Response To Intervention: Phenomenal Analysis

Posted byJeremiah ShortPosted inUncategorized

Two-plus years ago, I created a Word Study routine called “Phenomenal Word Power”, which was originally conceived for the traditional classroom.

Spending the past six months as a Reading Interventionist, though, I’ve found ways to adapt for small groups. One of those modifications is Phenomenal Analysis, or incorporating all the components of Reading in an assignment. 

A Breakdown of the sequence.

Sample Student Sheet

Phonemic Awareness: Sound It Out

Once the students say the word, I have them map it by sounding out each phoneme. 

For example, the word Wait broken apart is W/ā/t. 

Phonics: Spell It

After the word is mapped, the students dictate but by using colors. (Kids like to color.) In addition to coloring, I’ve had kids Sky Write. 

Vocabulary: Define It

Next, the kids define the word with me or I have them write characteristics of it or Concept Map.

Fluency: Read It With Expression

Then, they read the word with expression. I give them a few phrases that are usually associated with the word–including idioms and sarcastic remarks. 

Comprehension: Answer A Question With It

To cap off the routine, I have the students answer a question–whether they’re Making A Connection, Sharing an Opinion or Analyzing the Characters’ Feeling.

Student Sample

Conclusion: Only The Beginning

Phenomenal Analysis is in the infancy stages but I’m pleased with the early results and engagement. I look forward to making exercises for every sound and pattern. 

Be Phenomenal, Mr. Short

Jeremiah Short, Sixth-Year Educator

Follow me on Twitter @Mr100Teacher or subscribe to The Phenomenal Student Podcast. (Also, can be found on Spotify)

Published by Jeremiah Short

My name is Jeremiah Short, and I’m an educator with twelve years of experience committed to high-impact literacy instruction, student achievement, and the craft of teaching. I’m passionate about designing meaningful learning experiences, building strong classroom culture, and creating systems that help students think, write, and read with confidence. I am the author of As I Took My Walk With God (Volumes I and II) and the creator of Phenomenal Intervention: The Playbook. Over the years, I’ve developed several instructional frameworks and routines used to strengthen reading and writing instruction, including: Explicit ELA R.I.P.E. (my Extended Constructed Response framework) Phenomenal Word Power T.I.D.E. Bloom’s Units: Reading The Phenomenal Classroom My work centers on making literacy instruction clear, intentional, and engaging—helping students build mastery from the word level to the text level through structured routines and explicit teaching.

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