tier i reading without tears a guide for k-2 classrooms west virginia department of education

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Tier I Reading Without TearsTier I Reading Without Tears

A Guide for K-2 ClassroomsA Guide for K-2 Classrooms

West Virginia Department of EducationWest Virginia Department of Education

School Improvement Technical Assistance Meeting School Improvement Technical Assistance Meeting

Waterfront Place - Morgantown, WVWaterfront Place - Morgantown, WV

June 17-18, 2009June 17-18, 2009

Jane MassiJane Massi

Title I ConsultantTitle I Consultant

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3-Tier Reading Model3-Tier Reading Model

Core classroom instructionfor all students

Intervention – 20-30%of students

Intensive intervention – 5-10%of students (may include special education students)

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Tier I:Tier I: Core classroom reading instructionCore classroom reading instruction that that ALLALL students receive, students receive, assessment of assessment of student progressstudent progress three times per year, and three times per year, and ongoing professional developmentongoing professional development..

Tier II:Tier II: InterventionIntervention (additional reading (additional reading instruction) and frequent instruction) and frequent progress monitoringprogress monitoring (e.g., every 2 weeks) that (e.g., every 2 weeks) that struggling readersstruggling readers receive.receive.

Tier III:Tier III: More intensive interventionMore intensive intervention and and frequent frequent progress monitoringprogress monitoring (e.g., every 2 (e.g., every 2 weeks) that weeks) that students with extreme reading students with extreme reading difficultiesdifficulties receive receive afterafter not making adequate not making adequate progress in Tiers I and II.progress in Tiers I and II.

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Tier ITier I

All students received Tier IAll students received Tier IRemember that an IEP Remember that an IEP supersedes this model. supersedes this model. IEP is the law. IEP is the law. 90-minute, uninterrupted 90-minute, uninterrupted reading block (or more)reading block (or more)

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What constitutes an What constitutes an interruption?interruption?

LunchLunchSpecialsSpecialsTitle I or Special Education pull-outsTitle I or Special Education pull-outsField tripsField tripsCounselingCounselingSpeech or ELL pull-outsSpeech or ELL pull-outsRecessRecessComputer LabComputer LabAssembliesAssembliesAnnouncements via intercomAnnouncements via intercomStudent appointmentsStudent appointmentsSpecial Education testingSpecial Education testing

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How to avoid interruptions:How to avoid interruptions:

Cover the intercom or turn it offCover the intercom or turn it off

Inform parents and the communityInform parents and the community

Post note pads outside of the Post note pads outside of the classroom doors for messagesclassroom doors for messages

Place signs outside all classroom Place signs outside all classroom doors indicating the uninterrupted doors indicating the uninterrupted reading block times - publicizereading block times - publicize

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Tier ITier IDelivered by the classroom Delivered by the classroom teacher with the teacher with the SEA approvedSEA approved core reading materialscore reading materials

“ “Others” support the classroom Others” support the classroom teacher with in-classteacher with in-class

(Title I, Special Education, ESL, Speech, (Title I, Special Education, ESL, Speech, Paraprofessional, Americorp, Specials, Paraprofessional, Americorp, Specials, Volunteers, College Students, etc. )Volunteers, College Students, etc. )

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Tier ITier I

“ “Fidelity to the Core”Fidelity to the Core”o Scientific-based Reading Scientific-based Reading ResearchResearch

o Provides structure and Provides structure and routineroutine

o Not intended to be robotic Not intended to be robotic teachingteaching

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SBRR Determiners . . . .

Formal testingValidReliableReplicableGeneralizableEffect sizeControlsConvergence of evidenceQualitative (case studies)Quantitative (tested hypothesis)

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Tier ITier I

Whole group instruction Whole group instruction o Usually delivered Usually delivered on grade on grade levellevel

o Introduction of new Introduction of new materialmaterial

o 60% Rule60% Ruleo May have more whole group May have more whole group on “Day 1”on “Day 1”

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Tier ITier I

Small group instructionSmall group instructiono Usually delivered Usually delivered on on reading reading level level or or skill levelskill level

o Based on assessment results Based on assessment results and student needand student need

o This is NOT Tier II – this is This is NOT Tier II – this is differentiated instructiondifferentiated instruction

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Tier ITier I

CentersCenterso Must be previously taught materialMust be previously taught materialo Must be practiceMust be practiceo Must have accountability built inMust have accountability built ino Must have a management systemMust have a management systemo Must be based on the Core by skill or Must be based on the Core by skill or

contentcontento Must be explicitly taughtMust be explicitly taughto May be differentiatedMay be differentiatedo Must be visible (room arrangement)Must be visible (room arrangement)

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What is NOT Reading?What is NOT Reading?

