The RtI Reading Process/Interventions
Tier 1 – Regular Classroom Setting
General education teacher provides high quality
research based interventions in the classroom
The Goal is to PREVENT Learning difficulties!
Classroom instruction is based on the grade level core
curriculum
90 minutes focused on Reading
Possible Areas
to Target for
Tier 1
Intervention
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Research Based
Strategies
Explicit/Direct Instruction
Small group Instruction
Differentiation – Learning Styles, Multiple Intelligences, Flexible Grouping etc.
Graphic Organizers
Think/Pair/Share
The Daily Five and Café
Lucy Calkins Writing Program
Phonemic Awareness
Phoneme:
Segmentation,
Manipulation, Isolation,
Blending and Matching
Rhyme, Alliteration,
Onset and Rime
Activities
Phonics
Making Words, Letter
Recognition Activities, Word
Sort Activities, Word Walls
See the Sound/Visual Phonics
http://seethesound.org/
research.html
www.swsc.org
Practice High frequency words
and phrases
Explicit Instruction in
Expression and Volume,
Phrasing, Smoothness, Pace
Songs, chants, raps
Florida Center for Reading
Research Student Center
Activities paired with
Explicit Instruction
http://www.fcrr.org/curric
ulum
Fluency
Partner Reading
Reader's Theater
Choral Reading
Poetry Party
Florida Center for Reading
Research Student Center
Activities paired with Explicit
Instruction
http://www.fcrr.org/curriculum
Florida Center for Reading
Research Student Center Activities
paired with Explicit Instruction
http://www.fcrr.org/curriculum
Universal screening 3 X per year for all students
Diagnostics tool such as: QRI, Johnson or Rigby Theme tests
provide evidence of student achievement on grade level
objectives
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Phonological Awareness
Phonics (Decoding) Spelling (Encoding)
Word Reading Fluency (in isolation and in context)
Oral Vocabulary Development (receptive and/or
expressive)
Reading/Writing Vocabulary
Comprehension of Narrative Texts
Comprehension of Expository Texts
Vocabulary
Vocabulary
Journal/Cards
Frayer Model
Text talk,
Mnemonic Devices
Explicit Instruction in
Structural Analysis,
Context Clues
Florida Center for Reading
Research Student Center
Activities paired with Explicit
Instruction
http://www.fcrr.org/curricul
um
Comprehension
Concept Attainment
Question-Answer Relationship (QAR)
Explicit Instruction in Expository Text
Structures
Compare and Contrast
Sequence
Description
Cause and Effect
Problem/Solution
Explicit Instruction in Narrative Text
Structures
Retelling - Lesson Guide
Summarizing/Synthesizing
Inferring
Making Connections/Prior
Knowledge
Questioning
Visualizing
Determining Importance
Collaborative Strategic Reading (CSR)
SQ3R
EA2RS
Graphic Organizers
Mind Mapping
Florida Center for Reading Research
Student Center Activities paired with
Explicit Instruction
http://www.fcrr.org/curriculum/SCAindex.
shtm
Data Review by Grade Level RtI Teams
Tier 1 data results indicate minimal progress, determine more intensive small group interventions
Tier 2 – Regular Classroom
Setting
A.
B.
The goal is to REDUCE the
duration of time that the
student is experiencing
difficulties
C.
D.
E.
F.
30 additional minutes per day
of reading instruction on
targeted skills
Possible Areas to Target
for Tier 2
Intervention
www.swsc.org
Bi-weekly progress monitoring
Fluency probes
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Phonological awareness
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Phonics

Word Reading-Isolated
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Work Reading-In Context
If student is successful on benchmark assessments and diagnostic
Change interventions if student does not respond to the intervention in
the first 6 weeks.
measures then issues solved OR
If student is unsuccessful on benchmark assessments and diagnostic
measures then continue with interventions

Phonological Awareness

Explicit/Direct Instruction

Phonics (Decoding) Spelling (Encoding)

Small group Instruction

Word Reading Fluency (in isolation and in context)

