Tier 2 Reading Instruction

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Tier 2 Reading Instruction

• Nicole Fenty, Ph.D
• University of Louisville

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Today

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

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Multi-tier Model
Approximately what percentage of the students in
your classroom are receiving or are in need of
tier 2 reading interventions?
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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
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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
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Example of Tier Level Interventions
Reading
How frequently are students who receive tier 2
reading interventions in your classroom/school
being assessed?
Tier I
Tier 2
90
120
Curricular Focus
5 areas
Less than 5
Core Supplemental
Core
Frequency of Progress Monitoring
Every six to eight weeks
Weekly or greater
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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?

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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
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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?
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Risk Status
Colors provide a quick indication of the
students 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!
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Who Needs Extra Support? High
Risk 7 Moderate Risk 3 Low Risk 9
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Five Key Components of the Core Reading Program

• Phonological/Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension

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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.

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Excerpt from Kindergarten Class DIBELS Phoneme
Segmentation Fluency
STUDENT SCORING CORRECT WORD SAYS
PROCEDURE SEGMENTS trick t...r...i...k /t/
/r/ /i/ /k/ 4 /4 cat k...a...t /k/ /a/
/t/ 3 /3
Assessment 4 Assessment 4 Assessment 4
Benchmark 36 Benchmark 36 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)
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Elkonin Boxes

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

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right, shoe, lip
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right
shoe
lip
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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

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Excerpt from Kindergarten Class DIBELS Nonsense
Word Fluency
Assessment 4 Assessment 4 Assessment 4
Benchmark 26 Benchmark 26 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)
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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

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These letters go together to make the soundSay
it with me Again say it with me Your turn

• ay

SRA Early Interventions in Reading
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Using a Marker Board or Manipulative Letters

• hay

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Using a Marker Board or Manipulative Letters

• day

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Using a Marker Board or Manipulative Letters

• lay

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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
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Sound Review
b l ay
y ay p
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Texts for Teaching Phonics

• Decodable books and materials
• Guided reading books

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Fluency
Fluency
prosody
accuracy
speed/rate
A readers fluency rate depends on the complexity
of the text
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Second Grade Class
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Excerpt from 2nd Grade Class DIBELS Oral Reading
Fluency
Assessment 1 Assessment 1 Assessment 1
Benchmark 44 Benchmark 44 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)
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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
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Resources for Texts

• Quick Reads
• Great Leaps
• Read Naturally
• Leveled narrative texts (e.g. Rigby)
• Leveled expository texts (e.g. Delta science)

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Vocabulary

• Listening
• Speaking
• Reading
• Writing

Vocabulary used for oral communication

Vocabulary used for written communication
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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.

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Tired Words

• Tired words are used far too often in childrens
  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.

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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.

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Tired Words

• bestowed
• granted
• awarded
• devoted
• administered
• offered
• imparted
• presented
• collapsed

Gave
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Word Wall for Tired Words
This is an organic process.
nice kind saintly generous gracious
good spectacular awesome fabulous excellent except
ional outstanding worthy groovy nifty grand
little microscopic tiny teensy diminutive miniscul
e modest petite puny
big huge enormous humongous grand great
vast giant prominent gigantic swollen rotund imme
nse gargantuan tremendous
said stated yelled uttered conveyed recited report
ed noted alleged posited claimed exclaimed proclai
med announced asserted
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Comprehension

• The process of constructing meaning from text

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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

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Bubble Bubble Spittlebug
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Main Idea and Supporting Details
Details
Details
Main Idea
Details
Details
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The University of Louisville
Doctoral Program In Behavior Disorders
Nicole Fenty Assistant Professor, Special
Education College of Education and Human
DevelopmentUniversity of Louisville Louisville,
KY 40292 nsfent01_at_louisville.edu [phone]
For more information on past and future ABRI
webinars, go to https//louisville.edu/education/
srp/projects/abri/trainings