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by Douglas Fisher and Nancy Frey
Table of Contents
Third grade student Natalie arrives at the classroom door to meet with intervention specialist Ms. Espinoza. Natalie has her social studies textbook under one arm, and she begins talking excitedly. "We're learning about the American Indian tribes that lived here!" Ms. Espinoza knows this and has stayed in close communication with Natalie's teacher in order to align her intervention lessons with classroom learning. "I know!" Ms. Espinoza replies. "That's why I chose this reading on the Wampanoag. They settled this area long ago and are an important part of our community today." Natalie is participating in a Tier 3 intervention because her reading comprehension is significantly behind other students her age.
Ms. Espinoza begins by showing Natalie several images from the local historical society that depict the daily life of the Wampanoag at the time of English settlement. She then models her thinking while she reads an introductory paragraph aloud from the social studies book. She asks Natalie to think aloud as they continue to read together about life in a Wampanoag village. Natalie and Ms. Espinoza revisit the previous chapter of the social studies book to recall a similar passage on daily life in nearby Plymouth Plantation. Using a Venn diagram, Natalie locates details that compare and contrast the two passages. Over the next 30 minutes, Natalie and Ms. Espinoza discuss the content and the strategies to employ when reading becomes difficult. Ms. Espinoza informs Natalie, "You can use this in your social studies class this week, and you'll know a lot about the Wampanoag and the English. Just use your graphic organizer." Ms. Espinoza knows that it's important for Natalie to get instruction and intervention. The goal is for her to apply reading techniques in the classroom, and a good way to achieve this is to make sure the Tier 3 and core lessons relate to each other.
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