Download - Tier 2 Reading Instruction Nicole Fenty, Ph.D University of Louisville

Tier 2 Reading Instruction

Nicole Fenty, Ph.DUniversity of Louisville

Today

• Response to Intervention (Three Tier Model): Tier 1 Academic Instruction

• Supplemental Programs– Curricula– Characteristics

• Five Key Components of Reading– Sample strategies

Multi-tier ModelApproximately what percentage of the students in your classroom are receiving or are in need of tier 2 reading interventions?

Tier 2: Characteristics

• Tier 2 and Beyond consists of general education instruction plus the following intervention:– Small-group instruction (2-4 students)

– 3-4 intervention sessions per week (30-60 minutes per session)

– Conducted by trained and supervised personnel (not the classroom teacher)

– Conducted in and out of the general education classroom

– 9-12 weeks in duration (repeated, as needed)

www.nrcld.org

Tier 2: Characteristics

Small Groups• Point system for motivation• Immediate corrective feedback• Mastery of content before moving on • More time on difficult activities• More opportunities to respond• Fewer transitions• Setting goals and self-monitoring• Special relationship with instructor

www.nrcld.org

Example of Tier Level Interventions

Time

Curricular Focus

Curricular Breadth

Frequency of Progress Monitoring

Tier I

90

5 areas

Core

Every six to eight weeks

Tier 2

120

Less than 5

Core+

Supplemental

Weekly or greater

ReadingHow frequently are students who receive tier 2 reading interventions in your classroom/school being assessed?

Sample Common Supplemental Reading Curricula

• SRA Early Interventions in Reading• Corrective Reading• Reading Mastery• Are there any additional supplemental reading

programs that your school is using?

Characteristics of Effective Tier 2 Reading Programs

• Research-based instructional strategies that explicitly teach strategies and skills;

• Systematic, sequential, and very often scripted instruction that moves children from simple to more complex skills and strategies;

• Ample practice opportunities that allow children to practice skills and strategies in reading and writing text;

• Assessment tools for diagnosing children's needs and monitoring progress; and

• Provide professional development that will ensure teachers have the skills necessary to implement the program effectively and meet the needs of their children.

ednews.org

The Role of Assessment

• DIBELS (Dynamic Indicators of Basic Early Literacy Skills)

• STAR Early Literacy and STAR Reading Assessment

• Aimsweb• DRA (Developmental Reading Assessment)• Running Records

What are some additional assessments that your school uses to determine if students need tier 2 reading interventions?

Low Risk“Good to Go”

Colors provide a quick indication of the student’s progress and the risk that they have of not achieving the expected level of proficiency.

Risk Status

Moderate RiskCaution

High RiskDANGER!

Who Needs Extra Support?

High Risk: 7

Moderate Risk: 3

Low Risk: 9

Five Key Components of the Core Reading Program

• Phonological/Phonemic Awareness• Phonics• Fluency• Vocabulary• Comprehension

Phonological/Phonemic Awareness

• Phonological Awareness– The conscious understanding about how

speech can be broken down into different size parts

– The ability to manipulate those parts• Phonemic Awareness

– The conscious understanding that spoken words are made up of individual sounds

Note: Phonological Awareness is not…the same as phonics - no letter-sound correspondence is involved. It may be an essential skill for phonics instruction to make sense, however.

Excerpt from Kindergarten Class: DIBELS Phoneme Segmentation Fluency

Assessment 4

Benchmark 36

Student Score Recommended Instructional Level

Student 6 22 Strategic (Tier 2)



STUDENT SCORING CORRECTWORD: SAYS: PROCEDURE: SEGMENTS

trick “t...r...i...k” /t/ /r/ /i/ /k/ 4 /4cat “k...a...t” /k/ /a/ /t/ 3 /3

Elkonin BoxesElkonin Boxes• Count the sounds in the

word with the child.• Draw one box for each

sound.• Use chips to represent

sounds at first.

right, shoe, lip

right

shoe

lip

Phonics

• Phonics is the knowledge that letters represent sounds and when these sounds are blended or pronounced, the result is reading words.

