Selected FastBridge reading interventions can be used to provide small-group and individual lessons for students via an online format. Some require slight modifications from the school-based format and others do not. The following reading interventions can be used for online sessions.
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Domain |
Intervention Name |
Modifications |
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Phonemic Awareness |
Beginning Word Awareness |
Teacher can use accommodations listed at bottom instead of the counters (clap, hop, count on hands, etc.) |
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Rhyming Words |
Teacher needs to present pictures to students for first part, until students are ready to do the verbal method (#5 in directions) |
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Onset Sounds |
Teacher needs to present pictures to students |
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Onset-Rime Onset Deletion |
Can do without manipulatives; 3.d gives instructions for this |
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Onset-Rime Rime Deletion |
Can do without manipulatives; 3.d gives instructions for this |
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Onset-Rime Onset Substitution |
Can do without manipulatives; 3.b-3.d give instructions for this |
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Onset-Rime Rime Substitution |
Can do without manipulatives; 3.b-3.d give instructions for this |
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Manipulating Final Sounds |
Can do without manipulatives; 3.b-3.d give instructions for this |
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Manipulating Final Sounds-Substitution |
Can do without manipulatives; 3.b-3.d give instructions for this |
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Manipulating Initial Blends |
Can do without manipulatives; 3.b-3.d give instructions for this |
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Manipulating Initial Blend Sec Sound- Deletion |
Can do without manipulatives; 3.b-3.d give instructions for this |
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Manipulating Initial Blend Sec Sound-Sub |
Can do without manipulatives; 3.b-3.d give instructions for this |
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Manipulating End Blends-Deletion |
Can do without manipulatives; 3.b-3.d give instructions for this |
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Manipulating End Blends-Substitution |
Can do without manipulatives; 3.b-3.d give instructions for this |
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Manipulating Medial Vowel Substitution |
Can do without manipulatives; 3.b-3.d give instructions for this |
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Deletion using Two Syllable Words |
Can do without manipulatives; 3.d gives instructions for this |
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Fluency |
Sight Word Flashcards |
Flash cards need to be presented by the teacher |
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Vocabulary |
Antonyms |
Requires permission to Drive resource for PPT, but PDF is available. Print material is for teacher only |
|
Prefixes |
Print materials for teacher, not student. Omit the “Review Activity” that would require student materials |
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Vocabulary in Texts and Beyond |
PDF sample format for student card. Teacher will need to create student cards in a digital format using their vocabulary lists |
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Comprehension |
Generating Inferences and Summaries |
None |
Procedures
- Equipment. Make sure that all teachers and students who will be assigned to complete the assessment have an internet-connected computer or tablet with audio and video capabilities.
- Lesson procedures. Follow these steps to provide the lesson for students.
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- Prior to the first lesson, download and review the small-group intervention materials, which are found in Lesson 4 of each FastBridge intervention.
- Open the presentation slides or other teaching materials and maximize their size on your computer screen.
- Open your internet browser window to the scheduled videoconference session.
- Before sharing your screen, talk to the student(s) and explain that you’ll be doing lessons like you do in school but together via the computer. Take time to connect with the student(s) before launching the lesson.
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- If there are lesson materials that the students need to see, the teacher should share ONLY the window with the lesson materials. Keep the other window with the videoconference screen open so you can also see the student(s) during the lesson.
- It is best if both the student(s) and teacher wear a headset during all lessons to reduce ambient noise and feedback.
- Equipment practice. Teachers need to practice to make certain that all audio and video works as intended. The teacher should practice the lesson steps with a family member or colleague remotely before doing so with students, particularly the complex video conferencing part of the lesson delivery.
- Lesson schedule. Create a schedule for intervention lessons and share it with the student(s) and family.
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- It might be necessary to adjust lesson times in relation to the student's and/or family's schedule.
- Let the student(s) and family know how to contact you if they will not be able to attend a scheduled lesson.
- Family directions. Distribute the attached family directions form or create a local form with the directions to distribute to the families.
The teacher’s view during lessons will be something like one of these depictions.
Teaching with two monitors, or one monitor and a tablet, looks something like this:
Teaching with one monitor, and two windows open side-by-side, looks something like this:
