This page is designed to assist teachers with the intervention process. Resources located here are designed to provide assistance with literacy interventions. Each of the five components of reading is addressed. Thanks for visiting!
If there are other resources that you utilize for instruction and intervention, please let us know and we will be happy to add it to our page!
What is phonics?
Phonics is simply the system of relationships between letters and sounds in a language. When your kindergartener learns that the letter B has the sound of /b/ and your second-grader learns that “tion” sounds like /shun/, they are learning phonics.
Why is phonics important?
Learning phonics will help your children learn to read and spell. Written language can be compared to a code, so knowing the sounds of letters and letter combinations will help your child decode words as he reads. Knowing phonics will also help your child know which letters to use as he writes words.
West Virginia Reading First Explicit Phonics Lessons
Letter-Sound Correspondence (grades k-1)
Onset and Rime (grades K-1)
Word Study (grades K-1)
Syllable Patterns (Grades K-1)
The Alphabetic Principle
Word Box Sort
Phonics Skills (all grades)
Starfall for Phonics (Grades K-2)
Homophone Bingo! (grades 4-5)
Syllable Patterns (grades 4-5)
Morpheme Structure (grades 4-5)
Phonemic Awareness is defined as the ability to identify, hear, and work with the smallest units of sound known as phonemes. Phonemic awareness can be taught very early on, and will play a critical role in helping children learn to read and spell.
Below are several of the most common phonemic awareness skills that are often practiced with students and young children:
- Phonemic identity – being able to recognize common sounds in different words such as /p/ is the common sound for “pat”, “pick”, and “play”.
- Phonemic isolation – being able to recognize the individual sounds of words such as /c/ is the beginning sound of “cat” and /t/ is the ending sound of “cat”.
- Phoneme substitution – being able to change one word to another by substituting one phoneme. For example changing the /t/ in “cat” to /p/ now makes “cap”.
- Word Segmenting – the parent says the word “lap”, and the child says the individual sounds: /l/, /a/, and /p/.
- Oral blending – the parent says the individual sounds such as /r/, /e/, and /d/, and the child forms the word from the sounds to say “red”.
Comprehension is the reason for reading. If readers can read the words but do not understand or connect to what they are reading, they are not really reading. Good readers are both purposeful and active, and have the skills to absorb what they read, analyze it, make sense of it, and make it their own.
Think Pair Share For Comprehension
Anticipation Guide Activity
Ask Read Tell Activity
Key Words Memorization Strategy
Concept Sort For Vocabulary and Comprehension
Interventions For Comprehension
Interventions For Improving Reading Comprehension
Seven Strategies for Teaching Comprehension
Narrative Text Structure (Grades 4-5)
Expository Text Structure (Grades 4-5)
Text Analysis (Grades 4-5)
Monitoring For Understanding (Grades 4-5)
Vocabulary refers to the words we must know to communicate effectively. In general, vocabulary can be described as oral vocabulary or reading vocabulary. Oral vocabulary refers to words that we use in speaking or recognize in listening. Reading vocabulary refers to words we recognize or use in print.
Building Word Knowledge with Informational Text
Using Oral Language to Build Vocabulary
Building Sight Word Vocabulary
Linking the Language
Using Vocabulary Rich Words
Word Knowledge (grades 4-5)
Morphemic Elements (grades 4-5)
Word Meaning (grades 4-5)
Words in Context (grades 4-5)
Fluency is defined as the ability to read with speed, accuracy, and proper expression. In order to understand what they read, children must be able to read fluently whether they are reading aloud or silently. When reading aloud, fluent readers read in phrases and add intonation appropriately. Their reading is smooth and has expression.
Children who do not read with fluency sound choppy and awkward. Those students may have difficulty with decoding skills or they may just need more practice with speed and smoothness in reading. Fluency is also important for motivation; children who find reading laborious tend not to want read! As readers head into upper elementary grades, fluency becomes increasingly important. The volume of reading required in the upper elementary years escalates dramatically. Students whose reading is slow or labored will have trouble meeting the reading demands of their grade level.
Fluency at all stages
Using Poetry to Increase Fluency
Repeated Reading Activity
Video about Fluency
Interventions for Fluency
Reading Interventions for Fluency
Word Parts (grades 4-5)
Word Parts and Chunked Text (grades 4-5)