• Skills– Letter-sound correspondence, blending, onset-

rimes/word families, multi-syllable words

• Activities used for phonological awareness can also be used for phonics instruction just include letters

Excerpt from Kindergarten Class: DIBELS Nonsense Word Fluency

Assessment 4

Benchmark 26





Word Student Says Scoring

Procedure Correct Letter

Sounds

tob

dos

“t...o...b”

“d...o...s”

t o b

d o s

3 /3

3 /3

Phonics: Strategy

• Model individual sound in isolation• Ask students to repeat the sound• Practice the sound by manipulating in the

context of different real and nonsense words• If available practice the sound in the context

of connected text• Review previous sounds• Review new sound

These letters go together to make the sound…

Say it with me… Again say it with me… Your turn…

aySRA Early Interventions in Reading

Using a Marker Board or Manipulative Letters

hay


day


lay

No Way

“Maybe you can play a trick,” said Kay.“Maybe you can say, Bark, bark!”

Excerpt from SRA Open Court ReadingBy Jennifer Ball

Sound Review

b l ay

y ay p

Texts for Teaching Phonics• Decodable books and materials• Guided reading books

Fluency

Fluency

accuracy speed/rate

prosody

A reader’s fluency rate depends on the complexity of the text

29

StudentName ORF RTF NWFTiffany 44 19 54Allison 26 18 37Amber 15 25 22Erin B 23 15 25Sheri 49 41 69

Carson 56 45 81Tavia 33 23 63

Haleigh 41 38 61Jacqueline 53 28 42

Shane 39 14 59Matt 47 36 45

Meagan 30 8 32Amanda 40 11 70Cheryl 49 25 57Alex 72 35 94

Erin T 51 22 48Jennifer 58 34 51Tessa 73 49 78

Marissa 57 0 55Ashley 44 25 53Katie 12 * 20Stacy 23 15 25 Few HF words read accurately, reading S x SMean 43.4 53.1

Median 28.0 31.5No. ss below BM 9 8

Total students tested 21 21% ss below BM 43% 38%

Fall 04Comments

Accurate reading; few errors with multi-syllable words

Accurate and fluent reading, good skills with MS words

Reading some NWs sound by sound firstFew HF words read accurately, reading S x SFew HF words read accurately, reading S x S

Accurate and fluent reading, good skills with MS words

Long for short vowels, confuses nonsense for real wordsUsed initial consonants to guess; NWF confusion

Slight difficulty with MS words and confusion with some HF wordsAccurate reading; few errors with multi-syllable words

Difficulty with MS words and HF wordsFew HF words read accurately, difficulty with MS words

Many cvc words read with long vowel soundsDistracted; multiple errors with MS and HF words

Good reading, not able to retell; shy?Right at the benchmark; some hesitancies, but accurate

Slow, labored reading; word by word; poor blending,

Fluent, accurate; good prosody; good CVC automaticityFluent and accurate, but hesitant; long vowel sounds in cvc words

Few errors with multi-syllable words, long for short vowelsAccurate and fluent reading, good skills with MS words

Second Grade Class

Excerpt from 2nd Grade Class: DIBELS Oral Reading Fluency

Assessment 1

Benchmark 44


Allison 26 Strategic (Tier 2)

Tavia 33 Strategic (Tier 2)

Haleigh 41 Strategic (Tier 2)

Shane 39 Strategic (Tier 2)

Meagan 30 Strategic (Tier 2)

Amanda 40 Strategic (Tier 2)

Passage Number of

Words

I gave Ben a red yo-yo.

We did push-ups, pull-ups, and sit-ups.

