Reading Level 2 interventions

Does the student understand the exercise goal/task?

Observe the student as they work through the exercise demo to determine where their understanding may be breaking down. If the student is demonstrating difficulty, take the following steps to help encourage accuracy, confidence, and independence.

1. Set a clear goal.
• Set a goal in student-friendly language prior to beginning the exercise. The goal should be positively stated, written using clear and concise language, and be observable and measurable.
• Review the goal with the student and check for understanding.
2. Introduce and model how the student will monitor their goal.
• Choose or create a self-monitoring chart for students to track their progress over time. Use the chart to motivate, encourage, and allow the student to practice self-monitoring. Include the goal on the self-monitoring chart.
• Explain and model the steps needed to complete and interpret the self-monitoring chart.
• Practice completing and interpreting the self-monitoring chart with the student.
3. Clarify the expectations by modeling and reviewing the specific steps required to complete the exercise.
• Review the steps of the activity with the student.
• Model or explain the steps of the activity.
• Practice completion of the task with the student.
• Encourage the student to explain or show you how to complete the task.
• Monitor independent practice and provide feedback and prompts as needed.

Is the student on task and engaged with the activity?

When a student is struggling to stay on-task and engaged, consider the strategies below as a starting point to increasing student engagement.

• Adjust the pacing or duration of instruction.
• Provide built-in breaks as well as allow the student to request breaks as needed. Involve the student in determining their preferred and most successful work schedule. Some students prefer longer work periods and longer breaks while others prefer shorter work periods and more frequent breaks. Adjust as needed to increase student momentum, success, and confidence.
• Consider student motivation. Motivation can be intrinsic and extrinsic. How to motivate the student is largely dependent on their learning needs, preferences, and reinforcers. Student observation, reinforcer surveys, rapport building, and parent and student questionnaires can be helpful in determining how to increase student motivation.

Are there words in the task (prompt and response) that the student doesn’t know?

• Define and review key vocabulary used in the task.
• Display key vocabulary words and definitions.
• Promote student practice with vocabulary sentence strips, guided notes, response cards, or notecards.

Is the student struggling to identify details within a picture?

• Gather a set of images that display clear events, social interactions, or still shots of multiple items displayed next to each other. Show the student one image at a time.
• Provide the student response options related to each picture in the form of sentence strips. Have the student select the response option that best describes a detail in the picture.

Is the student demonstrating difficulty with answering comprehension questions?

Present a picture and have the students write 1 to 3 sentences that describe the picture. You can use the Ant Antics Comprehension Questions Worksheet.

1. Gather a set of images that display clear events, social interactions or multiple items displayed.
2. Show the student one image at a time, and ask the student questions about the displayed picture. Some examples of questions are:
   • What are they doing?
   • Who is the main character?
   • How does the character feel?
   • Why does the character feel that way?

Does the student understand the exercise goal/task?

Observe the student as they work through the exercise demo to determine where their understanding may be breaking down. If the student is demonstrating difficulty, take the following steps to help encourage accuracy, confidence, and independence.

1. Set a clear goal.
• Set a goal in student-friendly language prior to beginning the exercise. The goal should be positively stated, written using clear and concise language, and be observable and measurable.
• Review the goal with the student and check for understanding.
2. Introduce and model how the student will monitor their goal.
• Choose or create a self-monitoring chart for students to track their progress over time. Use the chart to motivate, encourage, and allow the student to practice self-monitoring. Include the goal on the self-monitoring chart.
• Explain and model the steps needed to complete and interpret the self-monitoring chart.
• Practice completing and interpreting the self-monitoring chart with the student.
3. Clarify the expectations by modeling and reviewing the specific steps required to complete the exercise.
• Review the steps of the activity with the student.
• Model or explain the steps of the activity.
• Practice completion of the task with the student.
• Encourage the student to explain or show you how to complete the task.
• Monitor independent practice and provide feedback and prompts as needed.

Is the student on task and engaged with the activity?

When a student is struggling to stay on-task and engaged, consider the strategies below as a starting point to increasing student engagement.

