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Free Reading Intervention RtI Resources

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books BUNDLE

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books

As the mandates of the Response to Intervention (RtI) process continue to transfer to public schools, special education and classroom teachers are hurrying to find appropriate resources to differentiate literacy instruction for their students. What these teachers find is that one-size-fits-all canned reading, writing, and math programs simply do not match the needs of all of their students. Additionally, many intervention teachers find that scripted programs tend to ignore teacher experience, judgment, and expertise. Instead, RtI teachers need the resources that will allow them  to differentiate literacy instruction without becoming robots. The three-tiered RtI model looks good in the triangle diagram, but quality resources are essential to make these delivery models address the needs of their students.

Most special education and classroom teachers are very prepared to teach the reading and writing content of their courses. They know how to teach. Their undergraduate and graduate courses have adequately prepared them for these tasks. However, most teachers are less prepared to teach reading, writing, and math intervention classes. For example, most credential programs require only one or two reading strategy courses. So, choosing appropriate instructional resources that will facilitate differentiated instruction, according to diagnostic and formative data are critically important.

Following are articles, free resources (including reading assessments), and teaching tips regarding how to teach reading and writing intervention within the RtI process from the Pennington Publishing Blog. Bookmark and visit us often. Also, check out the quality instructional programs and resources offered by Pennington Publishing.

Response to Intervention

Free Whole Class Diagnostic ELA/Reading Assessments

http://penningtonpublishing.com/

Download free phonemic awareness, vowel sound phonics, consonant sound phonics, sight word, rimes, sight syllables, fluency, grammar, mechanics, and spelling assessments. All with answers and recording matrices. A true gold mine for the teacher committed to differentiated instruction!

RtI Reading Assessments

http://blog.penningtonpublishing.com/reading/rti-reading-assessments/

Why should I have to give and grade all these normed tests when I already know which kids need help in their reading? The tests don’t tell me what exactly I need to teach. Give me an assessment that is teachable and I’ll give it, grade it, and teach to it… but I want the instructional resources to do so. A fair question and legitimate request.

Ten Reasons Teachers Avoid RtI Collaboration

http://penningtonpublishing.com/blog/reading/ten-reasons-teachers-avoid-rti-collaboration/

If your school and/or district is moving toward a Response to Intervention (RtI) model, knowing the ten reasons why some teachers and administrators avoid RtI collaboration will help those committed to the RtI process make fewer mistakes and get more buy-in from stakeholders.

Are You Ready for RtI?

http://penningtonpublishing.com/blog/reading/are-you-ready-for-rti/

The RtI model presupposes collaboration from all stakeholders in a school and/or district. All-too-often, this presupposition has doomed RtI at some school sites and in some districts from the get-go. Jumping into RtI and the three-tier instructional delivery model without first addressing legitimate concerns and before gaining stakeholder consensus has given a black-eye to a promising means of delivering a truly first-class education to all children.

Response to Intervention and the Common Core

http://blog.penningtonpublishing.com/reading/common-core-di-rti-and-ell/

RTI (Response to Intervention), ELL, ESL, and ELD (English Language Development), and DI (Differentiated/Individualized Instruction), instructional strategies are all validated in the Common Core State Standards. Common Core writers have clearly gone out of their way to assure educators that the Standards establish the what, but not the how of instruction.

Teaching Reading Strategies Audio Resources

http://blog.penningtonpublishing.com/reading/animal-name-sound-and-spelling-chants/

The 13 classroom-tested diagnostic reading assessments provided in the Teaching Reading Strategies program are administered in the first two weeks of instruction and assess all reading skills—each in multiple choice format. That’s right. No individual time-consuming testing—use Scantrons® or Grade Cam® if you wish. Plus, 8 of the 13 tests include convenient audio files for easy test administration. Each of the 13 assessments is comprehensive and prescriptive. Unlike most reading assessments, none of the assessments (other than the phonemic awareness tests) is based on random sample. Everything you need to teach (or not teach) is assessed. Download these mp3s to up the level of your assessment-based instruction and get corresponding activities and worksheets in Teaching Reading Strategies and the Sam and Friends Phonics Books

What to Teach in Reading Intervention

http://blog.penningtonpublishing.com/reading/what-to-teach-in-reading-intervention/ 

Key instructional components are needed in any successful Tier II and III reading intervention programs. A balanced approach of decoding, encoding, syllabication, vocabulary, comprehension, and fluency development will achieve significant results in minimal time. Check out these instructional resources and improve the quality of reading instruction in your classroom.

Reading Program Placement

http://blog.penningtonpublishing.com/uncategorized/reading-program-placement/

Far too often grades 4-12 students are placed in reading intervention classes where they don’t belong. Far too often students are not placed in reading intervention programs where they do belong. In the following article I will discuss a common sense criteria for reading program placement and a few pitfalls to avoid. I will also provide three complete reading program placement assessments with audio files and recording matrices.

How to Teach Reading Intervention

http://penningtonpublishing.com/blog/reading/how-to-teach-reading-intervention/

Teaching reading intervention is qualitatively different from teaching beginning reading. By definition, the initial reading instruction did not “take” to a sufficient degree, so things must be done differently this time around to improve chances for success. This article defines the key ingredients for a successful reading intervention program and provides an instructional template.

Student-Centered Reading Intervention

http://blog.penningtonpublishing.com/reading/student-centered-reading-intervention/

So many teachers look at the Response to Intervention literature and try to apply Tier I, II, and III models to their own instructional settings. Square pegs in round holes more often than not lead to frustration and failure. While reading specialists certainly support the concept of tiered interventions, the non-purists know that implementation of any site-based reading intervention is going to need to adapt to any given number of constraints.

Instead of beginning with top-down program structure, I suggest looking bottom-up. Starting at the instructional needs of below grade level readers and establishing instructional priorities should determine the essentials of any reading intervention program. In other words, an effective site reading intervention program begins with your students.

Teaching Reading Strategies and RtI

http://blog.penningtonpublishing.com/reading/teaching-reading-strategies-and-rti/

The Teaching Reading Strategies program provides both Tier 2 and Tier 3 reading intervention to struggling readers in a half-year intensive program (70 minutes per day, 5 days per week) or full-year program (55 minutes per day, 5 days per week. Students receive whole class direct instruction, as well as small group and individualized instruction based upon assessment-based needs. The Teaching Reading Strategies delivery model is teacher-based, not computer-based (except for the online modeled fluency readings).

Schoolwide Independent Reading Program

http://blog.penningtonpublishing.com/reading/schoolwide-independent-reading-program/

I take a balanced approach and recommend such in the development of a schoolwide Independent Reading Program (IRP). On the one hand, we want our students to become lifelong readers. We want them to intrinsically enjoy reading and choose to read on their own. However, I do see the value in some marketing and promotion of a schoolwide Independent Reading Program (IRP). Students work well when pursuing goals and everyone likes rewards. No, I’m certainly not advocating the AR program: See my The 18 Reasons Not to Use Accelerated Reader article.

High Fluency Low Reading Comprehension

http://blog.penningtonpublishing.com/reading/high-fluency-low-reading-comprehension/

What can we, as parents and teachers, do for children with high fluency, but low reading comprehension? Check out the six actions steps designed to address this problem and download the helpful instructional strategies and free resources.

Read 180 Foundational Reading Assessment

http://blog.penningtonpublishing.com/reading/read-180-foundational-reading-assessment/

The Foundational Reading Assessment (designed by Dr. Richard K. Wagner as a K-2 test and published as such for another program) consists of a short random sample 12 rhymes, initial, final, and medial sounds (3 each). I can hear kindergarten teachers cringing at the sample size and components. The take-away from my article is that the test assesses only part of what constitutes phonological or phonemic awareness and is not teachable because it is not comprehensive.

READ 180 and Phonemic Awareness

http://blog.penningtonpublishing.com/reading/read-180-and-phonemic-awareness/

In this article I’m taking a look at the phonological awareness component from one of the two assessments in the Scholastic Reading Inventory (SRI): The Foundational Reading Assessment. The second assessment is the Reading Comprehension Assessment. In my first article on these two reading intervention programs, I noted my concern that no encoding (spelling) test was included as part of the screening and placement assessments for READ 180. Jane Fell Greene’s encoding test has always been part of the competing Language!® program.

