Effective Literacy Instruction

Problem Solving Process

Problem ID-Types of data sources,

measure intensity, group like needs

Problem Analysis-generate

hypothesis based on skill deficit

(e.g., lack of skill, motivation)

Plan, Develop & Implement-

consider options for intensifying instruction, ID interventions

matched to need

Evaluate-How will progress be

defined? What PM assessment will be

used? How will fidelity be ensured?

Tie

red

Su

pp

orts

Literacy InstructionProvide direct, explicit instruction and

supportive practice with effective comprehension strategies throughout the school day

Increase the amount and quality of open, sustained discussion of reading content

Set and maintain high standards for text, conversation, questions and vocabulary

Increase students’ motivation and engagement with reading

Teach essential content knowledge, so all students master critical concepts

Literacy InstructionEnsure: sequencing, drill-repetition-practice

procedure, segment information into parts for later synthesis

control task difficulty through prompts and cues

technology problem solvingsmall interactive groups

Adolescent Literacy. Identify students’ literacy

needs

Align resources for support

Evaluate programs

Raise literacy expectations across grades and curricula

Build educators’ capacity to provide adolescent literacy instruction

Extend time for literacy

Assess performance continually

Tier 1Screen students for reading related skills at the beginning of

the year and again in the middle of the year who display concerns.

Regularly monitor the progress of students at risk at each grade level.

Differentiate reading instruction for all students to ensure mastery of standards.

Screen Students

FAIR-FS

Word Recognition

Vocabulary Knowledge

Reading Comprehensio

n

Compute PLS Score

<.85?

NO

YES

Syntactic Knowledg

e

STOP

Take option

al tasks?

NO

YES

Oral Reading Fluency

STOP

Oral Response

Written Response

Paper/Pencil Administration

Computer Administration

Initial Screening

Diagnostic Test

Additional Diagnostic

Test

Choosing Effective Progress Monitoring &

Literacy Support

Dig In……ensure you’re matching support to student needs.

NCIIAcademic Intervention

Florida English Language Arts Formative Assessment Project

Formative Assessment

Tasks

Professional Development

Toolkits

FamilyResources

Professional Development

Modules

ELFAS/https://portal.fldoesso.org/PORTAL/Sign-on/SSO-Home.aspx

Instructional ResourcesELFAS Resources

The IRIS Center

Instructional routines for Small Groups

Learn Zillion

Read Write Think

Reading Rockets

Teaching Channel

Why Teach Spelling

Webinar: Writing and Writing Instruction to Improve Reading: What We Have Learned from Research

Latin and Greek Word Elements

Persuasive Speeches: Planning a Lesson Series

Regularly Monitor Student Progress

Determine whether or not students are responding adequately to their current instructional environment

NCII Progress Monitoring Tool

Charts

What Are Formative Assessments and Why Should We Use Them?

Using a Variety of Formative Assessments

Types of Assessment Strategies

How to Use the Assessments in This Book

Keeping Track of the Data

Differentiating Instruction in Response to Formative Assessments

Formative Assessment Data Collection

Designing Tiered Activities

Gathering Multiple Sources of Evidence

25 Quick Formative Assessments: Quick Reference

Section 1:

Summaries & Reflections

Section 2:

Lists, Charts, & Graphic Organizers

Section 3:

Visual Representations of Information

Section 4:

Collaborative Activities

Examples:Dry-Erase Boards

Differentiate Reading Instruction for All

Students

Tier 1Read case study and discuss effective strategies and supports to enhance core instruction.

Tie

r 2

Tier 2 Provide up to 3 foundational reading skills to students who scored below

benchmark on universal screening data.

Instruction systematic, highly explicit and interactive on reading skills (phonological awareness, decoding, fluency and vocabulary).

Small group instruction in homogeneous groups for 20-40 minutes for 3 to 5 days a week.

Ensure ongoing progress monitoring data to regroup students after six weeks.

Carefully monitor progress of students at least once a month.

More focused, targeted instruction – supplemental support aligned with standards.

Instructional Grouping

Individual ability scores guide grouping

Students in need of similar skill development should be grouped together

Groups should be dynamic and modified as individual student needs change

Students at high risk need to be placed in the smallest instructional groups

Determine intervention type, frequency, and intensity

Instructional Grouping Example

Decoding=LowComp=Adequate

Decoding=AdequateVocab, Fluency & Comp=Low

Fluency=AdequateVocab & Comp=Low

Grouping Example

Grouping Example Continued

Grouping Example Continued

Essential: Motivation

Decoding

Fluency

Vocabulary

Comprehension

MOTIVATION Motivation and engagement are critical for

adolescent readers.

If students are not motivated to

read, research shows that they will simply not benefit

from reading instruction.

