Tier 1 Intervention Chart

Learning Difficulties: Check any difficulties you have seen occurring on a consistent basis.
ORAL LANGUAGE /LISTENING DECODING/FLUENCY COMPREHENSION WRITTEN EXPRESSION ESL
Not understanding concepts (before, Difficulty matching sounds and Focuses on “wrong” part of text Poor concepts of print omits words
after, while) letters
Able to only follow first part of Laborious decoding Can explain the outcome, but not Not able to write letters forgets concepts and vocabulary
instructions the “why” corresponding to sounds from one day to the next
Difficulty “finding” the right words Difficulty with Phonics patterns Brings up irrelevant information easily distracted
when making connections
Weak vocabulary Guesses at words based on first Cannot retell the story sequentially difficulty following directions
sounds
Taught patterns are not transferring Cannot create a picture from the does not hear fine differences in
to reading or writing text (visualizing) language
Other:

Interventions: Check those interventions you have tried. Note any others that you have already used.
ORAL LANGUAGE /LISTENING
Activities focusing on following
directions.
Use cue cards and visual
instructions (words or pictures) to
give students something to refer to
Repeat instructions in small frequent Reading familiar short passages
chunks.
Provide visual word banks (may
require picture icons)
Create vocabulary based word
walls. Put a smaller version on the
students desk for them to refer to.
Have student repeat
directions/instructions back to you.
Pre-teach key vocabulary
Other:
DECODING/FLUENCY
Pictures and
beginning/middle/ending sound
sorts
word pattern sorts
repeatedly
Rhyming activities, clapping
activities, singing, chanting, rhythm
and music activities for a more
concrete understanding of chunking
of sounds and syllables
picture icons for high frequency
vocabulary words
Manipulatives to represent sounds
COMPREHENSION
Open ended questions with lots of
prediction.
Underline important information
BEFORE the student reads so they
attend to those details
Pre recorded text for them to pre-
listen to the story
reduce all distracting stimuli from the Give students a list of transitions
text
Picture cards to sequence a story.
Text cut into strips of important
information to help them retell the
story after they sequence the story.
Cloze activities
WRITTEN EXPRESSION ESL
Letter tracing (reversals) one letter/ words are not in their vocabulary:
week to internalize that symbol frequent repetition
Give students a subject and have no context when they learned the
them write as many complete word: put words in context
thoughts as possible with that
subject
Give students several simple doesn’t understand: visual cues
sentences and have them combine
them into more complex sentences.
visual cues for directions/
words, prepositions etc… in their instructions
writing notebooks and encourage
them to use those words to create
more complex thoughts

Tier 1 Intervention Chart

 Learning Difficulties: Check any difficulties you have seen occurring on a consistent basis.
ORAL LANGUAGE /LISTENING DECODING/FLUENCY COMPREHENSION WRITTEN EXPRESSION ESL
Not understanding concepts (before, Difficulty matching sounds and Focuses on “wrong” part of text Poor concepts of print omits words
after, while) letters
Able to only follow first part of Laborious decoding Can explain the outcome, but not Not able to write letters forgets concepts and vocabulary
instructions the “why” corresponding to sounds from one day to the next
Difficulty “finding” the right words Difficulty with Phonics patterns Brings up irrelevant information easily distracted
when making connections
Weak vocabulary Guesses at words based on first Cannot retell the story sequentially difficulty following directions
sounds
Taught patterns are not transferring Cannot create a picture from the does not hear fine differences in
to reading or writing text (visualizing) language
Other:

Interventions: Check those interventions you have tried. Note any others that you have already used.
ORAL LANGUAGE /LISTENING DECODING/FLUENCY COMPREHENSION WRITTEN EXPRESSION ESL

Other: