PROBLEM AND INTERVENTION MATRIX

Name: Wesley Stewart Grade Level: 3 Subject: Reading

Focus Problem or Situation: Reading Comprehension

Content Standard, State Standard, or School Improvement Goal Addressed:

Grade: 3 Goal: Students will be able to make inferences from text or pictures that help them to draw conclusions about a story,
define unknown words, or comprehend other textual information.

R.MT.03-05.01 self-monitor comprehension when reading or listening to texts by 3 - automatically applying strategies used by mature
readers to increase comprehension including: predicting, constructing mental images, visually representing ideas in text, questioning,
rereading or listening again if uncertain about meaning, inferring, and summarizing. R.WS.03.08 in context, determine the meaning of
words and phrases including synonyms, homonyms, multiple meaning words, content vocabulary, and literary terms using strategies
and resources including context clues, concept mapping, and the dictionary. R.WS.04-05.07- in context, determine the meaning of
words and phrases including 4 - similes, metaphors, content vocabulary, and literary terms using strategies and resources including
context clues, semantic feature analysis, and a thesaurus.

Source: Michigan Common Core State Standards

http://www.michigan.gov/documents/mde/3-5_ELA_357701_7.pdf

EDU5604: Problem and Intervention Matrix

 First foundational skill Second foundational Third foundational identified: Fourth foundational skill identified:
identified: Word skill identified: Context Clues Fluency
Recognition Inferencing
Week 1 Reintroduction to Use pictures to Reintroduction to synonyms Increase ability to read with speed,
What you will synonyms - students measure inferencing - students will learn how to accuracy, and proper expression.
do (learning will learn how to use skills use synonyms to improve ------------------
outcome): synonyms to improve comprehension.
-------------------- comprehension. ----------------------- Listen to students read aloud and
--- ----------------------- ----------------------- Students will read assess speed, accuracy, and
How you will Conduct activity where Based on the actions sentences that contain inflection
assess or students identify in the pictures, higher level word and try to
monitor synonyms students will write use context clues to derive
progress what they infer will their meaning
happen next
Intervention Phonemic Making Inferences Using Context Clues Reading Passage Preview
that supports Awareness
the skill in
week 1

Week 2 Reintroduction to Students will be Finding clue words Measure words-correct-per-minute

What you will antonyms - students introduced to ----------------------- (WCPM) score
do will learn how to use characters and will Give students a worksheet -----------------
(learning antonyms to improve make predictions that measures how often Administer an informal assessment to
outcome): comprehension. about them based on they can find clue words measure how many words a student
-------------------- ----------------------- what theyve read. that help derive meaning for can read, accurately, in one minute
--- Conduct activity where ----------------------- an unknown word(s)
How you will students identify After reading about a
assess or antonyms character students
monitor will be given a
progress worksheet where
they will be asked to

EDU5604: Problem and Intervention Matrix

 infer outcomes based
on prior knowledge
from the text.
Intervention Making Inferences Using Context Clues Reading Passage Preview
that supports Phonemic
the skill in Awareness
week 2

Week 3 Use words that rhyme Make predictions Use context clues to find Guided oral reading sessions
What you will to help increase the about major story synonyms --------------------
do number of words arches. model fluent reading and then ask the
(learning students are able to ----------------------- ----------------------- student to read the same passage
outcome): read. Student will share aloud with encouragement and
-------------------- ----------------------- predictions about Students will use context feedback
--- Students will write a what may happen clues to identify and match
How you will short poem next in a story based words that have a similar
assess or demonstrating their on what they have meaning
monitor vocabulary and read
progress rhyming ability
Intervention Phonemic Making Inferences Using Context Clues Reading Passage Preview
that supports Awareness
the skill in
week 3

EDU5604: Problem and Intervention Matrix

Week 4 Using word structure Students will be Use context clues to find Repeated Reading Sessions
What you will and rhyme asked to put antonyms
do ----------------------- themselves in given ---------------------
(learning Students will be situations found in ---------------------- Before each session, the
outcome): presented with words the text. teacher selects a text within the
-------------------- that are spelled and Students will use context student's instructional range long
--- sound like words that ----------------------- clues to identify words that enough occupy the student for more
How you will are familiar, to assess Students will draw have a opposite meaning than a minute of reading aloud and
assess or whether they can use and/or write an extra makes teacher and student copies.
monitor transfer skills to read a scene from the story The
progress new word that includes them. teacher locates five challenge words
The scene must fit in the passage to practice.
with the overall
theme of the story
Intervention Phonemic Making Inferences Using Context Clues Reading Passage Preview
that supports Awareness
the skill in
week 4

