Vision Every child in every district receives the

Vision: Every child in every district receives the instruction that they need and deserve…every day. How do you plan for an effective small instructional group during core reading? Spring Conference 2014 Bend, Oregon

Why use skill/s focused small group instruction? • Without effective initial classroom instruction and strongly differentiated instruction by classroom teachers, the need for intervention specialists may simply overwhelm school resources because too many students will not make expected yearly progress. Center on Instruction, 2007

Targets • How do you make decisions about small group instruction during core reading to reach the needs of ALL students

Factors that Influence Reading Development NICHD 1. Development of phonemic awareness and alphabetic principle 2. Ability to decode words 3. Automaticity with enough words 4. Acquisition of vocabulary along with application of reading comprehension strategies 5. Extensive reading of both narrative and expository texts 6. Maintaining the motivation to learn 7. Adequate teacher preparation and materials Regardless of risk factors (socio-economic status or physical impairments)

General Types Small Reading Group Instruction Skill Focused Guided Reading • Provides opportunities for word work to build fluency • Systematic & explicit • Fast paced • Teacher supports students in identifying words & constructing meaning from text • Teacher monitors students use of skill & strategy • Engages students in thinking about the meaning of the text

Two Types of Skill Focused Small Group Instruction 1. Reduce Deficit Skill/s • Catch students up! • Provide focused instruction & practice on skills that are missing – May not be within the scope of that grade level’s instruction Ex. Third grade students needs basic phonics (continuous blending with CVC words) 2. Increase Grade Level Skill/Strategy use • Practice the skill/strategy that was taught during the whole group during small group Ex. Summarizing is taught in whole group. . review summarizing with accessible text during small group

Decision Making Process for Small Group • What is the skill & strategy need? • How much time should you spend teaching the skill need versus grade level skill/strategy? • What materials should you use? • What is the best approach to teach these needs?

Decision Making Process for Small Group • Identify the skill & strategy needs? – What is the Big 5 area of need? – What is the targeted skill? – What is the strategy need?

Decision Making Process for Small Group • Identify the skill & strategy needs? – What is the Big 5 area of need? • Universal screener – What is the targeted skill? • Diagnostic assessment – What is the strategy need? • Continuum of blending strategies

Determine the Big 5 Area of Need CCSS: Reading Literature & Informational CCSS: Foundational Skills Comprehension Phonics and accuracy Phonemic Awareness Vocabulary (voc) Oral Reading Fluency Language

What is the Big 5 Area of Need? Likely to Need Core Support: (Benchmark) Additional support on the fluency of reading connected text skills: (Strategic) Accuracy & Fluency (comprehension) Additional support on reading connected text with accuracy: (Strategic) Accuracy & Fluency (accuracy/phonics) Accuracy & Fluency (fluency) Additional support on accurate & fluent reading of connected text: (Intensive) Accuracy & Fluency (phonics, fluency, pa)

Determining Skill Need Student Accuracy Fluency Composite Miranda 70% 30 Intensive Joey 99% 81 Benchmark Nate 97% 69 Strategic Miles 71% 38 Intensive Addison 88% 45 Intensive Tyler 80% 50 Intensive Andrew 89% 80 Strategic 2 nd grade students (Winter Data)

Determining Skill Needs: (Benchmark) Accurate & Fluent Student Accuracy Fluency Composite Miranda 70% 30 Intensive Joey 99% 81 Benchmark Nate 97% 69 Strategic Miles 71% 38 Intensive Addison 88% 45 Intensive Tyler 80% 50 Intensive Andrew 89% 80 Strategic Joey

Determining Skill Needs: (Strategic) Accurate & Not Fluent Student Accuracy Fluency Composite Miranda 70% 30 Intensive Joey 99% 81 Benchmark Nate 97% 69 Strategic Miles 71% 38 Intensive Addison 88% 45 Intensive Tyler 80% 50 Intensive Andrew 89% 80 Strategic Nate

Determining Skill Needs (Strategic) Not Accurate & Fluent Student Accuracy Fluency Composite Miranda 55% 30 Intensive Joey 99% 81 Benchmark Nate 97% 69 Strategic Miles 71% 38 Intensive Addison 88% 45 Intensive Tyler 80% 50 Intensive Andrew 89% 80 Strategic Andrew

Determining Skill Needs: (Intensive) Not Accurate & Not Fluent Student Accuracy Fluency Composite Miranda 70% 30 Intensive Joey 99% 81 Benchmark Nate 97% 69 Strategic Miles 71% 38 Intensive Addison 88% 45 Intensive Tyler 80% 50 Intensive Andrew 89% 80 Strategic Miranda, Miles, Addison, Tyler

Decision Making Process for Small Group • Identify the skill & strategy need? – What is the Big 5 area of need? • Universal screener – What is the targeted skill? • Diagnostic assessment – What is the strategy need? • Continuum of blending strategies

Identify the target skill need/s? Group Need Benchmark Accurate and fluent Comprehension skill/strategy (CCSS: Reading Literature & Informational) Strategic Not accurate but fluent Phonics (Foundational skills) Strategic Accurate but not fluent Fluency (Foundational skills) Intensive Not accurate and not fluent Phonics and fluency (Foundational skills) Assessment Core assessments Diagnostic phonics assessment

Identifying Target Phonics Skills Let Cor ter/So res u pon nd den ce 95% Group

Phonics Skills: Diagnostic Assessment

Phonics Diagnostic Assessment Kindergarten Tasks 1 -4 & 5 A First Tasks B-F Second: Task G Third: Task H

Miranda & Miles’ Skill Needs 10 9 17 6 9 5 First Tasks B-F 3 Second: G

Miranda & Miles’ Needs Skill Need Strategy Need Big 5 area? Intensity level? Target skill? Second grade students

Miranda & Miles’ Needs Skill Need Strategy Need Phonics Intensive level Targeted Skill: • Long Vowel Sounds & Silent e Second grade students

Decision Making Process for Small Group • What is the skill need? – What is the Big 5 area of need? – What is the targeted skill? – What is the strategy need? • Continuum of blending strategies

Determining Strategy Needs • There is a continuum of blending strategies that can be applied to teaching the phonics skills. • Determine what the best blending strategy is in applying the phonics skills that they need to learn – Based on where they are breaking down in their blending mistakes.

