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Instruction & Intervention Training Recap

Heather Hiatt Jocelyn Kyte Jennifer Saxon Debbie Miller. Instruction & Intervention Training Recap. Phonological Awareness Continuum Skills 1 and 2 Taught in First Months of Kindergarten Skills 3, 4, and 5 Mastered by End of Kindergarten

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Instruction & Intervention Training Recap

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  1. Heather Hiatt • Jocelyn Kyte • Jennifer Saxon • Debbie Miller Instruction & Intervention Training Recap

  2. Phonological Awareness Continuum • Skills 1 and 2 Taught in First Months of Kindergarten • Skills 3, 4, and 5 Mastered by End of Kindergarten • Skill 5 Retaught in Beginning Months of 1st Grade • Phonics Continuum • CVC Words, Blends, Diagraphs, Long Vowel Silent-e Mastered by end of First Grade • Complex Vowels, Complex Consonants Mastered by end of Second Grade • Multi-syllable Words Mastered by end of Third Grade • Call it Advanced Linguistics!  Continuums

  3. What’s the difference? • Explicit instruction is when the instructor clearly outlines what the learning goals are for the student and offers clear explanations of the skills and information structures being presented. (I Do, We Do, You Do Model) • Activities are used to practice skills that have been explicitly taught. (Games, Centers, Table Activities) Explicit Instruction vs. Activities

  4. Be Consistent K-5 to Monitor Growth • Follow the Continuums • Be User Friendly • Quick and Informative • Help Us Identify Skill Needs Assessment Tools Need to …

  5. Look for Skill Deficits • Start with Lowest Deficit Skills • Most core programs spiral, but most students who struggle need skills taught sequentially. It’s a process not a spiral! • Focus on Explicitly Teaching One Skill at a Time • Accuracy Trumps All • Group by Skills Analysis of Data & Grouping

  6. Due to the CORE, grades 1, 2 and 3 will be teaching prefixes and suffixes. • Vocabulary Surge’s purpose is to teach students the power of understanding word parts. • Fourth and Fifth grade have Latin roots already assigned to them. Fifth has Greek roots too. • This program gives us a systematic process to help students use the roots to figure out the meaning of unknown words. Tool to Teach Vocabulary

  7. You are constantly having an internal conversation in your head discussing what is the author’s purpose, connections, etc. • Looking for thick connections that guide/support their understanding of a text. • It’s an ongoing process that you keeping modeling and practicing. • It needs to be explicitly taught. • Needs to be grounded in the purpose and connection to the text. • Can’t teach in isolation. They are all connected! Comprehension

  8. Connecting Literacy Instruction

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