Differentiation – Learning Styles, Multiple Intelligences, Flexible Grouping

Oral Vocabulary Development (receptive and/or
etc.
expressive)

Graphic Organizers

Reading/Writing Vocabulary

Think/Pair/Share

Comprehension of Narrative Texts

The Daily Five and Café

Comprehension of Expository Texts
 Lucy Calkins Writing Program

Research Based
Strategies
Implement Interventions for at least 6-12 weeks
Increased daily instruction in target area 30 minutes per day at
least 4 days per week.
Targeted instruction
Homogenous groups of 5 or less
Review results-is the child responding to intervention?
Determine Next Steps
Fast Forword
Phonemic Awareness
Free
*Florida Center for
Reading Research Student
Center Activities paired
with Explicit Instruction
http://www.fcrr.org/curric
ulum/SCAindex.shtm
*Identify phonemes
*Categorize phonemes
*Blend phonemes
*Segment words into
phonemes
*Sound Segmentation Activity Guide - Video
*Delete or add phonemes
to make new words
*Phoneme substitution
to make new words
*Elkonin Boxes - Activity
Guide - Video
*Phoneme manipulation
Purchased
*Rode to the Code
*Stepping Stones to
Literacy
Phonics
Free
*Onsets and Rimes
*The six types of syllables
*The five syllabications rules
*Florida Center for Reading
Research Student Center
Activities paired with Explicit
Instruction
http://www.fcrr.org/curriculum/S
CAindex.shtm
Fluency
Free
*Repeated Reading
*Pencil Tap - Lesson Guide - Video
*Stop/Go
*Newscaster Reading
*Explicit Instruction
Expression
Accuracy
Punctuation
Phrasing - Lesson Guide - Video
Smoothness
*Florida Center for Reading
Research Student Center Activities
paired with Explicit Instruction
http://www.fcrr.org/curriculum/SC
Aindex.shtm
Vocabulary
Free
*Isabelle Beck's Direct
Instruction - Lesson Guide Video
*Marzano’s 6 Step
Vocabulary Strategy
*Explicit Instruction in
Structural Analysis
(Prefixes, Suffixes, Content
Area Root Words)
*Text Talk - Lessons
*Florida Center for Reading
Research Student Center
Activities paired with
Explicit Instruction
http://www.fcrr.org/curricu
lum/SCAindex.shtm
Comprehension
Free
*The Reading Teacher’s Sourcebook
*http://www.meadowscenter.org/vgc/down
loads/middleschoolinstruction/RTSComple
te.pdf
*SCRED Fluency Interventions
Purchased
*FUNNIX
*Sound Partners
Purchased
*Increasing Fluency with High
Frequency Word Phrases by Fry
and Rasinski (Grades 1-5)
*Read Naturally
*Six-Minute Solution
Purchased
*Direct Instruction of
vocabulary words
*Explicit Instruction in
structural analysis and
strategies
Purchased
*www.swsc.org
Initial RtI Problem Solving Team Meeting
Tier 3 – Specialist Teacher or
Curriculum for Intensive
Interventions
The goal is to REDUCE the
complications of a learning
or processing issue
Example: math specialist,
reading specialist, Title I, ELL
etc.
40-60 minutes per day
Could be a resource
classroom if the committee
determines this to be an
appropriate intervention.
A.
B.
C.
D.
E.
F.
If Tier 2 data results indicate minimal progress, determine
more intensive individual interventions
Intensive individualized services for at least 10-12 weeks
Groups of three or fewer
Increased daily instruction in target areas 30+ minutes
Review results (Problem Solving Team
Determine Next Steps
1. If student is successful, issue is solved or interventions are
continued
2. If student is not successful, complete referral process
Bi-weekly progress monitoring
Fluency probes

Phonological awareness

Phonics

Word Reading-Isolated

Work Reading-In Context
Change interventions if student does not respond to the intervention in
first 6 weeks.
Determine accommodations that are necessary for student to be
successful