Universal (Tier 1) Reading
Instruction
Nicole Fenty, Ph.D
University of Louisville
Today
• Response to Intervention (Three Tier Model):
Tier 1 Academic Instruction
• Core Programs
– Curricula
– Characteristics
– Grouping
• Five Key Components of Reading
– Sample strategies
Multi-tier Model
Tier 1
• School wide efforts where ALL students are involved
– Universal screening of academic skills
– Instruction supported by scientifically based
research
• Effective Instruction
• Differentiated Instruction
• Effective Classroom Management
Copyright © 2008 Mississippi Department of Education
Tier 1: Effective Instruction
• Research-based effective teaching principles include:
– active engagement of students,
– direct instruction
– scaffolded instruction,
– instruction in the organizing, storing, & retrieving of info,
– strategic instruction,
– explicit instruction, and
– instruction that teaches across subjects.
Copyright © 2008 Mississippi Department of Education
Example of Tier Level Interventions
Reading
Tier I
Time
90
Curricular
Focus
5 areas
Curricular
Breadth
Core
Frequency of
Progress
Monitoring
Every 6-8
weeks
Sample Common Core Reading
Curricula
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Harcourt Trophies
Rigby Literacy
Scott Foresman
Voyager Universal Literacy
Characteristics of Effective Core
Reading Programs
• Research-based instructional strategies that explicitly teach
strategies and skills;
• Systematic and sequential instruction that moves children
from simple to more complex skills and strategies;
• Ample practice opportunities that allow children to practice
skills and strategies in reading and writing text;
• Assessment tools for diagnosing children's needs and
monitoring progress; and
• Provide professional development that will ensure teachers
have the skills necessary to implement the program
effectively and meet the needs of their children.
ednews.org
Characteristics of the Core Reading
Block
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Minimum of 90 minutes daily
Uninterrupted and protected
Teaching is dispersed across 5 days
Writing and spelling are considered part of the core reading
block if the objectives and lessons relate to one of the critical
components
• Varied grouping patterns used
• Initial instruction and intervention for some students when
needed
9
General Overview
• Whole group instruction (Introduction of
lesson, initial skill instruction, review for all)
• Small group instruction (centers)
– Homogeneous (Teacher led for targeted instruction,
students have similar abilities)
– Heterogeneous (Student led, center activities
planned to practice skills previously taught,
students have varied abilities)
• Independent work (practice skills, assess skills)
• Whole group instruction (Teacher reviews,
makes connections, read alouds)
10
Whole Group
• Engages teachers and students in shared
learning experiences
• Allows inclusion of every student
Read alouds
Shared writing
Author’s chair
Speaking/performances
Class discussions Modeling
Introduction of new concepts
Texas Education Agency: Second Grade Teacher Reading Academies
Read Alouds
• Children’s literature
• Varied genres
Increases vocabulary
Adult fluent model
Promotes oral language development
Demonstrates reading for a purpose/enjoyment
Fountas & Pinnell, 1996
Shared Reading
• Enlarged texts
– Big books
– Poems
Word by word correspondence
Improves student participation
Opportunities to participate
Fountas & Pinnell, 1996
Small Group
Meets individual students’ needs
Maximizes opportunities for students to express
what they know and to receive feedback
Center/station activities
Practice concepts with immediate feedback
Focus on targeted skills
Forming Groups Based on
Assessment Data
• Review data sources
– Standardized measures
– Curriculum-based measures
– Progress monitoring
– Informal information (classroom data, observations)
• Identify at-risk students using data
• Determine targeted areas for instruction
• Students may have multiple areas of need
Sample Screeners
DIBELS
AIMSWEB
MAPS
Scantron Assessment
T-Pro
15
Teacher Led Small Groups
• Focus is placed on skill development
• Same book or content is usually used with
all students in group
• Teacher introduces text, previews,
predicts, discusses vocabulary, guides
students during read, asks students
questions following reading, engages in
word work
Reading Centers
• Implemented during the time that the teacher
is teaching in targeted small groups
• Activities planned should provide practice
opportunities, not initial instruction
• Activities should match the reading objectives
Considerations when planning
centers
• Objectives (be sure that you have goals for what you
want students to learn)
• Accountability (how will you know the kids did what
they were suppose to do?)