• Adjust the pacing or duration of instruction.
• Provide built-in breaks as well as allow the student to request breaks as needed. Involve the student in determining their preferred and most successful work schedule. Some students prefer longer work periods and longer breaks while others prefer shorter work periods and more frequent breaks. Adjust as needed to increase student momentum, success, and confidence.
• Consider student motivation. Motivation can be intrinsic and extrinsic. How to motivate the student is largely dependent on their learning needs, preferences, and reinforcers. Student observation, reinforcer surveys, rapport building, and parent and student questionnaires can be helpful in determining how to increase student motivation.

Are there words in the task (prompt and response) that the student doesn’t know?

• Define and review key vocabulary used in the task.
• Display key vocabulary words and definitions.
• Promote student practice with vocabulary sentence strips, guided notes, response cards, or notecards.

Is the student having a difficult time sorting words by beginnings, endings, and medial vowels?

Is the student having a difficult time sorting words by beginnings, endings, and medial vowels?

Have the student practice sorting words. Use the table below and create your own word cards, or use this Bear Bags: More Lunch Word Cards.

Does the student understand the exercise goal/task?

Observe the student as they work through the exercise demo to determine where their understanding may be breaking down. If the student is demonstrating difficulty, take the following steps to help encourage accuracy, confidence, and independence.

1. Set a clear goal.
• Set a goal in student-friendly language prior to beginning the exercise. The goal should be positively stated, written using clear and concise language, and be observable and measurable.
• Review the goal with the student and check for understanding.
2. Introduce and model how the student will monitor their goal.
• Choose or create a self-monitoring chart for students to track their progress over time. Use the chart to motivate, encourage, and allow the student to practice self-monitoring. Include the goal on the self-monitoring chart.
• Explain and model the steps needed to complete and interpret the self-monitoring chart.
• Practice completing and interpreting the self-monitoring chart with the student.
3. Clarify the expectations by modeling and reviewing the specific steps required to complete the exercise.
• Review the steps of the activity with the student.
• Model or explain the steps of the activity.
• Practice completion of the task with the student.
• Encourage the student to explain or show you how to complete the task.
• Monitor independent practice and provide feedback and prompts as needed.

Is the student on task and engaged with the activity?

When a student is struggling to stay on-task and engaged, consider the strategies below as a starting point to increasing student engagement.

• Adjust the pacing or duration of instruction.
• Provide built-in breaks as well as allow the student to request breaks as needed. Involve the student in determining their preferred and most successful work schedule. Some students prefer longer work periods and longer breaks while others prefer shorter work periods and more frequent breaks. Adjust as needed to increase student momentum, success, and confidence.
• Consider student motivation. Motivation can be intrinsic and extrinsic. How to motivate the student is largely dependent on their learning needs, preferences, and reinforcers. Student observation, reinforcer surveys, rapport building, and parent and student questionnaires can be helpful in determining how to increase student motivation.

Are there words in the task (prompt and response) that the student doesn’t know?

• Define and review key vocabulary used in the task.
• Display key vocabulary words and definitions.
• Promote student practice with vocabulary sentence strips, guided notes, response cards, or notecards.

Is the student struggling with answering comprehension questions after reading or being read to?

Have the student practice answering comprehension questions after reading a short paragraph at their instructional level. Use the Dog Bone Guided Questions Worksheet to help the students organize their answers. Students may use this chart independently, with a peer, or in small groups with an instructor.

Does the student understand the exercise goal/task?

Observe the student as they work through the exercise demo to determine where their understanding may be breaking down. If the student is demonstrating difficulty, take the following steps to help encourage accuracy, confidence, and independence.

1. Set a clear goal.
• Set a goal in student-friendly language prior to beginning the exercise. The goal should be positively stated, written using clear and concise language, and be observable and measurable.
• Review the goal with the student and check for understanding.
2. Introduce and model how the student will monitor their goal.
• Choose or create a self-monitoring chart for students to track their progress over time. Use the chart to motivate, encourage, and allow the student to practice self-monitoring. Include the goal on the self-monitoring chart.
• Explain and model the steps needed to complete and interpret the self-monitoring chart.
• Practice completing and interpreting the self-monitoring chart with the student.
3. Clarify the expectations by modeling and reviewing the specific steps required to complete the exercise.
• Review the steps of the activity with the student.
• Model or explain the steps of the activity.
• Practice completion of the task with the student.
• Encourage the student to explain or show you how to complete the task.
• Monitor independent practice and provide feedback and prompts as needed.

Is the student on task and engaged with the activity?

