TIER II INTERVENTION —HENRICO COUNTY P UBLIC SCHOOLS—LESSON SAMPLE--INFERENCE
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Are you using the Tier II materials—Reading Express?
Have you visited the blog for guidance on how to use the materials?
Have you downloaded the materials from Google Drive?
Are you using Scholastic’s Scope or Story Works Magazine (if your school has a subscription) for extra and
differentiated reading?
Do you need another model of how this looks in practice?
Knowing that inference is a major issue—I went into Google drive, pulled the Reading Express 6 transparency, student
sheets and extra practice for inference. I then pulled the Comprehension Strategy Assessments (for low readers) passage
for inference at the 6th grade level. Last, I went to Story Works and Scope and looked at the teacher guide to see which
articles in recent months focused on inference. The sheets that I got from that search resulted in the attached pages. Here
is how I would use these materials for my RTI students:
1. Go through the Reading Express Expand transparency with students to introduce/remind them what inference is
2. Go through the first three pages of the Reading Express Explore activities with students—doing the first activity
on each page with them and having them work on their own for the other one/two
3. Create an anchor chart for inference as a class—with a student friendly definition, student examples of inference
and questions to ask when you infer
4. Preview the questions of “Where the Buffalo Roam” from the Comprehension Strategy Assessments and highlight
key words
5. Read the passage “Where the Buffalo Roam” and demonstrate how to use the graphic organizer from the Reading
Express Explore activities
6. Have students use the organizer to answer questions as a group for “Where the Buffalo Roam” (I would use Activ
Express Poll for this)
7. Add to our anchor chart any new insights about inference
8. Have students work on the Reading Express Re-Explore sheets on their own
9. Have students work on “Silly Science Prizes” from the Comprehension Strategy Assessments in pairs following
the steps of good readers:
a. Preview the questions and highlight key words
b. Complete graphic organizer as you read
c. Answer questions for passage
10. Review items as a whole group
11. Have students go back and work on the character inference sheet individually from the fifth page of Reading
Express
12. Ask for volunteers to share answers to the character inference exercise
13. Break class into two categories (really low and near grade-level)
14. Have students work on the Story Works article “Happy Campers” and the paired informational text “Bald Heads
Raise Big Bucks” individually—Remind students to:
a. Preview quiz questions
b. Preview graphic organizer activity
c. Complete graphic organizer as they read
d. Answer the quiz questions
15. Preview activity for the Scope article “Dear Future” individually
16. Have students go to the Scope article “Dear Future”—read article as whole group
17. Have students complete the activity individually and grade to see if they are ready to move on to the next skill
topic (remember to through in inference on activities that follow this year)
TIER II INTERVENTION —HENRICO COUNTY P UBLIC SCHOOLS—LESSON SAMPLE—CONTEXT CLUES
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Are you using the Tier II materials—Reading Express?
Have you visited the blog for guidance on how to use the materials?
Have you downloaded the materials from Google Drive?
Are you using Scholastic’s Scope or Story Works Magazine (if your school has a subscription) for extra and
differentiated reading?
Do you need another model of how this looks in practice?
Knowing that context clues is a major issue—I went into Google drive, pulled the Reading Express 6 transparency,
student sheets and extra practice for context clues. I then pulled the Comprehension Strategy Assessments (for low
readers) passage for context clues at the 6th grade level. Last, I went to Story Works and Scope and looked at the teacher
guide to see which articles in recent months focused on context clues. The sheets that I got from that search resulted in
the attached pages. Here is how I would use these materials for my RTI students:
1. Go through the Reading Express Expand transparency with students to introduce/remind them of context clues
2. Go through the first four pages of the Reading Express Explore activities with students—doing the first activity
on each page with them and having them work on their own for the other questions
3. Create an anchor chart for context clues as a class—with a student friendly definition and student examples of
clueing (pull and review Context Clue PPT from my site if students still don’t seem to know clue hints)
4. Preview the questions of “A Safer Ride” from the Comprehension Strategy Assessments and highlight key words
5. Read the passage “A Safer Ride” and demonstrate how to use the graphic organizer from the Reading Express
Explore activities (fourth page)
6. Have students use the organizer to analyze unfamiliar words as a group for “A Safer Ride”
7. Add to our anchor chart any new insights about context clues
8. Have students work on the Reading Express Re-Explore sheet on their own
9. Have students work on “Is That Volcano Going to Erupt?” from the Comprehension Strategy Assessments in pairs
following the steps of good readers:
a. Preview the questions and highlight key words
a. Complete graphic organizer as you read
b. Answer questions for passage
2. Review items as a whole group
3. Have students go back and work on the paragraph using context clues sheet individually from the fifth page of
Reading Express
4. Ask for volunteers to share their paragraphs
5. Break class into two categories (really low and near grade-level)
6. Have students work on the Story Works article “Happy Campers” and the paired informational text “Bald Heads
Raise Big Bucks” individually—Remind students to:
a. Preview quiz questions
b. Preview graphic organizer activity
c. Complete graphic organizer as they read
d. Answer the quiz questions
7. Preview activity for the Scope article “Dear Future” individually
8. Have students go to the Scope article “Dear Future”—read article as whole group
9. Have students complete the activity individually and grade to see if they are ready to move on to the next skill
topic (remember to through in inference on activities that follow this year)