Determining Continuum of Phonics Blending Strategies Sounds/blending Templates Kindergarten/Early First Grade Sounds: (e. g. , saying letter sounds) 2 Continuous Sound Blending: (mmmaaat) 9 Sounds-spelling/blending First/Second Grade Reading Sound Spellings: Sound by Sound Blending: (ai, a_e, oy, ar) (p, plai, plain) Word reading spelling focused: (ai, plain) Kindergarten/First/Second Grade High frequency words Introduce words Say it, spell it, say it Reading Words: say the word (building automaticity) 7 8 10 3

General Guidelines: Decodable Text

What are Miranda & Miles’ Blending Strategy Needs? Skill Need Phonics Intensive level Targeted Skill: • Long Vowel Sounds & Silent e Blending Strategy Need/Decodable Text Routine ? Second grade students Remember: They passed reading CVC Words & Short Vowel/Consonant blends/Diagraphs

Miranda & Miles’ Skill Needs Skill Need Phonics Intensive level Targeted Skill: • Long Vowel Sounds & Silent e Blending Strategy Comprehension Need/Decodable Text Routine Sounds. Main Idea/Details spelling/blending • Sound spellings (#7) • Sound by sound blending (#8) Decodable text • Decodable text routines (#12/13)

Decision Making Process for Small Group • What is the skill need? • How much time should you spend teaching the skill need versus grade level skill/strategy? • What materials should you use?

Importance of Active Engagement How many times it takes to learn something new • Above Average Learner 4 -14 times • Average 14 -250 times • Truly disabled student 250 -350 times Jo Robinson (2008)

Plan for the amount of time in specific materials (Guidelines) Skill Need/s Skill Focused Guided Reading

Miranda & Miles’ Time Skill Need Phonics Intensive Level • Long Vowel Sounds & Silent e Skill Focused Time (Foundational) Guided Reading Time (Comp/vocab strategy) ? ?

Miranda & Miles’ Time Skill Need Phonics Intensive • Long Vowel Sounds & Silent e Skill Focused Time (Foundational) 3 -4 days Guided Reading Time (Comp/vocab strategy) 1 -2 days

Decision Making Process for Small Group • What is the skill need? • How much time should you spend teaching the skill need versus grade level skill/strategy? • What materials should you use?

Foundational Skills Development

Differences Learning to Read Estimates from NICHD research Population % Journey to Reading Instructional Requirements Need no formal decoding instruction 5 Easy: children read before starting school 35 Relatively Easy Learn to read regardless of instructional approach 40 Formidable Challenge 20 One of the most difficult tasks to be mastered in school Need systematic and explicit instruction Need intensive, systematic, direct, explicit instruction

Core Program Primary Materials Core Materials Primary time of Purpose instruction Anchor Whole group Text/Anthology Teach vocabulary, comprehension skills/strategies Decodables/Sh Whole group ared Read (K-2) Leveled Small group Readers Build phonics & fluency * Text Types Resource Practice skill/strategy and build fluency/vocab

Benchmark Students Can you cover all components of whole group sufficiently during the whole group? yes No Use core program suggestions for small group (leveled readers) Use decodables & core program suggestions for small group (leveled readers)

Strategic Students Can the students benefit from the core small group materials or do they need increased focused on foundational skills? yes • Use core program suggestions for small group (Approaching & Struggling Levels) No Increase focus on PA, phonics, and/or fluency • “Intervention kit” • Enhancements • Explicit Phonics Lesson

Intensive Can the students benefit from any of the core materials or do they need something outside of the core to address their skill needs? yes • Explicit Phonics Lesson • Instructional Level • Decodable Text • Enhancements No • Supplemental or replacement core • Explicit Phonics Lesson • Enhancements

Practice grade level skills Reteach & practice grade level or slightly lower skills Catch students up vocabulary/comprehension (leveled readers) Some PA, phonics review, fluency practice Core small group program materials with additional skill focus practice, enhancements, explicit phonics lesson Explicit phonics lesson, enhancements, supplemental, replacement core

Miranda & Miles’ Material Skill Need Phonics Intensive • Long Vowel Sounds & Silent e Skill Focused Materials (Foundational) Guided Reading Materials (Comp/vocab strategy) ? ?

Miranda & Miles’ Material Skill Need Skill Focused Materials (Foundational) Phonics Intensive • Long Vowel Sounds & Silent e Decodable text containing long vowel/silent e from first grade core Guided Reading Materials (Comp/vocab strategy) Struggling/Approachin g Leveled reader

Activity: Max 1. Please review Max’s data – Universal Screening Data – Phonics Screener 2. Determine the following

Decision Making Process for Small Group • What is the skill need? • How much time should you spend teaching the skill need versus grade level skill/strategy? • What materials should you use? • What is the best approach to teach these needs?

References • Florida Center for Reading Research (FCRR) – Student Centered Activities for the Big 5 • Oregon Reading First – Templates – Lines of Practice • Reading Rockets – Articles and videos • Anita Archer (Decoding/Phonics) – http: //miblsi. cenmi. org/Link. Click. aspx? fileticket=M Hq. TYYRqv-E%3 D&tabid=1408

Identifying Target Phonics Skills CCSS: Foundational Skills Phonics (95% Group)