Reading Intervention Program
Reading Intervention: Reading Plus Classes
In an effort to match students with instruction and curriculum tailored to their individual needs, all Hoyt Middle School students were given a reading assessment which measured their automaticity/fluency (words read correctly per minute) and accuracy on a grade level passage. Comprehension scores were obtained from their most recent Iowa Assessment.
In an effort to support your child’s reading growth and overall academic achievement, your child has been placed in a reading intervention or enrichment class based on his/her scores. These classes are small groups and skill-focused. Our goal is for all Hoyt students to meet their benchmarks as quickly as possible. We will be assessing your student on a regular basis to make sure he/she is making progress.
|Box 1- Accurate and automatic (fluent)May have difficulty with comprehension
In class, these students are practicing before, during, and after reading strategies to help improve their understanding of text. They are also interacting with new vocabulary to gain background knowledge.
At home, you might have your student read a magazine or newspaper article and summarize it for you or ask them questions about it after reading to make sure they understood it.
|Box 3- NOT accurate, NOT automatic (fluent)May have difficulty with comprehension, fluency, and accuracy, possibly because of phonics struggles
In class, these students are receiving instruction on how to decode the sounds of letters and letter combinations (phonics) or an explicit strategy on how to read and understand multisyllabic words. Then they are applying these skills to connected text.
At home, you might help them sound out unfamiliar words, instead of correcting them, while they read text aloud to you.
|Box 2- Accurate, but NOT automatic (fluent)May have difficulty with comprehension, possibly because of lack of automaticity at the word, sentence or passage level which slows down their reading and interrupts their focus on the meaning of the text.
In class, these students are working on oral repeated readings, paired readings, assisted reading, and choral reading to improve their fluency.
At home, you could have your student read aloud to you as much as possible in a wide variety of types of text. You might also model how to read with expression, pausing at commas and stopping at periods.
|Box 4- NOT accurate, but automatic (fluent)May have difficulty with comprehension and accuracy, probably because they are reading quickly and not monitoring for meaning of the text. Many of their errors are words they know.
In class, these students have been placed with Box 3 students to work on their accuracy and are receiving similar instruction on how to decode letters and letter combinations.
At home, you might have your student read aloud and tap on the table each time a word is read incorrectly, indicating that your student needs to go back and reread the word.
|Enrichment- Accurate and automatic (fluent) with a proficient comprehension score Shows little difficulty with comprehension, accuracy and automaticity according to assessment scores.
In class, these students are focused on various writing and reading activities to enhance their literacy skills. They are applying those skills through an exploration mythology, graphic learning and comic booking, journalism, mock trial, debate, poetry and current events.
At home, these students should continue to read, especially books that might be slightly challenging for them. You might also discuss any of the class topics with your student or even challenge them to a debate if you are up for it!