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Embracing Tier 2 {...and all the mCLASS sweeties with yellow dots}

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Information about Embracing Tier 2 {...and all the mCLASS sweeties with yellow dots}
Education

Published on March 3, 2014

Author: hellojenjones

Source: slideshare.net

Description

I prepared this presentation for a nearby elementary school who hired me to help them with Tier 2 of the RTI (Response to Intervention) process including reading interventions, high yeild strategies for Tier 1 and Tier 2 and strategies for best practices in literacy instruction, literacy intervention and literacy progress monitoring.
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Embracing TiEr two { } ...and all the sweeties with yellow dots ^ 2014, Jen jones -Hello literacy

Phonemic Awareness Compre -hension Vocabulary Phonics Fluency

T ier 1 80%

T RC Proficiency 80% 64% 36% 55% 45% 49% 51% 38% 62%

Shop.topptwins.com

www.colourbox.com Assessment Assessment Assessment Assessment

www.thisoldhouse.com Screening

www.bestbullysticks.com Diagnostic

www.wakemedvoices.org Progress Monitoring

www.bestbullysticks.com www.spotlight.ccis.org Outcome Outcome

www.gabrielweinberg.com

T ier 2 Interventions

T ier 2 15% www.fcps.net

T ier 2 5-10 minutes

T ier 2 Targeted & specific

High Yield

Urgency {Minute.Week.Quarter} High & wide text reading 7 Rock core instruction 7 Rock core practice Data detective

K Dibels BOY MOY PM History FSF (30) Tier 3 TRC 34-MOY 39-MOY 45-2/07/14 36-2/07/14 34-2/10/14 B – 2/10/14 28 -2/11/14 32- 2/03/14, 40-2/18/14 37-2/20/14 25-2/20/14

T RC Analysis – K Level B (Frustrational) Acc: 87% SC: 1:12 M S V – Come and is that elephant. M S V - Look at so this Mom. M S V - Come and stare the bears. M S V - Come and said Mom. TRC Intervention Recommendations: • Teach sight words: at, see, the, come, here, said, they, like, this • Teach 1-1 correspondence (voice and print must match) • Fix S errors by teaching self-monitoring so HE hears when things don’t sound right…we do this by asking him, “You said LOOK, what do you see at the beginning of this word? (COME)…First sound fluency, First sound match • Lots of repeated reading of familiar text

T RC Analysis – 3rd TRC Intervention Recommendations: Level L (Benchmark O) • Teach self-monitoring when things don’t sound right. Accuracy 96% - No S/C • Teach him to visually attend to word endings. Oral Comprehension: • Teach him some visualization strategies by drawing out 2-Literal sentences and one topic at a time. 3-Inference • Teach use of graphing to organize story details with a 3-Critical focus on standards 1, 2, 3. 3-Creative • M S V - leaves off or changes around word endings • M S V - said sprayed for spread “its toes to walk across the lilypads. [Who sprays out their toes?”

PM without intervention is like…d canyoncountrydrivingschool.com

and intervention without PM is like… teachingwithloveandlaughter.blogspot.com

Fluency & Fluency Awareness

Fluency Continuum 1 2 3 4 5 6 7 8 1 – Phoneme & Sound Fluency (Phonemic Awareness) 2 – Letter/Alphabet Fluency 3 – Sight Word & Decodable Word Fluency 4 – Sentence Fluency 5 – Short Connected Text Fluency 6 – Passage Level Text Fluency 7 – Chapter/Book Fluency

Fluency Folders

Fluency Centers

Guided Written Retelling

Writing about Reading

T hank You! Pittsboro Elementary School! www.helloliteracy.blogspot.com www.facebook.com/helloliteracy www.pinterest.com/hellojenjones www.slideshare.net/hellojenjones www.twitter.com/hellojenjones www.hellojenjones.com

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