Learn more about the Comprehensive Intervention Model! Click here for a guided tour. Celebrated literacy experts Linda J. Dorn and Carla Soffos guide teachers and administrators in implementing effective reading interventions for children in kindergarten through third grade. Based on the authors’ Comprehensive Intervention Model (CIM), the authors' present a portfolio of small group interventions for meeting the diverse needs of struggling readers. Each grade-band resource includes a wealth of research-based activities, scaffolding techniques, and assessment tools that guide teachers in promoting strategic learners. The book comes with a CD containing an appendix of forms, guides, and checklists for each chapter. Paired with the five-part DVD series, A Comprehensive Intervention Model for Preventing Reading Failure provides training and support for teachers in learning about small groups as an intervention. Each of the DVDs–Guided Reading Plus Group (grades 1—3), Assisted Writing Group (kindergarten to grade 3), Comprehension Focus Group (grades 4—8), Content Strategy Group (grades 4—8) and Using Data for Progress Monitoring (grades K—8)–include two disks of classroom video and resources along with a facilitator’s guide and can be used as a Response to Intervention method. The Interventions That Work series is exactly what you need for ensuring the literacy success of your students!

Interventions that Work: A Comprehensive Intervention Model for Preventing Reading Failure in Grades K-3 (Interventions that Work Series)

Education & Teaching

Soffos, Carla

Dorn, Linda J.

Schools & Teaching

Pearson

Applying principles from Linda and Carla's latest book, Interventions That Work: A Comprehensive Intervention Model for Reversing Reading Failure, their DVD series, Interventions that Work illustrates how teachers use data to implement research-based interventions—from kindergarten to eighth grade–that transform struggling students into successful readers and writers. The interventions are part of the authors’ Comprehensive Intervention Model (CIM), a design for preventing reading failure in the early grades and reversing reading failure in the upper grades. The Comprehension Focus Group DVD (CFG) includes two disks of classroom video, lesson plans, and a wealth of resources along with a facilitator’s guide for training and implementing the small group intervention. The CFG offers teachers the training and support they need for learning about “Comprehension Focus Groups” as an intervention for struggling readers and as an intervention for their school’s Response to Intervention (RTI) plan. Features: <li> Provides a small-group intervention, based on the authors' Comprehension for Intervention Model (CIM), for students in grades four and beyond who are lagging behind their peers in reading. </li>
<li> Consists of a series of 30-minute daily reading and writing lessons designed to promote students' knowledge of genre and text structures through in-depth units of study. </li>
<li> Includes opportunities for teachers to collect systematic data for progress monitoring. </li>
<li> Guides teachers in implementing explicit teaching and concrete examples to assist struggling readers to develop efficient strategies for problem solving in texts and to comprehend the message at deeper levels. </li>
<li> Features two disks: Disk One contains supplemental materials such as the Facilitators’ Guide, Power Point Presentation slides, guide sheet of lesson components, planners, Text Map/Writing Guide, and mentor texts for personal narrative. Disk Two contains CFG video lessons in reading and writing based on a unit of study for personal narrative texts. This disk is divided into four chapters with each chapter representing a unique phase with a total of 13 episodes under the phases. The episodes take place over a period of four weeks. </li>

Interventions that Work: Comprehension Focus Group DVD

Applying principles from Linda and Carla's latest book, Interventions That Work: A Comprehensive Intervention Model for Reversing Reading Failure, their DVD series, Interventions that Work illustrates how teachers use data to implement research-based interventions—from kindergarten to eighth grade–that transform struggling students into successful readers and writers. The interventions are part of the authors’ Comprehensive Intervention Model (CIM), a design for preventing reading failure in the early grades and reversing reading failure in the upper grades. The Guided Reading Plus (GRP) collection includes two disks of classroom video, lesson plans, and a wealth of resources along with a facilitator’s guide for training and implementing the small group intervention. The GRP video collection is structured to provide training and support for teachers in learning about Guided Reading Plus as an intervention for struggling readers and as an intervention for their school’s Response to Intervention (RTI) plan. Features: <li> Provides a small-group intervention, based on the authors' Comprehension for Intervention Model (CIM) ,for students in grades three and beyond who are lagging behind their peers in reading. </li>
<li> Consists of a series of 30-minute daily reading and writing lessons designed to promote students' knowledge of genre and text structures through in-depth units of study. </li>
<li> Includes opportunities for teachers to collect systematic data for progress monitoring. </li>
<li> Guides teachers in implementing explicit teaching and concrete examples to assist struggling readers to develop efficient strategies for problem solving in texts and to comprehend the message at deeper levels. </li>
<li> Features two disks: Disk One contains supplemental materials such as the Facilitators’ Guide, Power Point Presentation slides, guide sheet of lesson components, planners, Text Map/Writing Guide, and mentor texts for personal narrative. Disk Two contains CFG video lessons in reading and writing based on a unit of study for personal narrative texts. This disk is divided into four chapters with each chapter representing a unique phase with a total of 13 episodes under the phases. The episodes take place over a period of four weeks. </li>

