1. Vision: Every child in every district receives the instruction that they need and deserve…every day. Oregon Response to Intervention Vision: Every child in every district receives the instruction that they need and deserve…every day. Small Group Instruction During Core Reading Spring Conference 2014 Bend, Oregon

2. Oregon Response to Intervention www.oregonrti.org Why use skill/s focused small group instruction? Without effective initial classroom instruction and strongly differentiated instruction by classroom teachers, the need for intervention specialists may simply overwhelm school resources because too many students will not make expected yearly progress. Center on Instruction, 2007

3. Oregon Response to Intervention www.oregonrti.org Today’s focus What is skill/s focused small group instruction during the core? How do you place students into skill/s focused small groups? How do you plan for small instructional groups?

4. Oregon Response to Intervention www.oregonrti.org Today’s focus What is skill/s focused small group instruction during the core? How do you place students into skill/s focused small groups? How do you plan for small instructional groups?

5. Oregon Response to Intervention www.oregonrti.org 1. Reduce Deficit Skill/s Provide focused instruction & practice on skills that are missing –May not be within the scope of that grade level’s instruction Ex. Third grade students needs basic phonics (continuous blending with CVC words) 2. Increase Grade Level Skill/Strategy use Practice the skill/strategy that was taught during the whole group during small group Ex. Summarizing is taught in whole group....review summarizing with accessible text during small group Two Purposes of Small Group Instruction Two Purposes of Small Group Instruction

6. Oregon Response to Intervention www.oregonrti.org Today’s focus What is skill/s focused small group instruction during core? How do you place students into skill/s focused small groups? How do you plan for small instructional groups?

7. Oregon Response to Intervention www.oregonrti.org How do you place students in skill focused small groups? 1.Determine basic skill needs through Universal Screening (DIBELS Next, easyCBM) 2.Identify the target skill –To better match students skill needs Core reading assessments Diagnostic assessments 3. Determine strategy need –To understand how to instruct

8. Oregon Response to Intervention www.oregonrti.org How do you place students in skill focused small groups? 1.Determine basic skill needs through Universal Screening (DIBELS Next, easyCBM) 2.Identify the target skill –To better match students skill needs Core reading assessments Diagnostic assessments 3. Determine strategy need –To understand how to instruct

9. Oregon Response to Intervention www.oregonrti.org Vocabulary (voc) Phonemic Awareness Phonemic Awareness Phonics and accuracy Phonics and accuracy Oral Reading Fluency Oral Reading Fluency Determining Basic Skill Needs for Small Groups Comprehension CCSS: Foundational Skills CCSS: Reading Literature & Informational CCSS: Language

10. Oregon Response to Intervention www.oregonrti.org 1. How do you determine basic skill needs using Universal Screeners? Likely to Need Core Support: (Benchmark)Additional support on the fluency of reading connected text skills: (Strategic) Additional support on reading connected text with accuracy: (Strategic) Additional support on accurate & fluent reading of connected text: (Intensive) Accuracy & Fluency

11. Oregon Response to Intervention www.oregonrti.org Determining Basic Skill Needs StudentAccuracyFluencyComposite Miranda Joey Nate Miles Addison Tyler Andrew 55% 30Intensive 99% 81 Benchmark 95%69Strategic 61%45 Intensive 88% 14 Intensive 80% 52Intensive 89%70Strategic

12. StudentAccuracyFluencyComposite Miranda Joey Nate Miles Addison Tyler Andrew 55% 30Intensive 99% 81 Benchmark 95%69Strategic 61%45 Intensive 88% 14 Intensive 80% 52Intensive 89%70Strategic Joey Placing students into groups: (Benchmark) Accurate & Fluent

13. Placing Students i nto Small Groups: (Strategic) Accurate & Not Fluent StudentAccuracyFluencyComposite Miranda Joey Nate Miles Addison Tyler Andrew 55% 30Intensive 99% 81 Benchmark 95%69Strategic 61%45 Intensive 88% 14 Intensive 80% 52Intensive 89%70Strategic Nate

14. Placing Students into Small Groups: (Strategic) Not Accurate & Fluent StudentAccuracyFluencyComposite Miranda Joey Nate Miles Addison Tyler Andrew 55% 30Intensive 99% 81 Benchmark 95%69Strategic 61%45 Intensive 88% 14 Intensive 80% 52Intensive 89%70Strategic Andrew

