JANUARY 2015 RTI PLC

SKILLS AND STANDARDS: HOW TO LINK THE TWO DURING SYSTEMATIC OBSERVATIONS Skills vs. Standards Video Skill breakdown tables

VIDEO: HOW SKILLS FEED STANDARDS Stafford%20Video.mp4?dl=0

WHAT IS A SKILL? THINK – PAIR - SHARE

SKILLS VS. STANDARDS Skills Phonemic Awareness Fluency Vocabulary Comprehension Number Sense Multiplication Geometry Standards RF.2.4 Read with sufficient accuracy and fluency to support comprehension RI.2.3 Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

SKILLS TABLES Reading C:\Users\patti.wilson\Documents\RTI\Psych and RTI\Areas of Deficit- Reading Table.doc Math C:\Users\patti.wilson\Desktop\January PLC\Areas of Deficit - Math.pdf

Domain / Area Definition Associated Deficit Areas / Academic Impact on Core Instruction Intervention Characteristics Example CBM/Probes to Support Progress Standard Linkage Phonemic Awareness (K-1) Basic Reading Isolating sounds, segmenting and blending sounds in words and non- words. Ability to notice, think about or manipulate the individual sounds in words. Difficulty with: Letter Sounds Phoneme Blending Phoneme Segment. Rhyming Syllable Segmenting Phoneme Deletion Intervention focus on systematic development of letter sound correspondence, word analysis skills and sight word recognition. Phoneme Segmentation Initial Sounds First Sound Standard RF.1.2 Demonstrate understanding of spoken words, syllables and sounds (phonemes). RF.1.2.a Distinguish long from short vowel sounds in spoken single-syllable words. RF.1.2.b Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RF.1.2.c Isolate and produce initial, medial vowel and final sounds (phonemes) in spoken single-syllable words. RF.1.2.d Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). Standard RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem or song. Skill to Standard Connection Phonemic Awareness

Domain / AreaDefinition Associated Deficit Areas / Academic Impact on Core Instruction Intervention Characteristics Example CBM/Probes to Support Progress Standard Linkage Reading Fluency (1-12) Rate at which reader reads text, which could include speeded word, sentence or text reading, as well as segmentation and/or blending of phonemes. Also includes voice intonation and expression during reading. Difficulty with: Accuracy of Fluency Reading Rate Word Reading Eff. Sentence Fluency Intervention focus on guided oral reading, repeated readings, echo read, shadow read, paired reading and direct explicit instruction in chunking and phrasing. Oral Reading Fluency Word Reading Fluency Passage Reading Fluency Standard RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. Standard RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently. Standard RF.3.4 Read with sufficient accuracy and fluency to support comprehension. RF.3.4.a Read grade-level text with purpose and understanding. RF.3.4.b Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. RF.3.4.c Use context to confirm or self-correct word recognition and understanding, rereading as necessary. Skill to Standard Connection Reading Fluency

TIER I VS. TIER III/SPED OBSERVATIONS Remember, teachers are not filling all the gaps a student may have during a grade-level lesson covering standards (Tier I). They need only activate or explicitly review the skills directly pertinent to what is being taught during the new lesson. Skills-based instruction is the focus of intervention (Tier II/III). Teachers will activate this prior knowledge as it applies to grade level standard acquisition in Tier I. Thus, observing skills should be an easier task during intervention.

TAKE A-WAYS: GLOW OR GROW PLEASE COMPLETE YOUR EXIT CARD