# Coweta's Early Intervention Program

### September 2016

A program designed to serve students in grades kindergarten through five who are at risk of not reaching or maintaining academic grade level, as defined in the department's Early

Intervention Program Guidelines, to obtain the necessary academic skills to reach grade-level performance in the shortest possible time.

## Four Quadrants Action Plan

## Student Profile Documents

## Reading Comprehension Strategies

## Using Short Texts

The majority of the reading that we do as adults is in SHORT TEXT variety. Short texts are a great way to teach comprehension!

Reasons to use short text when building reading skills"

- Often well-crafted with vivid language
- Provides a complete set of thoughts
- Easy to re-read to clarify confusion and better construct meaning
- Covers an extraordinary range of topics, ideas, genres and issues
- Allows even very young readers to engage in critical thinking.

## Read, Write and Talk

Teachers should model this approach with students. Take a text and read it aloud, Throughout the text, stop and think aloud about what you have read. Write thoughts or questions on a post-it note beside the text. Continue reading the text. Students can use this strategy, and then meet with a peer who has also read the text. They can compare and discuss their notes on the post-it notes. By talking with a friend, comprehension can be affirmed and new levels of interest can be gained.

## Math Strategies

## Number Talks

## Need strategies for Operations?

__Counting on__

Counting on is used when adding 1, 2, or 3. Students say or think about the larger number and count on 1, 2, or 3.

- Don't always start on 1. Challenge students to get in partners give each other numbers to practice counting on.

**Doubles**

Doubles are the addition facts where a number is added to itself. These need to be memorized through double 10.

- Help students visualize doubles using pictures.

**Adding with Tens**

Students should be able to add 10 to any number. This skill helps to facilitate the next strategy (adding 8 and 9). It also aids basic place value understanding.

Need even more? See the Curriculum Website for more great resources.

## Visualizing to help with adding doubles Some students are visual learners and can make immediate connections with a picture. Use visual cues to help them understand and remember addition with doubles. | ## Connecting multiplication and telling time Hold up a flash card of multiplication facts for 5 and then point to the number on the clock corresponding to the other factor. The Fives facts become the "clock facts." | ## How close can you get? Find the one-digit factor that makes the product as close as possible to the targeted number without going over. |

## Visualizing to help with adding doubles

## Connecting multiplication and telling time

## Research and Resources

Harvey, S. & Goudvis, A. *Strategies that work, 2nd ed*. Portland: Stenhouse Publishers.

Skinner, L. (2016). *Coweta Curriculum - Math website*. Retrieved from http://curriculum.cowetaschools.org/index.php/9-math/35-math-es-strategies.

*Elementary and middle school mathematics: Teaching developmentally*. New York: Pearson.