15. Placing Students into Small Groups: (Intensive) Not Accurate & Not Fluent StudentAccuracyFluencyComposite Miranda Joey Nate Miles Addison Tyler Andrew 55% 30Intensive 99% 81 Benchmark 95%69Strategic 61%45 Intensive 88% 14 Intensive 80% 52Intensive 89%70Strategic Miranda, Miles, Addison, Tyler

16. Oregon Response to Intervention www.oregonrti.org How do you place students in skill focused small groups? 1.Determine basic skill needs through Universal Screening (DIBELS Next, easyCBM) 2.Identify the target skill –To better match the intensity of students skill needs Core reading assessments Diagnostic assessments 3. Determine strategy need –To understand how to instruct

17. Oregon Response to Intervention www.oregonrti.org 2. How do you better identify the target skill need/s? GroupNeedAssessment Comprehension skill/strategy (CCSS: Reading Literature & Informational) Strategic Not accurate but fluent Phonics (Foundational skills) Strategic Accurate but not fluent Fluency (Foundational skills) Intensive Not accurate and not fluent Phonics and fluency (Foundational skills) Benchmark Accurate and fluent Core assessments Diagnostic phonics assessment

18. Oregon Response to Intervention www.oregonrti.org Identifying Target Phonics Skills Identifying Target Phonics Skills 95% Group Letter/Sound Correspondence

19. Oregon Response to Intervention www.oregonrti.org Phonics Skills: Diagnostic Assessment

21. Phonics Diagnostic Assessment Kindergarten Tasks 1-4 & 5A Second: Task G Third: Task H First Tasks B-F

22. 10 9 17 6 9 5 3 First Tasks B-F Second: G Miranda & Miles’ Skill Needs

23. Oregon Response to Intervention www.oregonrti.org Miranda & Miles’ Needs Skill NeedStrategy Need Long Vowel Sounds & Silent E

24. Oregon Response to Intervention www.oregonrti.org Talk Time How is this process similar or different to how you have set up your small groups for core instruction?

25. Oregon Response to Intervention www.oregonrti.org How do you place students in skill focused small groups? 1.Determine basic skill needs through Universal Screening (DIBELS Next, easyCBM) 2.Identify the target skill –To better match students skill needs Core reading assessments Diagnostic assessments 3. Determine strategy need –To understand how to instruct

26. Oregon Response to Intervention www.oregonrti.org Determining Strategy Needs There is a continuum of blending strategies that can be applied to teaching the phonics skills. Determine what the best blending strategy is in applying the phonics skills that they need to learn –Based on where they are breaking down in their blending mistakes.

27. Oregon Response to Intervention www.oregonrti.org Determining Continuum of Phonics Blending Strategies Continuum of Phonics Blending Strategies Templates Sounds/blending 2 9 Sounds-spelling/blending 7 8 10 High frequency words3 Kindergarten/Early First Grade First/Second Grade Kindergarten/First/Second Grade Sounds: (e.g., saying letter sounds) Continuous Sound Blending: (mmmaaat) Reading Sound Spellings: (ai, a_e, oy, ar) Sound by Sound Blending: (p,pl, plai, plain, plain) Word reading spelling focused: (ai, plain) Introduce words Say it, spell it, say it Reading Words: say the word (building automaticity)

28. Oregon Response to Intervention www.oregonrti.org What are Miranda & Miles’ Blending Strategy Needs? Skill NeedBlending Strategy Need Long Vowel Sounds & Silent E Remember: They passed reading CVC Words & Short Vowel/Consonant blends/Diagraphs ?

29. Oregon Response to Intervention www.oregonrti.org General Guidelines: Decodable Text

30. Oregon Response to Intervention www.oregonrti.org Talk Time How would you use these reading decodable text strategies in your small group?

31. Oregon Response to Intervention www.oregonrti.org Today’s focus What is skill/s focused small group instruction? How do you place students into skill/s focused small groups and determine instructional needs? How do you plan for small instructional groups?

