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SRBI Interventions Descriptions and Suggestions
Posted On:
Tuesday, November 30, 2010
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SRBI Intervention Descriptions and Suggestions for Home

Road to the Code

This program is designed to help Kindergartners and First Graders that may need help with early literacy skills, called phonological awareness skills.  Before children can begin reading, they need to be able to hear the differences in sounds.  This program improves students' sound awareness by working on skills like rhyming, breaking words into their individual sounds, putting sounds together and listening for the beginning sound of a word. 

If your child is in this program, you can follow-up at home by doing the following:

•·         Reading nursery rhymes or other rhyming books; point out the rhyming pairs and help your child supply the rhyming words as you read

•·         Work on syllable awareness by picking out items in the house and clapping out the number of syllables the words have.  Have your child find other household items that have the same number of syllables. 

•·         Build phonemic awareness. Use books with letters on pages with corresponding pictures that start with the letter. Name the letter and make the sound that goes with it ("That is the letter s. Letter s goes "ssss"), then name the items on the page emphasizing that specific sound as you say it. Ask your child what the first sound in "dog" is. They don't need to name the letter. Making the "d" sound is satisfactory.


Road to Reading

This program is designed to help students build speed and accuracy with their decoding skills (sounding out words).  Students who are in this program are working on identifying the individual sounds in a word.  Road to Reading targets several aspects of phonics instruction, including letter/sound matching, word reading, reading in context, spelling individual words and writing in the context of sentences. 


If your child is in this program, you can follow-up at home by doing the following:

  • Encourage your child to spell things for him or herself. When your child wants your help in spelling a word, stretch it out s - l - o - w - l - y so that your child can record a letter for each sound. This will help your child practice letter sound relationships, the basis for phonics skills.
  • Go on a chunk hunt. After a child grasps the principle of decoding, the next thing that can trip him up is noticing chunks - long vowel pairs like "ai", or the helper "e" at the end of a word.
  • Use letter cards or letter blocks to make and change words. Starting with simple three letter words, ask your child to spell them out with letter cards or blocks. Then change one sound (from bat to bit, for example) and ask your child to change the corresponding card. As your child masters three letter words, move on to four letter words and then words with long vowels.



Quick Reads

This program is designed for children that already have strong decoding skills.  Students in this intervention are not reading fluently, which may be due to several factors-their reading rate could be slow, they may not read with expression or they may not pay attention to punctuation marks, like periods and commas.  Students in this program work on a leveled, non-fiction passage, until they are able to read it fluently. 


If your child is in this program, you can follow-up at home by doing the following: 

  • Continue to read aloud to your children.  Even when they are able to read by themselves, it is important for them to hear a more fluent reader read.  You can share reading time with your children by taking turns reading parts out loud or by participating in choral readings where you read together.   Read aloud and having your child match his/her voice to yours
  • Read your favorite books and poems over and over again. Practice getting smoother and reading with expression. 
  • Use books on tapes; have the child follow along in the print copy.  You can also turn the Closed Captioning feature on when you're watching TV.  Have your child practice reading along with the printed text at the bottom of the page. 

National Geographic Comprehension

This program is for students that have strong decoding skills and already read with appropriate fluency.   This intervention will focus on helping students use the reading comprehension strategies, initially with teacher guidance and then eventually without assistance.  Using non-fiction texts, students in this program will become more strategic readers and will practice expressing their thoughts about the text by composing solid written responses.


If your child is in this program, you can follow-up at home by doing the following:

•·         Hold a conversation and discuss what your child has read. Ask your child deeper-level questions about the book.  For example, "I wonder why that girl did that?" or "How do you think he felt? Why?  How would you have felt in the same situation?" and "What lesson can we learn here?".  When reading informational text, discuss the main idea and the supporting details.

•·         Help your child make connections between what he or she reads and similar experiences he has felt, saw in a movie, or read in another book.

•·         Help your child monitor his or her understanding. Teach him/her to continually ask whether he/she understands what they've read.



Comprehension Toolkit

This is another program to target students with weak comprehension skills.  Like the previous program, students receiving this intervention have strong decoding skills and do not have issues with fluency.  This program also works on creating students that are more active, strategic readers.  Students are exposed to a variety of texts and are guided as they learn how to use the comprehension strategies to improve their understanding.  This intervention will help make students more aware of their own thoughts as they constantly write reactions and thoughts about the reading.


If your child is in this program, you can follow-up at home by doing the following:

  • Help students monitor their own understanding. Show them how, for example, to ask themselves "What's unclear here?" or "What information am I missing?" and "What else should the author be telling me?"
  • Let your child hear what you're thinking as you read.  They're more likely to become strategic readers on their own if they see and hear you using the same strategies. 
  • Have your child explain to you what he/she is thinking as they read.  They more they talk about the reading strategies, the more likely it is that using the strategies will become automatic.  Similar to the suggestion above, you and your child can take turns sharing your thoughts about the text.  Talking about what you're reading is the best way to improve comprehension. 
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