Comparing READ 180 and Language! Live

http://blog.penningtonpublishing.com/reading/comparing-read-180-and-language-live/

As money has finally started to creep back into education, districts are now turning their attention and dollars into purchasing reading intervention programs. My district has decided to “speed pilot” two reading intervention programs for our secondary schools: Language!® Live is the re-vamped Language!® program from Voyager Sopris with new contributing author Louisa Cook Moats; and READ 180 Next Generation is the thoroughly revised offering from mega publisher Scholastic/Houghton Mifflin Harcourt with new contributing authors Kevin Feldman and Kate Kinsella. Which is better for your students, and are there any low cost alternatives to these expensive computer-based programs?

Word Families (Rimes) Activities

http://penningtonpublishing.com/blog/reading/rimes-word-families-activities/

Learning the common word families (rimes) can help beginning or remedial readers recognize common chunks of letters within words. For example, if students learn to recognize the “ack” rime, they will be able to use that chunk to learn words with different single consonant onsets, to form “back,” “hack,” “jack,” “lack,” “rack,” “sack,” “tack,” as well as words with different consonant blend onsets, such as “black,” “crack,” and “stack.” Check out the most common rimes and some fun rimes activities to use at home or in the classroom.

Sight Word Activities

http://penningtonpublishing.com/blog/reading/sight-word-activities/

Most every reading teacher places some value onsight wordsinstruction; however, just what teachers mean by sight words varies more than the flavors at the local ice cream parlor. Reading specialists describe two methods of “word attack”: word identification and word recognition. Sight words are the word recognition side of the coin. These words break the law, that is they break the rules of the alphabet code and are non-phonetic. Words such as the and loveare Outlaw Words because readers can’t sound them out. Unfortunately, many of our high frequency and high utility words happen to be non-decodable, so they need to be memorized. Here is a list of the essential Outlaw Words with some fun practice activities and an Outlaw Words reading fluency to assess mastery in the reading context.

Phonemic Awareness Activities

http://penningtonpublishing.com/blog/reading/phonemic-awareness-activities/

Phonemic awareness is the basic understanding that spoken words are made up of individual speech sounds. We call these speech sounds phonemes. Both beginning and remedial readers may need to learn these phonemic awareness skills: rhyme, alphabet, syllable, phonemic isolation, blending, and segmenting. Check out the list of phonemes, six whole-class phonemic awareness assessments, and six corresponding activities to teach phonemic awareness in the home or in the classroom.

How to Teach Phonics

http://penningtonpublishing.com/blog/reading/how-to-teach-phonics/

Teaching phonics is an essential ingredient to effective reading instruction. Learning the phonetic code teaches the beginning or remedial reader to make efficient and automatic judgments about how words are constructed. Mastery of the basic sound-spelling correspondences will also pay significant dividends once the student begins reading multisyllabic expository text. Check out the colorful Animal Sound-Spelling Cards, the Names, Sounds, and Spelling Rap (Mp3 file), the Consonant Blend Cards, whole-class phonemic awareness and phonics diagnostic assessments, the Sound by Sound Spelling Blending Instructional Sequence with accompanying teaching script, and some great phonics games ALL FREE in this article.

What Effective and Ineffective RtI Look Like

http://penningtonpublishing.com/blog/reading/what-effective-and-ineffective-rti-look-like/

Response to Intervention (RtI) is a K-12 site-level decision-making process designed to facilitate and coordinate early and flexible responses to student’s learning and behavioral difficulties. RtI promotes data-based decision-making with respect to service placement and on-going progress monitoring. Following are a few indicators of what effective and ineffective RtI can look like.

Eight RtI-Reading Intervention Models

http://penningtonpublishing.com/blog/reading/eight-rti-reading-intervention-models/

As administrators, special education teachers, EL coordinators, reading specialists, and teachers are scrambling to see how new Response to Intervention (RtI) guidelines will work with resources, personnel, schedules, and student populations, it may be helpful to examine eight of the many intervention models with proven track records. After all, why re-invent the wheel? Each of the following models is described and analyzed in pro-con format.