32. Oregon Response to Intervention www.oregonrti.org How do you plan for small group instruction? 1.Choose the materials that match the skill need 2. Plan the amount of time in specific materials 3.Determine the best instructional approaches

33. Oregon Response to Intervention www.oregonrti.org How do you plan for small group instruction? 1.Choose the materials that match the skill needs –Core materials –Enhancements 2.Plan the amount of time in specific materials 3.Determine how to best provide instruction for that need

34. Oregon Response to Intervention www.oregonrti.org Core Materials Decodable books Leveled Readers Sound Spelling cards Which part of core is the material found at your grade level? Resources Alternatives to Round Robin Reading. –What alternatives might you want to try or what have you used that has been effective? Purpose of text types: –Which big 5 area is the text type linked to? Explicit Phonics Lesson Small Group Lesson Planning Guide Enhancement Materials FCRR Lines of practice Templates – Blending routines What was something new to you? – How can it help your instruction? What was something that you knew/have used before? – How did it help your instruction? Gallery Walk of Materials

35. Oregon Response to Intervention www.oregonrti.org Understanding Materials Core MaterialsPrimary time of instruction Purpose AnthologyWhole groupTeach skill/strategies Leveled ReadersSmall groupPractice skill/strategy and build fluency/vocab Decodable TextSmall groupBuild phonics & fluency EnhancementsWherePurpose TemplatesWhole group/Small groupPractice skills taught Explicit Phonics/Vocab Lesson Whole group/small groupIncrease mastery of skills taught

36. How do you choose materials for the deficit skill? Big 5Core MaterialsEnhancementsSupplemental Phonological Awareness Templates, PA activities, FCRR PhonicsExplicit Phonics Lesson routine, Templates, lines of practice, FCRR Phonics for Reading, Road to the Code Fluency Leveled readersTemplates 6 Minute Solution, Junior Great Books, lines of practice, FCRR 1.What is available from the core to support the deficit skills? 2.If not available in the core, what enhancement materials can be used to support the deficit skill? 3.If enhancements have been tried and PM data indicate that they aren’t successful, examine supplemental materials

37. Oregon Response to Intervention www.oregonrti.org Plan for the amount of time in specific materials: (deficit skill) Deficit Skill need Practice Core skill/strategy

38. How do you choose materials for practicing the whole group skill/strategy? Big 5Core MaterialsEnhancement VocabularyVocabulary materials from the core (Vocabulary Reader) Explicit Vocabulary Routine, Content Area Text Reading (Anita Archer), Bringing Words to Life (Isabel Beck) ComprehensionComprehension materials from the core (graphic organizers, story maps etc., Leveled Readers) Content Area Text Reading (Anita Archer), Marzano, scaffolding of leveled readers (i.e., listening to reader) 1.What is available from the core to support the skill and/or strategy? 2.If not successful with core materials, examine what enhancements might support the skill and/or strategy?

39. Oregon Response to Intervention www.oregonrti.org Plan for the amount of time in specific materials (skill/strategy) Deficit Skill Need Practice whole group skill/strategy

40. Oregon Reading First: http://oregonreadingfirst.uoregon.edu/

41. Oregon Response to Intervention www.oregonrti.org Objectives for deficit skill Group will use continuous sound blending independently when reading decodable book with 98% accuracy. Objectives for practicing skill/strategy Group will summarize (beginning, middle, end) the leveled reader independently with 90% accuracy. Writing Objectives for the group (skill/strategy need, materials, and accuracy)

42. Oregon Response to Intervention www.oregonrti.org Write Objectives for Miranda & Miles’ Needs Skill NeedBlending Strategy NeedComprehension Need Long Vowel Sounds & Silent e Sounds- spelling/blending Sound spellings (#7) Sound by sound blending (#8) Main Idea/Details

43. Weekly Plan

44. Oregon Response to Intervention www.oregonrti.org Explicit Phonics Lesson

45. Oregon Response to Intervention www.oregonrti.org Questions

46. Oregon Response to Intervention www.oregonrti.org References Florida Center for Reading Research (FCRR) –Student Centered Activities for the Big 5 Oregon Reading First –Templates –Lines of Practice Reading Rockets –Articles and videos Anita Archer (Decoding/Phonics) –http://miblsi.cenmi.org/LinkClick.aspx?fileticket=M HqTYYRqv-E%3D&tabid=1408http://miblsi.cenmi.org/LinkClick.aspx?fileticket=M HqTYYRqv-E%3D&tabid=1408

47. Oregon Response to Intervention www.oregonrti.org Identifying Target Phonics Skills (95% Group) CCSS: Foundational Skills Phonics