Reading intervention addresses student deficits in these areas: phonemic/phonics, fluency, vocabulary, and comprehension.
So when lesson planning, you want to address the students' need based on their strengths and weaknesses in terms of phonics, fluency, vocabulary, and comprehension.
The model secondary plan for intervention considers three levels of readers:
Level I: Students who need the most help in most areas (more than likely four or more grades below grade level).
Level II: Students who are less than three grades below level. Their specific needs usually relate to one area of skill development.
Level III: Helps students develop higher level reading skills concerning vocabulary, comprehension, and application.
Here's a basic process that you could adapt for all three levels:
Objective: Read appropriate texts with accuracy and comprehension
1. Build background based on prior knowledge
2. State purpose/relevance for reading
3. Discuss appropriate reading rate/goal with students
4. Preview text before reading (pictures, graphs, title)
5. Allow time for students to ask questions about the preview material, make predictions.
1. Metacognitive process: Students reflect, analyze, and understand their reading strengths and lessons.
2. Monitor comprehension
1. Review predictions and outcomes
2. summarize main points and ideas
3. Use graphic organizers
4. Discuss pair-share with classmates.