• Management (how will you be sure that they remain
engaged and on task?)
• Transitions (how will you ensure that students know
where to go and how to get there?)
• Amount of time and movement between centers (be
sure to plan ahead and take transitions into account)
Keeping Groups Flexible
Regroup Often
Use class work, informal assessments during
instruction, and progress monitoring of at-risk
students to regroup students and change
instruction
Texas Education Agency: Second Grade Teacher Reading Academies
How to manage more than one
group at a time
• When introducing centers/stations, take
sufficient time to explain, demonstrate,
practice procedures, and clarify
expectations one step at a time.
• Establish rotation procedures that allow
you to work with a small group without
interruption.
Reading First Initiative: Secretary’s Leadership Academy
What Will Other Students Do
While I Teach a Small Group?
Reading Corner
Word Study with a Buddy
-- review knowledge of
word parts to read words
and determine meaning
-- where a wide variety of books
are organized by topic and
reading level, and students can
read and reread with a partner,
or in a small group
Writing Plus
Remember--Make
students accountable
for their work!
-- extends all the components of
reading through a variety of
writing activities, including
computers Mixed ability would be
okay here
Texas Education Agency: Second Grade Teacher Reading Academies
21
Word Work
• Manipulate letters and words
Develops letter/sound correspondence
Provides opportunities practice words from
connected text
Fountas & Pinnell, 1996
Independent Work
Only allow with material that have been mastered
Consider providing ways for students to self-assess
Increases opportunities for immediate feedback
Practice skills
Assess skills
Promotes individual responsibility
How Do I Teach Students to Work
Independently?
• Teach each independent activity as a separate
set of lessons (with modeling and feedback)
• Practice, practice, practice
Texas Education Agency: Second Grade Teacher Reading Academies
Independent Reading
• Read text at independent reading level
Practice reading strategies independently
Practice re-reading text
Fountas & Pinnell, 1996
Independent Writing
• Produce text
Practice writing words independently
Practice writing for different purposes
Fountas & Pinnell, 1996
Five Key Components of the Core
Reading Program
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Phonological/Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
Phonological/Phonemic Awareness
• Phonological Awareness
– The conscious understanding about how
speech can be broken down into different
size parts
– The ability to manipulate those parts
• Phonemic Awareness
– The conscious understanding that spoken
words are made up of individual sounds
Note: Phonological Awareness is not…
the same as phonics - no letter-sound correspondence is involved. It may be
an essential skill for phonics instruction to make sense, however.
Phonological
Awareness
Word Level
Syllable Level
Onset-Rime Level
Phoneme Level
Phonemic Awareness Skills
• Discriminating: recognizing which pictures in a set of
pictures begin with the same sound
("Bell, bike, and boy all have /b/ at the beginning.")
• Blending: combining, or blending the separate sounds to
say the word
("/m/, /a/, /p/– map.")
• Segmenting: breaking, or segmenting a word into its
separate sounds
("up – /u/, /p/.").
• Deleting: Children recognize the word part that remains
when a phoneme is removed from another word.
(“smile – without the /s/ is mile”)
• Substituting: Children substitute one phoneme for another
to make a new word.
(The word is bug. Change /g/ to /n/. The new word is bun).
Activities for Rhyming
• Play the willoughby wallaby woo name game.
Song:
Willoughby wallaby woo,
An elephant sat on you!
Willoughby wallaby wee,
An elephant sat on me!
Willoughby wallaby W_______,
An elephant sat on __________!
Activities for Onset and Rime
Practice
• Critter Sitter
– Some animals have escaped from the zoo
– Draw a picture of large cage on the board
– We need to catch a /l/…ion. What animal
are we trying to catch? (lion)
– Put the picture of the lion over the
picture of cage
– Continue with other animals
Honig, Diamond, Gutlohn, 2000
http://www.clker.com/clipart-23399.html
Activities for Discriminating
Activities for Blending
• Guessing Game
– “I’m thinking of something in our classroom. You can sit
on it. It is a /ch/ /ai/ /r/ What am I thinking of? (chair)
• Display three pictures or items
– Display the pictures
– Say the individual sounds in one of the pictures
– Ask students to guess the word you are thinking of
Honig, Diamond, Gutlohn, 2000
http://www.balddog.com.au/images/illustration/cartoon_bag.gif
Activities for Deleting
• Tell a story, leaving off the initial sound in the last word of
each sentence.
– After school I go _ome. I then walk my _og. I then take a
_ap.
– Ask students what is missing
– Re-tell the story and have students fill in the missing
sounds
• Draw a picture with an elkonin box underneath
– Ask students to name the picture
– Have students name the sounds
– Put a sticky note in the first box
– Say: “If I cover up the first sound, what is left? What sound
is missing?”
Honig, Diamond, Gutlohn, 2000
http://www.balddog.com.au/images/illustration/cartoon_bag.gif
Phonics
• Phonics is the knowledge that letters
represent sounds and when these sounds are
blended or pronounced, the result is reading
words.
• Skills
– Letter-sound correspondence, blending, onsetrimes/word families, multi-syllable words
• Activities used for phonological awareness can
also be used for phonics instruction just
include letters
Sample Phonics Activity: Phonograms
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-at
Brainstorm words that rhyme with cat.
Consider creating sentences to contextualize
Print –at on the board
Blend and segment –at
Practice adding onsets to the rime –at
Contextualize with sentences and decodable
text
Honig, Diamond, Gutlohn, 2000
Components
Fluency
accuracy
prosody
speed/rate
A reader’s fluency rate depends on
the complexity of the text
Components of Fluency Instruction
• Model reading text
• Allow opportunities for practice
• Frequent progress monitoring
Fluency Activity
• Super Signals
– Choose a piece of text that signals you want students to recognize and
understand (e.g., exclamation marks, question marks, etc).
– Use a big book or overhead projector
– Read with no expression
– Re-read with expression
– Discuss the differences between the two readings with students
– Allow for practice with text using the signals
Johns & Berglund, 2002
Components of Effective Vocabulary
Instruction
Florida Center for Reading Research, 2004
Activities for Vocabulary
Word Roots
telepathy
telegram
Prefixes
-re, -un, -dis, etc
Un- “not or opposite of”
undo, unwind, untie
tele
television
telephone
Honig, Diamond, Gutlohn, 2000
Comprehension
The process of constructing meaning
from text
Comprehension
• Activate or build background knowledge
• Monitor comprehension throughout
• After reading
– Summarize
– Identify main idea/supporting details
– Compare/contrast similar text
– Identify and use text structures (e.g., sequencing,
cause/effect etc)
Identifying the Main Idea
• Explain to students that learning to identify
the most important idea of a passage will
make it easier to remember what they read.
• Start with short excerpts/paragraphs.
– Focus on the main person and on what the main
person did.
– Think aloud and make use of graphic organizers
• Continue practice with several paragraphs
Honig, Diamond, Gutlohn, 2000
Resources
• www.fcrr.org
• Fountas & Pinnell (1996). Guided reading:
Good first teaching for all children.
Portsmouth, NH: Heinemann
• Johns, J., & Berglund, R.L (2002). Fluency:
Strategies and assessments. Dubuque, IA:
Kendall/Hunt.
• Honig, B., Diamond, L., & Gutlohn, L. (2000)
Teaching reading sourcebook for kindergarten
through eighth grade. Novato, CA: Arena
Press.