Tier II Reading Interventions (K-3)

Tier II Reading Interventions (K-3) San Diego Unified School District Instructional Support Services 2009-2010

Agenda • Opening • Background Information • Phonics for Reading • Demonstration Lesson • Guided Practice • Placement Test • PALS • Wrap-up • Closing

Essential Questions • What students will benefit from these targeted intervention programs? • How do you place students within the programs? • How are the programs organized? • How will you organize for success?

Response to Instruction and Intervention (RtI2) San Diego Unified School District

“Evidence indicates that students who are likely to experience reading failure share the same basic needs for literacy instruction as higher performing readers do (Langenberg & Associates, 2000; Mathes & Torgesen, 1998; Snow, Burns, & Griffen, 1998). What sets these struggling readers apart from higher performing learners is that systematic, explicit instruction appears to be critical rather than merely beneficial, and that struggling readers require more instructional time and more opportunities to practice.” PALS p. 2

Program Goals • Increase students’ phonemic awareness. • Strengthen letter-sound associations. • Increase decoding skills for single syllable and multi-syllabic words. • Increase instant recognition of high frequency words. • Improve spelling of single syllable and multi-syllabic words. • Promote passage reading fluency and related comprehension.

District Data

Phonics for Reading • Research-based program that is designed to help students “catch up” on decoding skills • Focuses on basic decoding, fluency, and comprehension skills • Utilizes explicit, teacher-directed instruction to introduce skills and strategies • Provides cumulative review and ongoing practice • Targets students in second grade and above who have not mastered the skills generally taught in the primary grades • Cost-effective, teacher-friendly, and efficient

Components of Phonics for Reading • Phonemic Awareness • Letter/Sound Associations • Decoding of short and long words • Spelling • High frequency words • Passage reading • Passage reading comprehension • Fluency The word length, illustrations, passages, and font size are appropriate for students beyond first grade.

Demonstration Lesson Second Level - Lesson 1 “Introduction” in the Teacher Guide provides useful information about each section.

“Sound Work” • New Sound(s) • continuous sounds are shown with three letters and should be held for one second • stop sounds are shown with one letter and should be pronounced quickly with no vowel sound added • Sound Drill • prepare in advance • teacher says sounds aloud with students • Blending Sounds • pronounce words slowly without stopping between sounds

A. New Words • includes words with “New Sound” and known sounds • correct any errors and move on

B. Review Words • maintains and reinforces decoding skills

C. Word Endings • Second Level; -ed, -ing, -er

D. Challenge Words • chunking strategy for reading longer words • loop, loop, whole • quickly define a word if needed, vocabulary work is part of the core program

E. Sight Words - includes high-frequency words and irregular words that are not spelled as they sound • 100 words account for approximately 50% of the words in English print (Fry, Fountoukidis, & Polk, 1985) • 13 words (a, and, for, he, is, in, it, of, that, the, to, was, you) account for 25% of words in print. (Johns, 1980)

F. Sentences and Stories • word skills are incorporated into a continuous text • lessons can be divided into 2-3 segments. “Sound Work” should be reviewed each day

G. Spelling • feedback for spelling should include a visual component (write the word down for students and spell aloud)

H. Practice Activity 1I. Practice Activity 2 • model #1 in each activity, students then finish both activities independently • students correct all errors during “Work Check” with teacher support

Guided Practice – Try It On • Work in partnerships to practice Second Level Lesson 2.

Placement Test – page 134 • Who to Test? • What to Prepare? • Where to Start? • How it Works? Try it on

Placement Test – Subtest A

Placement Test – Subtest B

Additional Materials • Answer Key • Word Lists • Phonics for Reading Individual Education Plan • Letters of Progress • Placement Test • Review of Related Research • Scope and Sequence

Paths to Achieving Literacy Success (PALS) • Research-based program for struggling readers in first grade and above • Utilizes explicit instruction to teach consonant sounds • Teaches reading skills needed to get students “up and running”

Components of PALS • Sounds and Words • Letter-Sounds • Hearing Sounds • More Letter-Sound Practice • Sounding Out • Sight Word Reading • Passage Reading • Story Sharing – omit this component

Sounds and Words Routine • It may be helpful to copy pages 61-69 (Daily Teaching Format Guide) for reference as you become familiar with Lesson 1-15.

Placement Test • Page 17 in PALS teacher’s manual

Table Talk • What’s making sense? • What additional information do you need? • What are your next steps?

Wrap-up • What students will benefit from these targeted intervention programs? • How do you place students within the programs? • How are the programs organized? • How will you organize for success?

Tier II Reading Interventions (K-3)