GrammarGrammar

Spelling (Spelling (unless embedded in unless embedded in Core)Core)

Writing Writing ProcessProcess

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What is Reading?What is Reading?

The Five Components:The Five Components:

Phonemic AwarenessPhonemic Awareness

PhonicsPhonics

FluencyFluency

VocabularyVocabulary

ComprehensionComprehension

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Reading ContinuumReading Continuum

KK 11 22 33 44 55

Phonemic Phonemic AwarenessAwareness

?? ?? ?? ??

PhonicsPhonics ?? ?? ??

FluencyFluency ??



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Kindergarten DietKindergarten Diet

Phonemic Awareness 30 MinutesPhonemic Awareness 30 Minutes

Phonics/Decoding 15 MinutesPhonics/Decoding 15 Minutes

Fluency and Automaticity 30 MinutesFluency and Automaticity 30 Minutes

Vocabulary 45 MinutesVocabulary 45 Minutes

Comprehension Strategies 15 MinutesComprehension Strategies 15 Minutes

Walpole, 2000

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First Grade DietFirst Grade Diet

Phonemic Awareness 15 MinutesPhonemic Awareness 15 Minutes

Phonics/Decoding 30 MinutesPhonics/Decoding 30 Minutes

Fluency and Automaticity 30 MinutesFluency and Automaticity 30 Minutes

Vocabulary 30 Vocabulary 30 MinutesMinutes

Comprehension Strategies 30 MinutesComprehension Strategies 30 Minutes

Walpole, 2000

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Second Grade DietSecond Grade Diet

Phonemic AwarenessPhonics/DecodingPhonemic AwarenessPhonics/Decoding

15 15 MinutesMinutes

Fluency and Automaticity 45 Fluency and Automaticity 45 MinutesMinutes


Comprehension Strategies 45 Comprehension Strategies 45 MinutesMinutes

Walpole, 2000

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Grade Three + DietGrade Three + Diet

Phonemic AwarenessPhonics/DecodingPhonemic AwarenessPhonics/Decoding

15 15 MinutesMinutes

Fluency and Automaticity 45 Fluency and Automaticity 45 MinutesMinutes


Comprehension Strategies 45 Comprehension Strategies 45 MinutesMinutes

Walpole, 2000

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Phonemic awareness is the Phonemic awareness is the ability to identify phonemes (the ability to identify phonemes (the smallest identifiable units of smallest identifiable units of sound) of spoken language, and sound) of spoken language, and how they can be separated how they can be separated (pulled apart or segmented), (pulled apart or segmented), blended (put back together) and blended (put back together) and manipulated (added, deleted and manipulated (added, deleted and substituted).substituted).

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DiscriminatingDiscriminatingCountingCountingRhymingRhymingAlliterationAlliterationBlendingBlendingSegmentingSegmentingManipulatingManipulating DeletingDeleting AddingAdding Substituting Substituting

Phonemic

Phonological

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PhonicsPhonics

Phonics refers to the relationship Phonics refers to the relationship between letters (graphemes) and between letters (graphemes) and sounds (phonemes) and the exact sounds (phonemes) and the exact letter patterns and sequences that letter patterns and sequences that represent various speech sounds.represent various speech sounds.

Moats, 2000Moats, 2000

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PhonicsPhonics

What should be included in phonics What should be included in phonics instruction?instruction? Phonemic awarenessPhonemic awareness Print awarenessPrint awareness Alphabetic knowledgeAlphabetic knowledge DecodingDecoding Practice with decodable textPractice with decodable text Irregular and high frequency wordsIrregular and high frequency words

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FluencyFluency

CComprehensionomprehension

AAccuracyccuracy

SSpeedpeed

EExpressionxpression

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FluencyFluency

Fluency activities include:Fluency activities include: Reading with a model readerReading with a model reader Choral readingChoral reading Tape recorded readingTape recorded reading Readers’ theaterReaders’ theater Partner readingPartner reading Echo readingEcho reading

Chart growth for motivation Chart growth for motivation (competition with self only)(competition with self only)

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FluencyFluency

Round robin or turn-taking Round robin or turn-taking ≠ fluency≠ fluency

SSR or DEAR ≠ fluencySSR or DEAR ≠ fluency

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FluencyFluency

You are my friend.You are my friend.You are my friend?You are my friend?You You are my friend!are my friend!You You areare my friend! my friend!You are You are mymy friend! friend!You are my You are my friend!friend!

Adapted from Blevins, 1998Adapted from Blevins, 1998

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Cows moo.Cows moo.

