District Early Elementary Interventionists


District Interventionists
Pictured from left to right: David DuChene, (Gudith), Robyn Loewe, (Wegienka),
Jacqueline Hudson, (Yake), Penni Blohm, (Erving), Doug Simons, (Bates)

Woodhaven-Brownstown School District
31a/Response to Intervention (RTI

Each year we are asked by parents to provide extra work, activities, and ideas so they can further assist in enhancing their child(s) reading and writing abilities. Below we have categorized the basic areas of reading along with tips and websites that target the deficit area.


  • Start conversations with your child. Too often we as parents become overwhelmed with daily projects and the stresses of everyday life. Unfortunately, too often we are relieved when our children find something quiet to do (TV, video games, etc). Conversations help build an understanding of the English language. A better understanding of the language will enhance your child's understanding of written language.
  • Studies have shown that reading with your child each night will enhance their abilities.
  • Have your child read a book that is at their ability level. Your child should be able to read 95% of the words in their book.
  • Don't count out easier children's books. Very often we become focused on accuracy (getting the word right) and we forget about fluency (flow of reading). Simple books are a great way to build reading language and fluency.

Letter Recognition

  • Choose a letter and ask your child to find it within their environment (street signs, magazines, cereal box, etc.).
  • Write letters in their food or ingredients while preparing meals and ask your child to identify. You can also use items like shaving cream to write letters with or in (this can get a little messy).
  • Cut letter shapes out of sandpaper and have the child identify while touching the letter shape.

Letter Sounds

  • Play "I-Spy" (ex. I spy something that starts with the letter M...mmmm).
  • Create your own letter cards. Go through and tell the letter then have your child provide the sound.
  • Ask your child what certain items start with (if they ask to use the computer. Ask them to tell you what letter or sound that starts with).

Sounding out Words

  • Your child should begin by figuring out the first and last sounds of the word. Then go back and try to decode the middle. Based on first and last sound along with familiar language and pictures, your child should be able to figure out the word.
  • While reading, allow 3-5 seconds of actively trying to decode an unfamiliar word. After that time, sound out the word for them. Then provide the word.
  • While reading skip the unfamiliar word. Finish the sentence. Then go back and reread the sentence, trying to figure out what word would make sense in the place of the unfamiliar word.

Word Recognition

  • Place labels on familiar items within your home.
  • Choose one common word (ex. Then). Have the child look through a magazine article, cereal box, etc. and find the word.

Reading Fluency (Flow)

  • After decoding and becoming familiar with all words in a sentence go back and re-read. The sentence should sound like you talk, not robotic.
  • Read a sentence or phrase to your child with proper expression and punctuation. Have your child reread the sentence or phrase, echoing the same expression you used.

Reading Comprehension (Understanding)

  • The most obvious (the one we grew up with) is to go back and read it again. It can be painful but it does work.
  • While your child is reading, periodically stop them and ask questions pertaining to the story.
  • Ensure that your child is reading fluently (with the flow). If a child reads without fluency, the brain is less likely to make sense of what has been read.
  • Have your child repeat what happened at the beginning, middle and end of the story. Use statements like; In the beginning, First, Next, and In the end.


Kindergarten Links:

1st Grade Links:

2nd Grade Links: