Jaimie Howe contributed this post. Click here to read more of Jaimie's thinking.
Providing interventions and coaching all in one day has always been a struggle for me since I began this journey six years ago. I have come to realize, however, the power of combining both of these roles.
With the implementation of the new Lucy Calkins's Reading Units of Study this past fall, I have found myself extremely involved in the planning and teaching of these new units in several grade levels. This close involvement has improved the success of my intervention instruction greatly. The connections I can make for students during intervention to what they are currently doing in their classroom has been invaluable.
One of the largest benefits I have realized, is my ability to use common language to support the transfer of skills from intervention to the classroom. For example, in first grade, students learn to be “word detectives” and are taught specific language for using strategies. In kindergarten, students learn that they have superpowers (sound power, pattern power, picture power, etc.) and are “super readers”, so this is the language I incorporate into my interventions with these kids. I have linked two bookmarks that are used in the classroom that I incorporate into my interventions to create common language. They have worked wonders to support our students.
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