Response to Intervention: What Just Won’t Work

http://penningtonpublishing.com/blog/reading/response-to-intervention-what-just-wont-work/

With the newly released RtI document and as states and districts scramble to conform to Race to the Top carrots and sticks, voices of experience need to begin shouting quickly and boldly to be heard. Although I commend the International Reading Association (IRA) for assigning reading assessment a prominent role in their Response to Intervention (RtI) document, the language of the document betrays certain pedagogical presuppositions and is, at points, flat unrealistic.

r-controlled Vowels for Big Kids

http://blog.penningtonpublishing.com/reading/r-controlled-vowels-for-big-kids/

Although r, l, and do control (change from the usual) the vowel sounds, most phonics programs only include the r-controlled vowels. Download the entire set of r-controlled vowel lessons and assessment at the end of the article. Plus, get the complete set of FREE diagnostic 13 reading assessments to see which of your BIG KIDS need help with which phonics elements.

Diphthongs for Big Kids

http://blog.penningtonpublishing.com/reading/diphthongs-for-big-kids/

Response to intervention reading teachers know that phonics instruction is critically important to fill in the gaps for older readers. Teachers use a variety of approaches to determine which phonics skills are missing from older students’ reading strategies. Diphthongs are quite often among these phonics deficits. Unlike vowel digraphs, which say one sound, such as with “ai” as in train, a diphthong says two sounds, such as with “aw” in hawk. A full set of five diphthong workshop lessons with a formative assessment is provided absolutely FREE at the end of this article.

Fluency Assessment Problems

http://blog.penningtonpublishing.com/reading/fluency-assessment-problems/

The heart of effective reading intervention, whether in a comprehensive Response to Intervention (RtI) program, individual remedial reading classes, reading tutoring, or in-class literacy centers, guided reading, readers workshop, etc. is assessment-based instruction. The devil is in the details, especially with respect to the diagnostic (and placement) reading assessments. This article focuses on problematic reading fluency assessments and provides Pennington Publishing’s FREE multi-leveled Pet’s Fluency Assessment.

Reading Fluency Norms 

http://blog.penningtonpublishing.com/reading/reading-fluency-norms/

Reading fluency assessments are universally recognized as important initial looks into how a reader processes text. Unlike other measures, such as comprehension and vocabulary assessments, reading fluency assessments give the classroom teacher and diagnostician not only qualitative, but also quantitative data. We love numbers! Most reading specialists recommend using the updated Hasbrouck and Tindal (2017) fluency norms. Check them out!

Books for Struggling Readers

http://blog.penningtonpublishing.com/reading/books-for-struggling-readers/

Despite the apathetic “I don’t care” self-defense mechanisms of most struggling readers, they really do care that they aren’t like the rest of their peers. No one want to stand out as a poor reader. I’ve never heard the most unreachable fourth grader, middle schooler, high schooler, or community college adult (and I’ve taught them all) say, “I’m a poor reader and proud of it.”

My main point in this article is to get reading teachers to be hypersensitive to the effects of motivation on learning to read. Specifically, we have got to stop unintentionally tearing away at the self-esteem of our struggling readers. Take a moment to look at your teaching resources. Do they match the age of your students?

Mastery Learning in RtI

http://blog.penningtonpublishing.com/reading/mastery-learning-in-rti/

What if a shaky foundation is what we’re dealing with now? We can’t do anything about the past. Teachers can start playing the blame game and complain that we’re stuck teaching reading to students who missed key foundational components, such as phonics. All-too-often, response to intervention teachers are ignoring shaky foundations and are trying to layer on survival skills without fixing the real problems. Instead, teachers should re-build the foundation. Teachers can figure out what is missing in the individual student skill-sets and fill the gaps… this time with mastery learning. Get Pennington Publishing’s set of diagnostic reading assessments absolutely FREE with the link in this article.

Reading Intervention Program Politics 101

http://blog.penningtonpublishing.com/reading/reading-intervention-program-politics-101/

We teachers love to whine. It’s a staff room staple and a good coping mechanism. However, when we turn simple whining into a political action plan it becomes productive whining. Teachers need to be more assertive on behalf of our neediest kids. We must learn to work smarter, not harder. Following are three (of many) ideas as to how to take a friendly, but tough stance with administrators to meet the needs of struggling readers.

Digraphs and Diphthongs | Academic Language for Reading Instruction

http://blog.penningtonpublishing.com/reading/digraphs-and-diphthongs-academic-language-for-reading-instruction/

I, like most teachers, am always looking for a way to simplify our language of instruction for our students. However, in a recent revision of my Animal Sound-Spelling Cards, I’ve decided to drop the “vowel teams” and classify as the more precise “vowel digraphs” and “diphthongs.” When we simplify instruction, we create confusion for students later on. After all, phonics is all about sound-spellings. To be able to properly blend sounds and words, readers have to be able to hear, break apart, and write the sounds. Download Pennington Publishing’s FREE Animal Sound-Spelling Cards.

FREE Phonics Practice!

http://blog.penningtonpublishing.com/reading/how-to-teach-phonics-to-big-kids-and-adults-long-vowels-2/

Teachers leading Reading Intervention classes for older, struggling readers know that a primary reason for reading deficits is the sound-spelling system. Download my FREE Animal Sound-Spelling Cards and Practice Video for Beginning Reading Instruction and RtI.

Long Vowels for Big Kids

http://blog.penningtonpublishing.com/page/3/

Get the FREE five Long Vowel Phonics Lessons for Big Kids with a short formative assessment and the Animal Sound-Spelling Cards to check out Pennington Publishing’s comprehensive Teaching Reading Strategies reading intervention program.

Consonant Blends for Big Kids

http://blog.penningtonpublishing.com/reading/how-to-teach-big-kids-phonics-consonant-blends/

Get the FREE five Consonant Blends for Big Kids Lessons for Big Kids with a short formative assessment and the Animal Sound-Spelling Cards to check out Pennington Publishing’s comprehensive Teaching Reading Strategies reading intervention program.

Consonant Digraphs for Big Kids

http://blog.penningtonpublishing.com/reading/how-to-teach-phonics-short-vowels-4/ 

Get the FREE five Consonant Digraphs for Big Kids Lessons for Big Kids with a short formative assessment and the Animal Sound-Spelling Cards to check out Pennington Publishing’s comprehensive Teaching Reading Strategies reading intervention program.

Silent Final e for Big Kids

http://blog.penningtonpublishing.com/reading/how-to-teach-phonics-short-vowels-3/

Get the FREE five Silent Final e for Big Kids Lessons for Big Kids with a short formative assessment and the Animal Sound-Spelling Cards to check out Pennington Publishing’s comprehensive Teaching Reading Strategies reading intervention program.

Short Vowels for Big Kids

http://blog.penningtonpublishing.com/reading/how-to-teach-phonics-short-vowels-2/

Get the FREE five Short Vowels for Big Kids Lessons for Big Kids with a short formative assessment and the Animal Sound-Spelling Cards to check out Pennington Publishing’s comprehensive Teaching Reading Strategies reading intervention program.

More Articles, Free Resources, and Teaching Tips from the Pennington Publishing Blog

English-Language Arts and Reading Intervention Articles and Resources 

Bookmark and check back often for new articles and free ELA/reading resources from Pennington Publishing.

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Pennington Publishing’s mission is to provide the finest in assessment-based ELA and reading intervention resources for grades 4‒high school teachers. Mark Pennington is the author of two Standards-aligned programs: Teaching Essay Strategies and Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand)Mark’s comprehensive Teaching Reading Strategies and the accompanying Sam and Friends Guided Reading Phonics Books help struggling readers significantly improve their reading skills in a full-year or half-year intensive reading intervention program. Make sure to check out Pennington Publishing’s free ELA and reading assessments to help you pinpoint grammar, usage, mechanics, spelling, and reading deficits.

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