August 2014

500 Mero Street, 19 th Floor –CPT Frankfort, Kentucky ext. 4171

Big Creek Carr Creek Clear Creek Cox’s Creek Mill Creek Paces Creek Silver Creek Tates Creek Tygart Creek

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)

November 18 February 24 April 28

Students should be aware of goals and progress.

Found in Infinite Campus

Log into Inifinte Campus Go to the student information section Click on the PLP tab Go to “general” Click on intervention in the top right hand corner Click on “new status”

2226 Reading Mastery 2205EIR 2228Reading Recovery 4403 CIM

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

Use the same rhyme playing Duck, Duck Goose.

Enola Layton Bourbon Central Elementary

Can (Slap knees, clap hands) Can (Slap knees, clap hands /n/, /n/, can (snap three times)

Bat Ball Box Bike Cap Car Can Check

We listen, listen, loud and clear, What’s the first sound that we hear? Mary, mower, middle, Max, What’s the first sound that you hear?

Brummitt-Yale, Joelle, 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 Miller, Debbie, Moss, Barbara (2013) No More Independent Reading without Support Heinemann 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