Tier 2 Reading Instruction

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

2. Today Response to Intervention (Three Tier Model): Tier 1 Academic Instruction Supplemental Programs Curricula Characteristics Five Key Components of Reading Sample strategies

3. Multi-tier Model

4. 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)

5. 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

6. Example of Tier Level Interventions

7. 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?

8. 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.

9. 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

12. Five Key Components of the Core Reading Program Phonological/Phonemic Awareness Phonics Fluency Vocabulary Comprehension

13. 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

14. Excerpt from Kindergarten Class: DIBELS Phoneme Segmentation Fluency

15. Elkonin Boxes Count the sounds in the word with the child. Draw one box for each sound. Use chips to represent sounds at first.

16. See, Chair, FlirtSee, Chair, Flirt

18. 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

19. Excerpt from Kindergarten Class: DIBELS Nonsense Word Fluency

20. 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

21. These letters go together to make the sound�Say it with me� Again say it with me� Your turn� ay

22. Using a Marker Board or Manipulative Letters hay

23. Using a Marker Board or Manipulative Letters day

24. Using a Marker Board or Manipulative Letters lay

25. No Way �Maybe you can play a trick,� said Kay. �Maybe you can say, Bark, bark!�

26. Sound Review

27. Texts for Teaching Phonics Decodable books and materials Guided reading books

28. Fluency

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30. Excerpt from 2nd Grade Class: DIBELS Oral Reading Fluency

31. 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. �

32. Resources for Texts Quick Reads Great Leaps Read Naturally Leveled narrative texts (e.g. Rigby) Leveled expository texts (e.g. Delta science)

33. Vocabulary

34. 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.

35. 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.

36. 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.

37. Tired Words bestowed granted awarded devoted administered offered imparted presented collapsed

38. *Word Wall for Tired Words

39. Comprehension The process of constructing meaning from text

40. 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

41. Bubble Bubble Spittlebug

42. Main Idea and Supporting Details