When a student is struggling to stay on-task and engaged, consider the strategies below as a starting point to increasing student engagement.

• Adjust the pacing or duration of instruction.
• Provide built-in breaks as well as allow the student to request breaks as needed. Involve the student in determining their preferred and most successful work schedule. Some students prefer longer work periods and longer breaks while others prefer shorter work periods and more frequent breaks. Adjust as needed to increase student momentum, success, and confidence.
• Consider student motivation. Motivation can be intrinsic and extrinsic. How to motivate the student is largely dependent on their learning needs, preferences, and reinforcers. Student observation, reinforcer surveys, rapport building, and parent and student questionnaires can be helpful in determining how to increase student motivation.

Are there words in the task (prompt and response) that the student doesn’t know?

• Define and review key vocabulary used in the task.
• Display key vocabulary words and definitions.
• Promote student practice with vocabulary sentence strips, guided notes, response cards, or notecards.

Does the student need more practice with matching spoken words to written words?

• Promote student practice using word cards where the student says the word as they match it with the corresponding word card.
• Utilize write-on response cards (for example, individual dry erase boards). Say the word and have the student write the word.

Does the student understand the exercise goal/task?

Observe the student as they work through the exercise demo to determine where their understanding may be breaking down. If the student is demonstrating difficulty, take the following steps to help encourage accuracy, confidence, and independence.

1. Set a clear goal.
• Set a goal in student-friendly language prior to beginning the exercise. The goal should be positively stated, written using clear and concise language, and be observable and measurable.
• Review the goal with the student and check for understanding.
2. Introduce and model how the student will monitor their goal.
• Choose or create a self-monitoring chart for students to track their progress over time. Use the chart to motivate, encourage, and allow the student to practice self-monitoring. Include the goal on the self-monitoring chart.
• Explain and model the steps needed to complete and interpret the self-monitoring chart.
• Practice completing and interpreting the self-monitoring chart with the student.
3. Clarify the expectations by modeling and reviewing the specific steps required to complete the exercise.
• Review the steps of the activity with the student.
• Model or explain the steps of the activity.
• Practice completion of the task with the student.
• Encourage the student to explain or show you how to complete the task.
• Monitor independent practice and provide feedback and prompts as needed.

Is the student on task and engaged with the activity?

When a student is struggling to stay on-task and engaged, consider the strategies below as a starting point to increasing student engagement.

• Adjust the pacing or duration of instruction.
• Provide built-in breaks as well as allow the student to request breaks as needed. Involve the student in determining their preferred and most successful work schedule. Some students prefer longer work periods and longer breaks while others prefer shorter work periods and more frequent breaks. Adjust as needed to increase student momentum, success, and confidence.
• Consider student motivation. Motivation can be intrinsic and extrinsic. How to motivate the student is largely dependent on their learning needs, preferences, and reinforcers. Student observation, reinforcer surveys, rapport building, and parent and student questionnaires can be helpful in determining how to increase student motivation.

Are there words in the task (prompt and response) that the student doesn’t know?

• Define and review key vocabulary used in the task.
• Display key vocabulary words and definitions.
• Promote student practice with vocabulary sentence strips, guided notes, response cards, or notecards.

Does the student need development with forming sentences?

• Provide fill-in-the-blank activities where the student completes the sentence by writing the correct punctuation, letter, or word.
• Consider using write-on response cards such as small dry erase boards. For example, show the students a sentence that is incomplete (has a blank space to be filled in by the student).
1. Present the response options. The responses options will either be punctuation, letters or words.
2. Have the students write the sentence including filling in the blank with a selection from the response options.
3. Check for accuracy.
4. Model and complete with the student if they are struggling to complete the task independently.

Does the student understand the exercise goal/task?

After initially reviewing the exercise goal/task with the student, if the student is demonstrating difficulty, consider clarifying the instructions, setting a goal based on the student’s area of need, and modeling and practicing self-monitoring to encourage accuracy, confidence, and independence.

1. First, start by setting a clear goal...

• Set a goal in student-friendly language prior to beginning the exercise. The goal should be positively stated, written using clear and concise language, and be observable and measurable.

• Review the goal with the student and check for understanding.

2. Next, introduce and model how the student will monitor their goal...

• Choose or create a self-monitoring chart for students to track their progress (aligned with the Reading Level 3 Progress Monitoring Chart found in Teacher Resources). Use the chart to motivate, encourage, and allow the student to practice self-monitoring. Include the goal on the self-monitoring chart.

