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The ability to perform basic arithmetic operations like addition, subtraction, multiplication, division, and more complex computations like fractions, percentages, exponents, and algebraic manipulation.

The ability to apply mathematical concepts and operations to analyze, model, and solve real-world or theoretical problems.

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Written expression is taking the foundations of language, oral and reading, and composing thoughts, ideas, or reproducing work in a written form of language. Children need to develop their written language abilities to help frame up reading comprehension, written composition and to guide the basic literacy skills needed.

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Written expression builds on the framework and principles of reading and oral language.

Basic understanding of phonics and word sounds.

Organization of thoughts and ideas into a comprehensible compilation of structured sentences.

Use of vocabulary to build on concepts and ideas.

Composition skills to effectively communicate ideas or concepts using written language.

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Framework of math calculations and problem solving:

Explicit instruction

Organizing thoughts and processes

Using models

Structure of problem-work-solution

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Reading is an active and complex process that involves deriving meaning from print through the interaction of decoding (word recognition) and comprehension (understanding language).

It's not just sounding out words, it's understanding them and what they mean in a text.

Reading includes foundational skills (phonemic awareness, phonics, fluency) and higher-level skills (vocabulary, comprehension, etc.)

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Oral language is the child’s first, most important, and most frequently used structured medium of communication. It is the primary means through which each individual child will be enabled to structure, to evaluate, to describe and to control his/her experience. In addition, and most significantly, oral language is the primary mediator of culture, the way in which children locate themselves in the world, and define themselves with it and within it."

(Cregan, 1998, as cited in Shiel et al., 2012)

Encompasses five main areas: phonology, morphology, semantics, syntax, and pragmatics.

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Oral language framework includes phonological awareness, syntax and grammar, vocabulary development, and pragmatics.

Those compiled should emphasize the connection between innate abilities, social interaction, and cognitive processes.

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1. Group read aloud (Tier 2 intervention - RTI)

This intervention can include a small book that the group takes turns reading aloud. The group can be intermixed with students with strong reading abilities and ones who struggle. Modeling should occur with the stronger students, and a teacher or intervention specialist should be present to correct mispronounced words or sounds.

2. Change One Letter:

The students will use their knowledge of letter–sound correspondence and awareness of phonological sound placement to write and change words.

Students will have a whiteboard in front of them and will be asked to write a word and say it, then change one or two letters of the word and adjust their reading of the word accordingly.

This builds students' ability to recognize spoken sounds and basic phonics in oral language.

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Bardel, T. (2023, April 19). Oral Language Skills and Learning Disabilities. LD@school. https://www.ldatschool.ca/oral-language-skills/#:~:text=The%20term%20%E2%80%9COral%20language%E2%80%9D%20is,sounds%20within%20a%20particular%20language.

Shiel, G., Cregan, Á., Archer, P., & McGough, A. (n.d.). Oral language in early childhood and primary education ( ... erc.ie. https://www.erc.ie/documents/oral_language_in_early_childhood_and_primary_education_3-8_years_.pdf

Vaughn, S., & Bos, C. S. (2019). Strategies for teaching students with learning and behavior problems (8th ed.). Pearson.

Intervention > evidence snapshot. WWC | Leveled Literacy Intervention. (n.d.). https://ies.ed.gov/ncee/WWC/InterventionReport/679

Change one letter. (n.d.-a). https://intensiveintervention.org/sites/default/files/Change_one_letter_508.pdf

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The reading frameworks can be seen as either the pyramid of reading ability and comprehension, or as a circle with pieces all fitting together.

The components of reading include:

1. Phonemic awareness

2. Phonics

3. Fluency

4. Vocabulary

5. Reading Comprehension

There are baseline frameworks (phonemic awareness and phonics) that are the starting point for the other categories to build off. The components of reading are introduced throughout a child's schooling and can be targeted with various interventions to improve or introduce skills.

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1. Leveled Literacy Intervention (Tier 1)

This intervention focuses on small group reading practice. The intervention provides explicit instruction in phonological awareness, phonics, fluency, vocabulary, reading comprehension, oral language skills, and writing.

