Wednesday, July 13, 2016

PALS Interventions...Part 3 (Concept of Word)

Using an intervention for Concept of Word, we intervened with kindergarten and first grade groups. We also lowered our need for interventions over the next few years.
This intervention has a special place in my heart.  I always wondered about this section of the test.  I had given the test for years and didn't understand why the only section that counted in the final score was the word list.  I wanted the points for counting and identifying to count.  Then, I attended a PALS session at the VSRA Conference. Someone from the PALS office explained the word list was the culmination of the other tests.  It showed how well the students are putting together the letter sounds, beginning sounds, letter ID, spelling...it all came down to an isolated word list...taken from context.

Then, as I mentioned in a previous blog post, Holy C.O.W...I'm Published, I went to a workshop presented by a good friend and colleague, Beth Estil.  She had developed an intervention with the COW results.  After a few years of trial and error and tweaking, I came up with an intervention we used at our school.

Using an intervention for Concept of Word, we intervened with kindergarten and first grade groups. We also lowered our need for interventions over the next few years.
So, first you have to know WHO is going to be chosen for the intervention.  There are 5 ways students are chosen for the intervention: 3 groups of people from kindergarten and 2 groups from first grade.

Let's Start with Kindergarten

Group 1. COW as an Enrichment

Kindergarten students are typically chosen after the PALS test; however, at the beginning of the year students are screened for letter identification and these results determine the first group of students to get a letter ID intervention.  BUT, the students are also chosen for an enrichment at the beginning of the year. The students who know all their letters and are either reading or showing pre-reading skills, participate in this activity before the first PALS test.  This allows students to understand the format of the test and practice for success.  
Using an intervention for Concept of Word, we intervened with kindergarten and first grade groups. We also lowered our need for interventions over the next few years.

Groups 2. and 3. COW as an Intervention in Kindergarten

The second and third groups of kindergarten students are chosen using your Fall PALS scores.  Looking ONLY at the Word List. Students who score in the 0-3 range are considered Developmental Students.  Students who score in the 4-6 range are considered Rudimentary Students.  (The characteristics of each are in the original post.)  Using this "rating scale," if you will, to create two intervention groups.  Any students who scored a 7-10 were considered to have Firm Concept of Word, and interventions were not necessarily.

Groups 4. and 5. COW as an Intervention in First Grade

The fourth and fifth groups are found in first grade.  Historically, first grade COW was not a priority in first grade, it was an optional test.  However, our data history also showed the VAST MAJORITY of the students who were being seen in our RtI meetings, had a low score in kindergarten.  We decided to in the winter of 2013, to do the COW optional test as a universal screener.  Starting in Fall 2014, we tested any incoming first graders without a kindergarten COW score and first graders with a low COW score.  Once, again the 0-3 and 4-6 score of the word list created groups.

There is a very specific routine for both developmental and rudimentary. Each group uses the poem from the week before as the intervention material.

Using an intervention for Concept of Word, we intervened with kindergarten and first grade groups. We also lowered our need for interventions over the next few years.Developmental

MONDAY – This is an ORAL day. Review the first 2 lines of the poem ORALLY.  Either show the students the page with 2 pictures from the poem or fold the page with 4 pictures, only showing developing students the first two pictures.
TUESDAY – This is a KINESTHETIC day. The interventionists will review the first two lines of the poem while pointing the pictures on the touch mat, while students echo.  Next, students will practice touching each dot to represent each word.  Special attention is given to multi-syllabic words to ensure students are touching 1 dot for each word, not each syllable.
WEDNESDAY – This is both a KINESTHETIC and VISUAL day.  Each student gets a sentence (one at a time) and is asked to cut the sentences into words. Students will arrange the words in the proper order. The second sentence is distributed and the routine is repeated.  There is no need to keep sentences “assigned” to specific students.
THURSDAY -  This is both a KINESTHETIC and VISUAL day.  The interventionist will pass out a paper clipped sentence to each student.  The students are directed to fix the sentence.  The interventionist holds up one of the six word cards and asks the students to identify the word and locate it in the sentence.  
FRIDAY – Test Day.  The students can be called individually to the interventionist to read known words on the word list.  Student scores are recorded on the C.O.W. Intervention Sheet.
Using an intervention for Concept of Word, we intervened with kindergarten and first grade groups. We also lowered our need for interventions over the next few years.

Rudimentary


MONDAY – Review the poem ORALLY.  Show the students the page with 4 pictures representing the poem.  The interventionist will state each sentence while pointing to the pictures.  The student echoes.  This is completed three times.
TUESDAY – Touch Mats – Students will practice touching each dot to represent each word.  This is demonstrated by the interventionist before the student attempts the touching.  This is repeated three times each.
WEDNESDAY – Each student gets a poem.  The students are asked to cut the poem into lines.  Students are asked to order the poem correctly and read the poem three times each, alternating between students and interventionist.  The interventionist will gather each poem, secure it with a paper clip and save for Thursday. 
THURSDAY -  The interventionist will pass out a paper clipped poem to each student.  The students are directed to fix the poem. Each student reads the poem while pointing to the words.  The interventionist holds up one of the six word cards and asks the students to identify the word and locate it in the sentence.  This is repeated for each of the six word cards.

FRIDAY – The students can be called individually to the interventionist to read known words on the word list.  Student scores are recorded on the C.O.W. Intervention Sheet.

Using an intervention for Concept of Word, we intervened with kindergarten and first grade groups. We also lowered our need for interventions over the next few years.
Again, I was pleased with our results.

We have also noted the referrals to our RtI committee has decreased since we started this intervention.

If you would like a sample set of the COW intervention, CLICK HERE.
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