Paris Special School District
RTI Strategies for Tier 1 Core Literacy Instruction
Student:_________________________________________ DOB:________________ Date:________________
Teacher/Subject Area:________________________________________________ Grade:______________
Please describe student difficulties:
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Please check used strategies:
o Use of Guided, Flexible Grouping
Small Group Oral Expression
o
o
o
o
o
o
Turn and Talk Partners
Book Talks
Oral Reports
Cooperative Grouping
Small Group Discussion
Literature Circle Groups
Phonics/Spelling
o
o
o
o
o
o
o
o
o
o
Word Sorts
Working with words- (Cunningham and Hall)
Multisensory Spelling Activities – please list:
Word Work Station activities- Please list:
Use of phonics phones to hear sounds in words
Flip the sound strategy (CAFÉ)
Cover/Spell/ Check sheets
Use of Spelling City for spelling practice
Wilson Finger Tapping
Highlighting spelling patterns in color
Decoding
o
o
o
o
o
o
o
o
Reading strategy instruction (Hand visual)
Chunking
Segmenting and Blending (stretching)
Word family work
Phonemic awareness instruction
One-to one word tracking
Use of larger, darker font/ magnification
Finger pointing when reading
o Colored overlays/ EZ readers
o Instruction of phonics rules
Comprehension
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Instruction in choosing appropriate, “just-right” books
Read -alouds
Turn and Talk Partners
Thinking Maps and Graphic Organizers
Think -alouds
Visualization activities
Making Connections activities
Instruction in Question Answer Relationships (QARs)
Predictions before, during, and after reading
Modeling and directly teaching students to ask, “Does this make sense?”
Coding the text using post-it notes
Check for Understanding strategy (CAFÉ)
Dramatization of stories
Oral retelling of stories
Experience charts
Adjusting reading level of assignment
Use of Anchor Charts to anchor comprehension Think- alouds
Use of Double Entry Journals
Using text features to activate and build prior knowledge
Somebody wanted But So strategy for summarizing
Use of reading conferences to monitor progress
Vocabulary
o
o
o
o
o
o
o
o
o
o
Direct instruction of academic vocabulary
Tier 2 word instruction
CAFÉ “Expand Vocabulary” techniques
Vocabulary activities- please list: __________________________________________________
Word banks
Personal word walls/ dictionaries
Direct instruction of contex clues
Cloze technique
Pre-teaching and repetition of vocabulary
Sematic Mapping
Fluency
o
o
o
o
Choral reading
Allow students to sub-vocalize (whisper) when reading
Paired oral reading
Repeated, multiple readings
o
o
o
o
Scooping meaningful phrases
Student Tape recorded readings
Reading Buddies
Reader’s Theatre
Written Expression
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Finger tracing of letters and shapes, handwriting practice/ pencil grip aids
Transition to cursive handwriting
Use of inventive spelling
Inventive spelling, spell check
Use of word list, thesaurus, dictionary
Direct instruction using 6 Traits Writing
Use of keyboard, voice activated software, speaking spelling ace
Use of tape recorder to get ideas recorded before writing
Use of graphic organizers, checklists to plan and organize information
Journal writing, Daily writing, Group writing, Writing for different purposes
Regular use of Reading Response Journals
Prewriting, revision, editing, proofreading activities
Individual writing conferences, peer conferencing
Use of rubrics (with more specific information), use of writing samples –
including use of exemplars to discuss and rate with students
Teach specific strategies for responding to questions from text, answering
constructed response questions and document based questions
Purposeful and obvious connections with prior knowledge
Use of Anchor charts to model writing
Whole class modeling of writing
Paired Script Writing
Dictated Experience stories
Timed repeated readings
Small group mini lessons of writing strategies