Week 5 Introduce vocabulary Drawing conclusions Fill in to blank Text Preview

What you will words.
do (learning ----------------------- ----------------------- ----------------------- ----------------------
outcome): Students will practice Students will be given Students will use context Allow students to listen to a passage
-------------------- using appropriate some information and clues to write in missing before reading which will help the
--- vocabulary words in a will write whether or words in a sentence student read the passage themselves
How you will sentence. not they have enough more fluently.
assess or to make an inference
monitor or not
progress

EDU5604: Problem and Intervention Matrix

Intervention Phonemic Making Inferences Using Context Clues Reading Passage Preview
that supports Awareness
the skill in
week 5

Week 6 Into to irregular Silent Film I identifying context clues Comprehension

What you will spelling Questions
do (learning ----------------------- ----------------------
outcome): ----------------------- Show students a Students will write down ----------------------
-------------------- Students will be silent film, then ask what kind of context clues Pause periodically to ask the student
--- assessed on their them to write about (e.g. synonyms, antonyms, comprehension questions about the
How you will ability recognize and what they were able etc.) the used to help define story (e.g., who, what, when, where,
assess or spell words with to infer from the film the meaning of words in a how) and to encourage the student to
monitor irregular spellings. despite the absence story react to what you both have read
progress Such as knight of dialogue. (e.g., "Who is your favorite character
so far? Why?").
Intervention Phonemic Making Inferences Using Context Clues Reading Passage Preview
that supports Awareness
the skill in
week 6

EDU5604: Problem and Intervention Matrix

INTERVENTIONS

Phonemic Awareness

This intervention addresses the Word Recognition, as a foundational skill. Understanding how groups of letters collectively make up
sounds is crucial to word recognition and reading. The sounds that make up word are often consistent in writing and the recognition
of those sound can help students read words they are not familiar with by associating them with similar words that they already know.
For example, if a student knows the word boy and they understand the sound the letter t makes, they should be able to substitute
t for b and read the word toy. Teachers can practice phonemic awareness with students by reading books with rhyme patterns,
singing songs and nursery rhymes, or writing poems. As an activity, students will be given a word and asked to write a word that
rhymes (and is spelled similarly) and draw a picture of what that word represents. These activities allow the teacher to actively
engage students while simultaneously gathering evidence of student progression.

Making Inferences

This intervention addresses Inferencing, as a foundational skill. Students should be able to understand, interpret, and analyze
auxiliary information provided in reading material (e.g. pictures, chapter titles etc.) to derive meaning and comprehension from
passages they read. Students should also understand that their prior knowledge (schema) is an important and very useful tool for
effective reading. Using schema while reading can increase the readers independence and comprehension. To assess student
progress, the teacher conducts an activity that show students pictures along with three inferences. The students will use clues from
the picture and their own knowledge to decide which two statements you can infer from the picture and statement you cant infer.

Using Context Clues

This intervention addresses Using Context Clues, as a foundational skill. Often times, an author will contextualize uncommon words
within a sentence or its preceding sentence by using common everyday words or words with similar meaning (synonyms) that a
student can use as clues. Students should understand the strategy of using context clues to gain insight into what unfamiliar words

EDU5604: Problem and Intervention Matrix

mean, and increase overall comprehension. Students will be asked to write a short story about what the subject matter of the book
that they read. Their writings will be used to gauge their understanding of what they read.

Reading Passage Preview

This intervention addresses Fluency, as a foundational skill. This is a one-on-one intervention where the teacher will read a passage
from a book at the students instructional level, while the student follows along. Then the student is directed to read the same
passage aloud, while the teacher follows along. If the student reads a word incorrectly, or pauses longer than 3 seconds, the teacher
stops the student, points to and reads the error word correctly, then has the student read the sentence containing the error word
correctly. The student will do repeated readings of the passage until they have read the entire passage, error free. (Fiala, C. L., &
Sheridan, S. M., 2003)

EDU5604: Problem and Intervention Matrix