Tier 2 Reading Intervention Resources 

Phonological Awareness

Select your grade level and start with blending, then segmenting and manipulating based on baseline progress monitoring results (K-2: PAST, 2-6: Bridge the Gap). The progress monitoring tools are linked on each skill. 

Phonics

Progress Monitoring Tools (QPA)

Step 1: Give the Quick Phonics Assessment (QPA) to establish a baseline. The goal is automaticity- students should be able to produce each word within 3 seconds. 

Step 2:  Identify the instructional skill set level (skill set where the result was less than 80%).   

Step 3: Begin interventions in the instructional skill set 2-3 days per week.  Choose an intervention from the following resources:

• Wonders Tier 2 Phonics

• iReady

• UFLI (University of Florida Literacy Institute) *See your coach if you do not have a manual.

Step 4: Administer the QPA (selected skill set only) every 3 weeks to ensure interventions are effective.  *There are 3 form options; you may rotate through forms as you progress monitor.

Step 5: Once the student shows mastery or independence in this phonics skill set (scoring 80% or higher), you may move them to the next phonics skill set.  Continue providing interventions in the new skill set area and progress monitor using the QPA for that particular skill set.  Once a student has met grade level expectations in Phonics (refer to the Phonics Skills Progression chart below), you may change the RSP goal to the next domain (Fluency).

Fluency

Progress Monitoring Tools: Fluency Assessment

The Wonders fluency assessment will serve as your progress monitoring tool for the fluency component of this domain. The grade levels are listed at the bottom of the page. 

• Begin with a grade level and passage that you feel is appropriate for the student. 

• Use this assessment to determine which of the skills listed below would best fit the needs of your students (i.e. Letter-Sound Correspondence, Speed & Accuracy, Phrasing, Chunked Text, Connect Text, Prosody, or Self-Monitoring). 

• After establishing a baseline, begin interventions 2-3 days a week.

Vocabulary

Step 1: Administer the Wonders Vocabulary Diagnostic (Critchlow Verbal Language Scales) 

Step 2: Refer to the scoring criteria to determine their vocabulary grade level. 

Step 3: For students who score below their current grade level, provide word-level vocabulary intervention (Sections 1-10 in the Wonder’s Tier 2 Vocabulary Intervention Book (K-2) , Sections 1-12 in the Wonder’s Tier 2 Vocabulary Intervention Book Teacher’s Edition Grades 3-6).

Step 4: For students who score on or above grade level, provide vocabulary strategy intervention (Sections 11-13 in the Wonder’s Tier 2 Vocabulary Intervention Book (K-2) , Sections 13-16 in the  Wonder’s Tier 2 Vocabulary Intervention Book Teacher’s Edition Grades 3-6).  

Step 5: Begin in the grade level/skill in which you're intervening and move sequentially through the lessons and progress monitoring using the lesson activity you are on that week. 

Comprehension

Determine the skill to begin monitoring and intervening using iReady diagnostic results and suggested next steps in comprehension. Select literature or informational text based on highest need. Determine if students will need practice using K-2 passages or 3-6 passages. Intervene and progress monitor using Wonders Tier 2 Comprehension Interventions linked below. 

Lessons progress by skill, using the Acquisition, Focused Application and Strategic Integration format. Work through the lessons by skillset at a pace appropriate for your students. The lesson you are on every third week will serve as your progress monitoring point.