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Grant Compliance Roles and responsibilities Intervention Tab Phonological Awareness
Type RTA resources in the search box Attendance Grant Compliance Laws and Regulations Newsletters Webinars
RTA was established in 2005 by the Kentucky General Assembly to ensure all students read proficiently by the end of the primary grades.
Local districts shall implement a comprehensive response to intervention system for kindergarten through grade 3 that includes universal screening and diagnostic assessments to determine individual student needs and baseline performance.
K-1 Early Intervention in Reading (EIR) Reading Recovery/Comprehensive Intervention Model (CIM) Reading mastery (for English Learners) 2-3 Early Intervention in Reading (EIR) Comprehensive Intervention Model (CIM) Peer Assisted learning Strategies Cooperative Integrated Reading and Composition (CIRC) Reading Mastery (for English Learners)
Intervention material – vendor program #5 Intervention Staff – certified teacher #1 Delivery location – on site Delivery method – in person Frequency - daily
Type Infinite Campus Intervention Tab in the search box
Kindergarten Demonstrate understanding of spoken words, syllables, and sounds (phonemes). Recognize and produce rhyming words. Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single- syllable spoken words. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three- phoneme(consonant-vowel-consonant, or CVC) words. Add or substitute individual sounds (phonemes)in simple, one-syllable words to make new words. First Grade Demonstrate understanding of spoken words, syllables, and sounds (phonemes) Distinguish long from short vowel sounds in spoken single-syllable words. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. Isolate and pronounce initial, medial vowel, and final sounds (phonemes), in spoken single-syllable words. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
Awareness of spoken words Syllables Onset and Rime Individual sounds within a word
Brummitt-Yale, Joelle, Phonemic Awareness vs. Phonological Awareness http://www.k12reader.com/phonemic-awareness-vs-phonological-awareness/ http://www.k12reader.com/phonemic-awareness-vs-phonological-awareness/ Clay, Marie M. (2005) Literacy Lessons Designed for Individuals Part Two Teaching Procedures Heinemann Fitzpatrick, Jo (1997) Phonemic Awareness Playing with Sounds to Strengthen beginning Reading Skills Creative Teaching Press Konza, Deslea (2011) Phonological Awareness http://www.decd.sa.gov.au/literacy/files/links/UtRP_1_2_v2.pdf http://www.decd.sa.gov.au/literacy/files/links/UtRP_1_2_v2.pdf Miller, Debbie, Moss, Barbara (2013) No More Independent Reading without Support Heinemann http://reading.uoregon.edu/big_ideas/pa/pa_what.php Trehearne, Miriam P., (2003) Comprehensive Literacy Resource for Kindergarten Teachers, ETA Cuisenaire Wendling, Barbara J., Mather, Nancy (2009) Essentials of Evidence-Based Academic Interventions John Wiley and Sons