journey’s
Reading Toolkit
SRA – ALL STAR Phonics
Flashcard/
Sight word tiles
Leveled book boxes
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Vocabulary
o Ability to know what words mean
o Create vocabulary words walls
o Point out words with multiple
meanings
o Use context clues to learns meanings
of new words
o Antonyms, synonyms relationships to
words
o Create concept circles w/related
words and terms
o “Word-of-the-day” to build vocab
skills
o Dictionary skills
o Memorize words w/flashcards &
flashcard drills
o Create category/associated words to
unknown word
o Semantic mapping of words,
concepts and connections
Comprehension
o Recognize sequence of events
o Identify cause and effect relationships
o Comparing & contrasting information
o Identify main idea and supporting
details
o Identify fact and opinion
o Make inferences and predictions
o Draw conclusions
o Retell, summarize what is read
o Develop questions from text read
o Identify story elements-plot,
characters, setting, problem, events,
etc
o Story mapping graphic organizers
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Guided reading groups
Houghton
Mifflin
Reading
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Journey’s
Reading
Toolkit
SRA – Horizons
Houghton
Mifflin
Reading
SRA
Building
Vocabulary skills
Vocabulary links
Reading/thinking skills
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Journey’s
Reading
Toolkit
SRA – Horizons
Houghton
Mifflin
Reading
SRA
Building
Vocabulary skills
Reading/thinking skills
Teacher Materials and Resources:
Russo, Concetta, Ellenmorris Tiegerman & Christina Radziewicz. (2009). RTI Guide:
Making it Work Strategies = Solutions . Port Chester, NY: Dude Publishing
On-line resources or Resource Center materials to use with teaching strategies.