tier 2 reading instruction nicole fenty, ph.d university of louisville
TRANSCRIPT
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 9 32 Strategic (Tier 2)
Student 12 10 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
Student Score Recommended Instructional Level
Student 2 21 Strategic (Tier 2)
Student 3 16 Strategic (Tier 2)
Student 6 15 Strategic (Tier 2)
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
Using a Marker Board or Manipulative Letters
day
Using a Marker Board or Manipulative Letters
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
Student Score Recommended Instructional Level
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