Cows moo?Cows moo?

Cows moo!Cows moo!

ABC. DEF? GHI! JKL? MNO. ABC. DEF? GHI! JKL? MNO. PQR! STU! VWXYZ?PQR! STU! VWXYZ?

These pretzels are making me These pretzels are making me thirsty.thirsty.

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A cloze test involves taking text of about 250 words and deleting every fifth (nth) word leaving a blank in its place. There should be about 50 blanks, scoring each correct as 2 points (50 X 2 = 100%). The reader is then asked to fill in the missing words. To be counted as correct, words must be exact. 50% correct is instructional level.

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The questions that p face as they raise c from i to adult life are not easy to a . Both f and m can become concerned when health problems such as c arise any time after the e stage to later life. Experts recommend that young c should have plenty of s and nutritious food for healthy growth. B and g should not share the same b or even sleep in the same r . They may be afraid of the d .

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The questions that poultrymen face as they raise chickens from incubation to adult life are not easy to answer. Both farmers and merchants can become concerned when health problems such as coccidiosis arise any time after the egg stage to later life. Experts recommend that young chicks should have plenty of sunshine and nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost. They may be afraid of the dark.

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Types of vocabularyTypes of vocabularyo Oral – what beginning readers bring Oral – what beginning readers bring

to the tableto the tableo Reading – what is understood when Reading – what is understood when

read in textread in texto Listening – what is understood when Listening – what is understood when

spoken to or read tospoken to or read too Speaking – what vocabulary Speaking – what vocabulary

individuals have in conversationindividuals have in conversation

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VocabularyVocabularyImplicit vocabulary acquisitionImplicit vocabulary acquisitiono When students engage in rich When students engage in rich

extensive oral interactions extensive oral interactions o When students are read toWhen students are read too When students read and discuss When students read and discuss

what they’ve readwhat they’ve readExplicit vocabulary acquisitionExplicit vocabulary acquisitiono Vocabulary activities specifically Vocabulary activities specifically

designed to teach new wordsdesigned to teach new words

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Tier 1 – Basic, common words (Tier 1 – Basic, common words (farm, farm, tree, happy, crimson)tree, happy, crimson)Tier 2 – Words used often, words that Tier 2 – Words used often, words that bring richness to language and aid bring richness to language and aid understanding (understanding (considerate, considerate, coincidence, industry)coincidence, industry)Tier 3 – Infrequently used words, often Tier 3 – Infrequently used words, often complex, content-specific (complex, content-specific (algorithm, algorithm, bellicose, isthmus)bellicose, isthmus)

Beck, McKeown & Kucan (2002)Beck, McKeown & Kucan (2002)

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Instructional focus for vocabulary Instructional focus for vocabulary development should be on Tier 2 development should be on Tier 2 wordswords

Tier 1 = phonics and word Tier 1 = phonics and word identificationidentification

Tier 3 = content instructionTier 3 = content instruction

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Explicit vocabulary strategiesExplicit vocabulary strategies Use information and narrative textsUse information and narrative texts Promote thinking and extend discoursePromote thinking and extend discourse Encourage use of novel wordsEncourage use of novel words Access to printAccess to print Semantic mappingSemantic mapping Teach word partsTeach word parts Teach word origin (older students)Teach word origin (older students) Use graphic organizersUse graphic organizers

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Vocabulary WordsVocabulary Words

biddingbidding

cardcard

majormajor

minorminor

distributionaldistributional

tattytatty

devoiddevoid

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The prime object of bidding is to locate an eight-card or better major suit fit. On this deal, each player held a four-card major, neither bid it and both were right!

North correctly responded to his partner’s opening bid in his five-card minor, not four-card major. With a hand devoid of any distributional feature and a tatty four-card suit, South bypassed his major in favor of bidding one no trump. When North raised, South’s 14 points and good intermediates justified going on to game.

Excerpt taken from “Bridge” by Omar Sharif and Tannah Hirsch in the Charleston Gazette on August 2, 2007

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Morkle and Tarby had been mode snaits for natty sixes. Morkle was straked by all because she always hazed a barp. But Tarby was a goop, so she never barped.

One day Morkle lopped Tarby for a narl so she could smoat to her about her tootz.

“Tarby”, tabbed Morkle, “if you will be snaitly to trushes, I dax you that they will be snaitly in deburl.”

Morkle was dape. Tarby prapes up a hoot with her barp.

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Children are routinely asked Children are routinely asked questions after reading but are questions after reading but are infrequently provided with infrequently provided with demonstrations of the comprehension demonstrations of the comprehension strategies needed to answer the strategies needed to answer the questions posed. In short, too often questions posed. In short, too often assigningassigning and and askingasking are confused are confused with with teachingteaching..