6

9

Sample Fluency Program Guidelines : Small Group

Step 1: The teacher begins by browsing the title, picture and caption with students. Step 2: The teacher uses a graphic organizer to help students to make predictions

about what might occur in the passage. Step 3: The teacher then reads the passage as students follow along silently. Step 4: Students then choral read the passage. Step 5: Students practice the passage by reading with a partner. Step 6: The teacher then times the student for one minute. Step 7: The teacher and student chart the number of word correctly per minute. Step 8: As students wait to be time, they respond to the comprehension questions

that accompany a particular passage. Review the comprehension questions with students.

You may use a variety of programs, but this a research-based way of teaching fluency

Resources for Texts

• Quick Reads• Great Leaps• Read Naturally• Leveled narrative texts (e.g. Rigby)• Leveled expository texts (e.g. Delta science)

Vocabulary

• Listening

• Speaking

• Reading

• Writing

}

}

Vocabulary used for oral communication

Vocabulary used for written communication

Text Talk Beck, McKeown, & Kucan (2002) Bringing Words to Life

Step One: Read (and discuss) the story with your students.

Step Two: Introduce the targeted words one at a time.

Step Three: Ask students to repeat the word.

Step Four: Introduce your student-friendly definition.

Step Five: Share examples of the word in contexts that are different from the context in the story.

Step Six: Engage students in thinking about and using the meaning of the word.

Step Seven: Ask students to repeat the word again to reinforce its phonological representation.

Step Eight: Create activities where students are required to interact with the targeted words.

Tired Words• Tired words are used far too

often in children’s speaking and writing.

• Make a list of tired words.• Review the list of tired words,

and discuss good replacement words for each tired word. Look up words in the thesaurus to add to list.

• Make a word wall of replacement words.

• Discuss importance of making choices about which replacement word to use.

good

said

nice

big

little

Vocabulary

John gave Mary a present.John gave Mary a kiss.Mary gave an excellent

performance.The doctor gave John a shot.John gave it his best shot.Mary gave John a shove.John gave a valid argument.Mary gave in.

Tired Words

bestowed granted awarded devoted administered offered imparted presented collapsed

Gave =

*Word Wall for Tired Wordslittlelittlemicroscopic microscopic tinytinyteensy teensy diminutivediminutiveminisculeminisculemodestmodestpetitepetitepunypuny

bigbighugehugeenormousenormoushumongous humongous grandgrandgreat great vastvastgiantgiantprominentprominentgiganticgiganticswollenswollenrotundrotundimmenseimmensegargantuangargantuantremendoustremendous

nicenicekindkind

saintlysaintlygenerousgenerousgraciousgracious

goodgoodspectacularspectacular

awesomeawesomefabulousfabulousexcellentexcellent

exceptionalexceptionaloutstandingoutstanding

worthyworthygroovygroovy

niftyniftygrandgrand

saidsaidstatedstatedyelledyelled

utteredutteredconveyedconveyed

recitedrecitedreportedreported

notednotedallegedallegedpositedpositedclaimedclaimed

exclaimedexclaimedproclaimedproclaimedannouncedannounced

assertedasserted

This is an organic process.

Comprehension

The process of constructing meaning from text

Comprehension Assessments

• Ekwall/Shanker Reading Inventory– Comprehension questions

• Qualitative Reading Inventory– Retell

• Narrative: Setting/background, goal, events, resolution• Expository: Main idea, details

– Comprehension questions• Explicit vs. Implicit

Bubble Bubble Spittlebug

Main Idea and Supporting Details

Main Idea:

Details:

Details:

Details:

Details:

Doctoral Program In Behavior Disorders

Nicole FentyAssistant Professor, Special Education

College of Education and Human DevelopmentUniversity of LouisvilleLouisville, KY 40292

[email protected](502) 852-2183

For more information on past and future ABRI webinars, go to:https://louisville.edu/education/srp/projects/abri/trainings

https://louisville.edu/education/srp/projects/abri/trainings

Download - Tier 2 Reading Instruction Nicole Fenty, Ph.D University of Louisville

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