• Explain and model the steps needed to complete and interpret the self-monitoring chart.

• Practice completing and interpreting the self-monitoring chart with the student.

3. Then, clarify the expectations by modeling and reviewing the specific steps required to complete the exercise…

• Review the steps of the activity with the student.
• Model or explain the steps of the activity.
• Practice completion of the task with the student.
• Encourage the student to explain or show you how to complete the task.
• Monitor independent practice and provide feedback and prompts as needed.

Is the student on task and engaged with the activity?

When a student is struggling to stay on-task and engaged, consider the strategies below as a starting point to increasing student engagement.

• Adjust the pacing or duration of instruction.
• Provide built-in breaks as well as allow the student to request breaks as needed. Involve the student in determining their preferred and most successful work schedule. Some students prefer longer work periods and longer breaks while others prefer shorter work periods and more frequent breaks. Adjust as needed to increase student momentum, success, and confidence.
• Consider student motivation. Motivation can be intrinsic and extrinsic. How to motivate the student is largely dependent on their learning needs, preferences, and reinforcers. Student observation, reinforcer surveys, rapport building, and parent and student questionnaires can be helpful in determining how to increase student motivation.

Can the student hear the words clearly?

Check the student’s headset, volume controls, and background noise level.

Is the student answering impulsively?

If the student is working quickly and responding without pausing to think through their answers, sit with them as they work through 2-3 words in Magic Bird. For each word, ask the student to repeat the word that they heard, blend its sounds, and identify the number of sounds that they heard. Then ask them to check for any sounds that we spell with more than one letter (such as [ea] for the sound /ē/).

Ask the student to select the missing letter(s) to complete the spelling of the word. Monitor the student as they work independently for 2-3 more words. If they continue to answer impulsively, prompt them to count the sounds that they hear for each word before selecting an answer.

Is the student identifying the correct number of sounds in each word?

Sit with your student as they work through 2-3 words in Magic Bird. For each word, ask the student to repeat the word that they heard, blend its sounds, and identify the number of sounds that they heard. Watch for difficulty with identifying the sounds in consonant blends.

If your student does not identify the correct number of sounds, repeat and blend the word slowly, and ask them how many sounds they heard. If they still do not identify the correct number of sounds, tell them the answer and draw Elkonin Boxes for each sound in the word on a piece of paper or whiteboard (refer to Teacher Manual for examples). Ask the student to name the letters that represent each sound, and write those letters in each box. Remind them that we sometimes use more than one letter to represent a sound (such as when we use the letter combination [ai] to spell the sound /ā/).

Monitor the student as they work independently for 2-3 more words. Encourage them to listen for each sound that they hear. As needed, prompt them to repeat and slowly blend each word that they hear before selecting an answer.

Is the student struggling with a specific phonogram (letter-sound correspondence)?

A phonogram is a letter or a letter combination that represents a sound. (For example, the letter combination [ck] makes the sound /k/). Look at the Errors section in the student’s Progress Report to determine the specific phonograms they are struggling with. Review the sounds of these phonograms with the student.

To review: 

1. Write each phonogram on a flashcard. 

2. Show the student the phonogram card.

3. Say the phonogram sound or sounds.

4. Have your student repeat the sound or sounds.

Conduct a “speed round” where you point to each phonogram card and ask the student to say its sound. If the phonogram has several sounds, you may give your student a hint by holding up the number of fingers that correspond to the number of sounds (for example, hold up one finger for the phonogram [th]).

Lastly, call out one sound at a time and ask the student to point to the correct phonogram card. (For example: What letters say /th/? What letters say /ō/?)

If the student does not identify the correct letter(s), tell them the answer and ask them to repeat it to you. (For example: The letters th make the sound /th/. What letters make the sound /th/?)

Is the student struggling with specific spelling patterns or grammatical endings?

Use the "Exploring Spelling Patterns" worksheets in Teacher Resources to support your student in understanding, identifying, and writing words with the spelling patterns and grammatical endings addressed in Magic Bird.

• Magic Bird Worksheet Consonant Doubling & Silent E
• Magic Bird Worksheet -ed Endings
• Magic Bird Worksheet -ing Endings