Tier 2 Reading Instruction Nicole Fenty Ph D

Tier 2 Reading Instruction Nicole Fenty, Ph. D University 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 Model Approximately 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 Reading Time Curricular Focus Curricular Breadth Frequency of Progress Monitoring Tier I Tier 2 90 120 5 areas Less than 5 Core + Supplemental Every six to eight weeks Weekly or greater How 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 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?

Risk Status Colors provide a quick indication of the student’s progress and the risk that they have of not achieving the expected level of proficiency. Low Risk “Good to Go” Moderate Risk Caution High Risk DANGER!

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 WORD: STUDENT SAYS: SCORING PROCEDURE: trick cat “t. . . r. . . i. . . k” “k. . . a. . . t” /t/ /r/ /i/ /k/ /a/ /t/ CORRECT SEGMENTS 4 /4 3 /3 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)

Elkonin 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, onsetrimes/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)

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… ay SRA 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 Reading By Jennifer Ball

Sound Review b l ay y ay p

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

Fluency accuracy speed/rate prosody A reader’s fluency rate depends on the complexity of the text

Second Grade Class 29

Excerpt from 2 nd 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)

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, Mc. Keown, & 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 thesaurus to add to list. • Make a word wall of replacement words. • Discuss importance of making choices about which replacement word to use. little big nice good said

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 ü ü ü Gave = ü ü ü bestowed granted awarded devoted administered offered imparted presented collapsed

*Word Wall for Tired Words big huge enormous humongous grand great vast giant prominent gigantic swollen rotund immense gargantuan tremendous little nice kind microscopic saintly tiny generous teensy gracious diminutive miniscule modest petite puny good spectacular awesome fabulous excellent exceptional outstanding worthy groovy nifty grand This is an organic process. said stated yelled uttered conveyed recited reported noted alleged posited claimed exclaimed proclaimed announced asserted

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 Spittlebug

Main Idea and Supporting Details: Main Idea: Details:

Doctoral Program In Behavior Disorders Nicole Fenty Assistant Professor, Special Education College of Education and Human Development University of Louisville, KY 40292 nsfent 01@louisville. edu (502) 852 -2183 For more information on past and future ABRI webinars, go to: https: //louisville. edu/education/srp/projects/abri/trainings