Cunningham, 1998Cunningham, 1998

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ComprehensionComprehensionComprehension StrategiesComprehension Strategies Self-monitoringSelf-monitoring Graphic and Semantic OrganizersGraphic and Semantic Organizers Story StructureStory Structure Answering QuestionsAnswering Questions Generating QuestionsGenerating Questions SummarizingSummarizing RetellRetell PredictionPrediction Compare/ContrastCompare/Contrast Cause and Effect Cause and Effect Teach how and when to combine strategies Teach how and when to combine strategies

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Get the Gist (during reading) Get the Gist (during reading)

Story Logs (before, during and Story Logs (before, during and after reading) after reading)

CharacterCharacterss

SettingSetting ProblemProblem Important Important EventsEvents

ResolutioResolutionn

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Thick and Thin QuestionsThick and Thin Questions

Thin – Usually require only yes, no, single word answers

-- Begin with Who? What? Where?

Thick – Requires longer answers

-- Begin with Why? How come?

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Bookmark TechniqueBookmark Technique

#1 Most interesting part#1 Most interesting part

#2 A vocabulary word that should be #2 A vocabulary word that should be discusseddiscussed

#3 Something confusing#3 Something confusing

#4 Favorite illustration, map, chart, #4 Favorite illustration, map, chart, graphgraph

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When a teacher tries to teach something to the entire class at the same time, chances are, one-third of the kids already know it;

one-third will get it, and the remaining third won’t. So two-thirds of the children are

wasting their time.

Lillian Katz

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Grouping Practices(handout)

• whole

• small (same ability)

• small (mixed ability)

• pairs/partners

• one-on-one

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Grouping Practices – Whole GroupGrouping Practices – Whole Group

AdvantagesAdvantages FocusFocus FormationFormation

Engages teacher Engages teacher and students in and students in shared learning shared learning experiencesexperiences

Allows inclusion Allows inclusion of every studentof every student

Read aloudsRead alouds

Introduction of Introduction of new conceptsnew concepts

Speaking/Speaking/

performancesperformances

Class Class discussionsdiscussions

ModelingModeling

Placed in Placed in classes according classes according to school policyto school policy

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Grouping Practices – Small GroupGrouping Practices – Small GroupSame AbilitySame Ability


Meets individual Meets individual student needsstudent needs

Allows teacher to Allows teacher to vary membershipvary membership

Maximizes Maximizes opportunity for opportunity for students to students to express ideas and express ideas and receive feedbackreceive feedback

Small group Small group instruction instruction targeted to specific targeted to specific student needsstudent needs

Assigned to Assigned to group of 3-8 group of 3-8 students with students with similar knowledgesimilar knowledge

Based on Based on assessment dataassessment data

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Grouping Practices – Small GroupGrouping Practices – Small GroupMixed AbilityMixed Ability


Allows for self-Allows for self-choicechoice

Motivates Motivates studentsstudents

Addresses social Addresses social needsneeds

Promotes Promotes language language interactionsinteractions

Activities that Activities that allow students to allow students to practice what they practice what they are learning in all are learning in all subjectssubjects

Center activitiesCenter activities

Based on Based on students’ abilities students’ abilities or interestsor interests

Can be Can be cooperative cooperative groups or student-groups or student-led groupsled groups

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Grouping Practices – Grouping Practices – Pairs/PartnersPairs/Partners


Meets individual Meets individual needsneeds

Motivates Motivates studentsstudents

Addresses social Addresses social needsneeds

Partner readingPartner reading

Practice Practice activitiesactivities

Center activitiesCenter activities

Peer tutoringPeer tutoring


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Grouping Practices – One-on-OneGrouping Practices – One-on-One


Meets individual Meets individual needsneeds

Allows for more Allows for more intensive intensive instructioninstruction

Often used for Often used for students who have students who have difficulties in difficulties in readingreading

Instruction Instruction targeted to needs targeted to needs of each studentof each student


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Four Types of Assessment

• Screening all students, provides baseline data, beginning of school year, middle of year, end of year

• Progress monitoring all students three times per year, struggling or below benchmark every two to four weeks •Diagnostic individual students who do not respond to instruction, indepth assessment

•Outcome Measure all students, yearly evaluation

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For information or clarification of this powerpoint contact

Jane Massi

[email protected]

tier i reading without tears a guide for k-2 classrooms west virginia department of education

Documents

reading level

tier i centersmust

tier i fidelity

tier iremember

tier idelivered

tier iall students

extreme reading difficulties

special education students