Interventions that Work: Guided Reading Plus Group DVD

Interventions That Work: Assisted Writing Group DVD illustrates how teachers use data to implement research-based interventions —from kindergarten to eighth grade–that transform struggling students into successful readers and writers. Provided are small-group interventions based on the Comprehension for Intervention Model. This two disk set includes: ü 60 minutes of video on DVD ü Wealth of printable resources on CD-ROM ü Classroom videos ü Facilitator’s guide ü Can also be used as a Response to Intervention method

Interventions that Work: Assisted Writing Group DVD (Interventions that Work Series)

Reference

Words, Language & Grammar

Interventions that Work: Content Strategy Group DVD (Interventions that Work Series)

Please note: The resources have been presented on one DVD for your convenience. Interventions That Work: A Comprehensive Assessment System for Literacy Improvement is part of a DVD collection that focuses on a portfolio of interventions for meeting the needs of struggling readers. The interventions are part of the Comprehensive Intervention Model (CIM), a design for preventing reading failure in the early grades and reversing reading failure in the upper grades (Dorn &amp; Soffos, 2011). Within the CIM, assessment and instruction are viewed as reciprocal and recursive processes that inform curriculum and instruction. The goal of the Comprehensive Assessment System (CAS) is to create a coordinated, decision making model for engaging educators in the assessment and instruction process. At the center of the CAS is the teacher—one who understands how to use assessment to inform and guide instruction. The collection includes a variety of assessments for measuring literacy progress at the school and student levels. The premise is that if a student is not progressing, educators must look at multiple factors, including the literacy curriculum, the type of intervention, and the assessments used for progress monitoring. At the student level, teachers use a range of assessments to identify students who may be at risk for reading failure and to select the most appropriate intervention based on a comprehensive diagnostic process. During the intervention, teachers use informal measures to monitor a student’s progress in response to the intervention. This thoughtful process requires teachers to be organized with data collection and analysis. In the CIM, teachers keep an Assessment Notebook that includes summative, formative, and progress monitoring data for all intervention students. During intervention meetings, the intervention teacher, in collaboration with the classroom teacher, uses this progress monitoring data to make decisions about a student’s progress in relation to average performing peers. At the school level, educators examine the impact of the curriculum, assessment, and intervention on increasing literacy achievement for all students in the school. Toward this goal, the school uses two measures: the Assessment Wall (AW) and the Environmental Scale for Assessing Implementation Levels (ESAIL). The Assessment Wall offers a transparent visual that allows educators to examine the gains of multiple groups on curriculum-based assessments, and to analyze collective data to inform decisions about interventions for low-performing students. The AW represents an achievement profile of the whole school, while providing a systematic approach for studying achievement patterns within subgroups that may be linked to instruction and intervention practices. The second measure, the ESAIL, enables schools to assess the school environment in four essential areas and to plan professional development based on collective evidence. Together, the AW and the ESAIL provide schools with a complimentary tool for studying the relationship of curriculum, instruction, and intervention on the literacy achievement of all students.

Interventions that Work: A Comprehensive Assessment System for Literacy Improvement DVD (Interventions that Work Series)

This is a book about problem solving--an internal tool that shapes the cognitive development of young readers and writers. At the same time, it is a book about the role of the teacher and the curriculum in structuring problem-solving opportunities. It is a book that advocates for schools to create intellectual environments that make literate thinking a top priority for children. Finally, it is a book that presents teaching and learning as collaborative processes between many people with a common goal--literacy for children. from the Introduction
How can teachers create a literacy curriculum that builds processing links between reading, writing, and spelling knowledge? In Shaping Literate Minds, Linda J. Dorn and Carla Soffos illustrate how processing theory can be applied to the everyday practices of classroom teaching.
If instruction emphasizes the interrelationships of these three language areas, students learn how to transfer knowledge, skills, and strategies across literacy events. This is complex theory, but the authors provide clear and practical examples to support teachers as they incorporate these ideas into their classroom practices.
Grounded in authentic experiences from primary classrooms, this book provides:explanations of processing behaviors among reading, writing, and spelling knowledge;observational tools that support teachers in noticing changes over time in specific literacy behaviors;guidance on creating conditions for developing self-regulated learners;authentic reading and writing samples and teacher/student interactions;figures and pictures that clearly describe how teachers can use assessment to inform and guide instruction, with links to national standards;details for establishing a school-based literacy model that includes team meetings, assessment walls, high standards, and a curriculum for literacy;appendixes with reproducible assessment checklists, report cards, task cards for literacy corners, and guided reading observation forms for team meetings.With a national emphasis on accountability, high standards, and literacy achievement, Shaping Literate Minds will help teachers and administrators implement a high-quality literacy curriculum that links to national and state goals.