Self-Monitoring/Self-Regulation Support

FEATURED TOOLS:

• Academic Intervention Planner

• Behavior Intervention Planner

• Bhavior Rating Scales

• ChartDog Graph Maker

• Dolch Wordlist Fluency

• Early Math Fluency

• Learning Disability

• Letter Name Fluency

• Math Work Worksheet

• Reading Fluency

• Self-Check Behavior

• Student Academic Success

http://www.interventioncentral.org/home

DECODINGSystematic, explicit, and direct instruction produce the best results

High-frequency sound-spelling relationships and words should be the focus of instruction

Instruction should be reflective

Opportunities to practice identification of words in context should be frequent

Connections among word analysis, word recognition, and semantic access should be emphasized

FLUENCYFluency is defined as the ability to read quickly, accurately, and with appropriate expression.

Close relationship between fluency and reading comprehension.

For the studies of older students receiving guided oral reading instruction, the NRP reports that students showed the most significant improvements in reading accuracy.

Oral reading instruction also resulted in improvements in reading fluency and reading comprehension.

VOCABULARYExplicit instruction may be useful in closing the gap between the students with the highest levels of vocabulary knowledge and those with the lowest.

Repetition and rich support

Meaningful tasks

Active engagement

Multimedia

Taught directly and indirectly

ComprehensionTeach Students how to use reading comprehension strategies

Teacher students to identify and use the text’s organizational structure to comprehend, learn, and remember context.

Guide student through focused, high-quality discussion on the meaning of text.

Select texts purposefully to support comprehension development.

Establish an engaging and motivating context in which to teach reading comprehension.

Tier 2Review Case Study and discuss strategies and supports to enhance Tier 2.Discuss alignment

Progress

Student Week 1 Week 2 Week 3

1 66 68 82

2 65 75 86

7 45 50 50

8 70 71 82

Once narrowing and aligning the

focus, the four students began

meeting with progress.

Tie

r 3

Tier 3Provide daily targeted reading instruction very few students

(one on one).

Ensure feedback based on responses, teach to mastery, and plan instruction with instructional sequence.

Implement concentrated instruction focused on a small, but targeted set of reading skills.

Schedule multiple and extended instructional sessions.May require up to 30 more repetition as their peers.

Tier 3Include opportunities for extensive practice and high quality

feedback.

Plan and individualize tier 3 instruction using input from school based team.

Ensure mastery of reading skill or strategy prior to moving on.

Based on individual student need, aligned with standards, instruction and supplemental supports.

Intensify Instructional Delivery

Model with clear and detailed explanations

Concrete learning opportunities (pictures, graphics, manipulatives, think-alouds)

Tasks broken down into small steps

Instruction broken down into simple segments

Step-by-step strategies

Support reduced over a period of time

Center on Instruction, p.20

Intervention SupportProvide instruction in academic language aligned

with core instruction

Teach strategies for interpreting unknown academic vocabulary independently

Word Meaning: Focus at the the word and text level Improve knowledge of word means and concepts

Comprehension: Provide instruction over a longer period of time Monitor progress

Professional development activity illustrates how to intensify instructional delivery

Intervention planning worksheet with recommendations for intensifying interventions and recording actions

Lesson reflection template to reflect on the instruction during an intervention session and outline improvements for subsequent sessions

matrix of supplemental resources to extend learning

Tier 3Read case study and discuss effective strategies and supports to enhance Tier 3.Discuss alignment

Alig

nin

g T

iers

AlignmentRead case study alignmentand discuss effective strategies and supports aligned to core.

VIDEO EXTRAS!

Rigorous and Relevant Curriculum (Core)

Higher order thinking is an expectation

The understanding of concepts and skills is applied to real-world problems and contexts

Universal Design for Learning

(Core)

CoreStudents find missing words from classmates to complete analogies Questions to Consider:

Why is setting a time limit essential to this activity? How can this activity be used as both a pre-teaching and review activity?

What are the learning benefits of allowing students to be mobile?

CoreLesson Objective

Build vocabulary by examining Questions to Consider

What scaffolds does the teacher put into place to get her students using new vocabulary?

Which words are best suited for paint chips?

How could you use paint chips in your classroom?

Word ID Tier 2

Tier 3Questions to Consider: How does "envisioning" help students understand the story?

What methods are used to improve comprehension, vocabulary and reading speed?

Why is reading stamina so important to a student's success?

Tier 1

Questions to Consider:

How would using the, "I do it, We do it, You do it together, You do it alone," model change the way you plan your lessons?

How do the post-its hold students accountable and push them to think about their own cognition?

Beyond shifting the cognitive load, what are the benefits of structuring lessons in this way?

Tier 2

Tier 3