CID3j

Students in Tier 3 interventions receive assistance in writing through the Reading Intervention program called Leveled Literacy Instruction. Emergent writers need to be able to use writing strategies to go from their ideas to written messages. The Leveled Literacy programs provides opportunities for helping writers turn their thoughts into written words. The program provides practice with letters, sounds, and words; syntactic patterns; mapping out meaning. This program uses shared and interactive writing. Shared Writing-Shared Writing is used with the children at the lowest level of writing. The teacher is the scribe at this level. Children compose bassed on the conversation about the text during shared writing. The children make suggestions and them come to agreement. In Shared Writing the teacher guides the whole process. The sentence is written word by word by the teacher o a chart that everyone can see. When these teachers and instructional assistants are working with a small intervention, the pieces are saved and used in later discussions. Interactive Writing-Students take over the writing in Interactive writing at points that have instructional value. This engages the children in every aspect of the writing process. Children receive a high level of support that enables them to look closely at letters, sounds, and words; use new vocabulary; and internalize English syntax. A piece of interactive writing is usually reread each time a word is added. Dictated Writing- Children write sentences the the teacher reads aloud. Independent Writing-The children compose and then write their own sentences with much teacher support. Students in Tier 2 interventions may receive writing instruction in LLI. Another intervention is Read Naturally. This is a fluency intervention on the computer but it also has a writing component. Children write a prediction on the computer and also writes a retelling on the computer with teacher support.

Students receive small group and one on one instruction in literacy and writing according to need based on assessments in the regular classroom.