Shaping Literate Minds: Developing Self-Regulated Learners

Dorn, Linda

Routledge

The goal of teaching writing is to create independent and self-motivated writers. When students write more often, they become better at writing. They acquire habits, skills, and strategies that enable them to learn more about the craft of writing. Yet they require the guidance and support of a more knowledgeable person who understands the writing process, the changes over time in writing development, and specific techniques and procedures for teaching writing.
In Scaffolding Young Writers: A Writers' Workshop Approach, Linda J. Dorn and Carla Soffos present a clear road map for implementing writers' workshop in the primary grades.
Adopting an apprenticeship approach, the authors show how explicit teaching, good models, clear demonstrations, established routines, assisted teaching followed by independent practice, and self-regulated learning are all fundamental in establishing a successful writers' workshop. There is a detailed chapter on organizing for writers' workshop, including materials, components, routines, and procedures. Other chapters provide explicit guidelines for designing productive mini-lessons and student conferences.
Scaffolding Young Writers also features:an overview of how children become writers;analyses of students' samples according to informal and formal writing assessments;writing checklists, benchmark behaviors, and rubrics based on national standards;examples of teaching interactions during mini-lessons and writing conferences;illustrations of completed forms and checklists with detailed descriptions, and blank reproducible forms in the appendix for classroom use.
Instruction is linked with assessment throughout the book, so that all teaching interactions are grounded in what children already know and what they need to know as they develop into independent writers.

Scaffolding Young Writers: A Writer's Workshop Approach

The goal of teaching is to promote independent learning so reading and writing becomes a lifelong habit. As children become better readers, they also become better writers. A workshop format provides a literacy context for building connections between the reading and writing processes. In this two-part video series, Donnie Skinner and Vicki Altland demonstrate how they implemented reading and writing workshops in two Arkansas schools.Tape 1: Exploring Literature in Third GradeIn the first videotape, Donnie Skinner and third-grade students at Boone Park Elementary in North Little Rock, Arkansas, explore how literature is used to promote deeper comprehension during reading and writing workshops. The first part of the tape demonstrates the components of writing workshop, including a mini-lesson for crafting a good lead, independent practice, and writing conferences. The second part of the tape illustrates the components of reading workshop, including a mini-lesson for teaching a visualization strategy, independent practice, reading conferences, and a literature discussion group. The features of the workshop include: guided demonstrations and think-aloud;guided practice with teacher assistance;independent practice with teacher and peer conferences;language interactions that promote deeper comprehension.Tape 2: Conducting Research in First GradeIn the second videotape, Vicki Altland and her first graders at Ida Burns Elementary in Conway, Arkansas, use a workshop approach to conduct research with nonfiction texts. Vicki scaffolds her first graders as they apply a ten-step process for conducting research, including choosing a topic, gathering materials, organizing information, and publishing the results. The features of the workshop include:mini-lesson with guided practice;group work with teacher conferences;group sharing with teacher assessment.

Developing Independent Learners (VHS)

Dorn, Ms. Linda J.

Stenhouse Publishers

Linda Dorn and Carla Soffos describe the process of comprehension as a reflection of the mind—a window into the reader's thoughts. In Teaching for Deep Comprehension they discuss comprehension from a socio-cognitive perspective — specifically, how teachers can use the social context of reading workshop to promote deep comprehension. The book is framed around three guiding questions:Can comprehension be taught?How does a model become a barrier to comprehension?When does a tool become the reason for reading?
Linda and Carla mesh complex theories of comprehension with everyday practical examples in such a way as to help teachers develop a better understanding of what it means to comprehend while reading. The book's appendix contains a wealth of reproducible materials, including text maps, graphic organizers, book lists, and resource charts. Supporting the text is a DVD containing eighty-five minutes of video from a first-grade reading workshop (shared reading, author studies, share time), an adult book discussion, a fourth-grade reading workshop (mini-lesson and literature discussion groups), and other settings.

Teaching for Deep Comprehension: A Reading Workshop Approach

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