2. World of Words (WOW) (Tier 1)

World of Words is a supplementary curriculum used to help young children develop vocabulary, concept knowledge, and content knowledge in science. The curriculum includes intentional conversations and shared book readings of texts focused on science topics.

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Essential Components of Reading_Transparent BG

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Evidence-Based Strategies include:

Graphic organizers, in general, are a strategy for students who struggle with organizing their thoughts and ideas into written expression. Graphic organizers can be specific to content with clearly defined headings, or can be so general that they could be used between each class a student has.

RAFT takes a creative approach to enticing students to do writing they enjoy and relate to. It puts a more real-world application to writing and gives creative liberty to the writer.

R - Role of writer: Who or what the student is pretending to be.

A - Audience: Who the writing is directed toward.

F - Format: The form the writing will take (e.g., letter, speech, diary entry, article).

T - Topic: What is the main subject or focus is.

This method covers informational writing, creative writing, fiction, and more forms of written expression!

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Some evidence-based strategies to assist in RTI:

1. Provide multiple and varied opportunities

for learning and practice (e.g., using

fraction tiles) with explicit corrective

feedback. You could have multiple forms of visually showing a mathematical equation, fraction, etc. Giving students tiles to use can give you a useful visual and kinesthetic aspect to your students' interventions.

2. In a small group (Tier 2 instruction ideally for grades K-2): Take flashcards with high 2-3 digit numbers with two of each number card. Lay out the cards in front of your group face-down and play a memory matching game to get students engaged with the material, and have students say the numbers they flip over through the game out loud to ensure they are recalling and recognizing them.

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Intervention > evidence snapshot. WWC | Leveled Literacy Intervention. (n.d.). https://ies.ed.gov/ncee/WWC/InterventionReport/679

# data[].attributes.body
Intervention > evidence snapshot. WWC | Leveled Literacy Intervention. (n.d.). https://ies.ed.gov/ncee/WWC/InterventionReport/679

Using the raft writing strategy. Using the RAFT Writing Strategy | Read Write Think. (n.d.). https://www.readwritethink.org/professional-development/strategy-guides/using-raft-writing-strategy

# data[].attributes.body
Intervention > evidence snapshot. WWC | Leveled Literacy Intervention. (n.d.). https://ies.ed.gov/ncee/WWC/InterventionReport/679

Math instruction & lessons: Instructional strategies | NCII. (n.d.). https://intensiveintervention.org/implementation-intervention/math-lessons

Vaughn, S., & Bos, C. S. (2019). Strategies for teaching students with learning and behavior problems (8th ed.). Pearson.

# data[].attributes.body
Bardel, T. (2023, April 19). Oral Language Skills and Learning Disabilities. LD@school. https://www.ldatschool.ca/oral-language-skills/#:~:text=The%20term%20%E2%80%9COral%20language%E2%80%9D%20is,sounds%20within%20a%20particular%20language.

Change one letter. (n.d.-a). https://intensiveintervention.org/sites/default/files/Change_one_letter_508.pdf

Intervention > evidence snapshot. WWC | Leveled Literacy Intervention. (n.d.). https://ies.ed.gov/ncee/WWC/InterventionReport/679

Math instruction & lessons: Instructional strategies | NCII. (n.d.-b). https://intensiveintervention.org/implementation-intervention/math-lessons

National University. (2024, November 18). Behaviorism in education: What is behavioral learning theory? https://www.nu.edu/blog/behaviorism-in-education/

Practice guide. WWC | Teacher-Delivered Behavioral Interventions in Grades K-5. (n.d.). https://ies.ed.gov/ncee/WWC/PracticeGuide/31

Shiel, G., Cregan, Á., Archer, P., & McGough, A. (n.d.). Oral language in early childhood and primary education ( ... erc.ie. https://www.erc.ie/documents/oral_language_in_early_childhood_and_primary_education_3-8_years_.pdf

Using the raft writing strategy. Using the RAFT Writing Strategy | Read Write Think. (n.d.). https://www.readwritethink.org/professional-development/strategy-guides/using-raft-writing-strategy