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KindergartenPhonemic AwarenessPhonicsFluencyVocabularyComprehension
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TIER 1 CORE INSTRUCTIONDescription of Structured Literacy Program
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DescriptionTier 1 provides students with the core structured literacy curriculum and instruction. Instruction aligned with the changing emphasis of the big ideas for reading and explicit, systematic, and sequential instruction will serve as the primary prevention of reading failure. ExplicitReading instruction must provide students with details, rather than leaving them to figure out concepts for themselves. It must make basic concepts clear to students, removing the guesswork. It should illustrate the sounds, spellings, and meanings of words, calling students attention to their internal details.
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Universal Screening ToolAcadience (FSF & LNF), HeggertyAcadience (FSF & LNF), HeggertySystematicA systematic approach to reading instruction ensures that teachers are explaining all the key concepts, students are practicing them, and that learning is generalized so that students can apply the concepts in new circumstances in the future. Content is presented in an understandable overarching structure. Each element of reading instruction is explained by describing its relationship to the whole, explicitly stating which rules of the system the element exemplifies.
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Benchmark Cut Score26 Beginning of the year Reading Composite Score26 Beginning of the year Reading Composite ScoreSequentialConcepts and associations are taught in a preplanned sequence that explicitly acquaint students with the whole system of correspondences. The sequence moves from simple to complex and from the most commonly used and predictable correspondences to those that are less common and less predictable.
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Tier 1 EmphasisBlend & SegmentSounds/Basic PhonicsSounds & WordsSpeaking & ListeningSpeaking & ListeningEssential Practices of Explicit, Systematic, and Sequential InstructionInstructional Routines: The teacher explains and models the skills or concept. The teacher and students work through an example together. Students have guided practice with immediate feedback and supervision. Students practice and apply the skill to reading words, sentences, or books. The teacher evaluates student learning. Consistently using this type of routine helps students to anticipate what will come next in a lesson. This helps them to focus their attention on the content being learned rather than the instructional process.
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Tier 1 Instructional FrameworkTeachers will use the pre-established instructional procedures, routines, scope and sequence in the Reading Horizons curriculum to facilitate learning.
Teachers will use the pre-established instructional procedures, routines, scope and sequence in the Reading Horizons curriculum to facilitate learning.Teachers will use the pre-established instructional procedures, routines, scope and sequence in the Reading Horizons curriculum, specificially with transfer cards to facilitate learning.Literacy Footprints
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Who DeliversClassroom Teacher
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Who ReceivesAll StudentsOpportunities to Respond: Active participation is essential to learning. As responses increase so do students' on-task behavior, academic learning, memory and retention is optimized, and disruptive behaviors are reduced. In addition, increasing OTR increases the intensity of interventions. Essentials of active participation are:
(1) Teachers request frequent responses from students.
(2) Requested responses must be overt so that teachers can monitor and check student learning to provide corrective and affirmative feedback, and adjust the lesson based on student performance.
(3) Responses should involve all students.
(4) Teachers must structure the active participation procedure. Teacher will use consistent signals, cues, or prompts to elicit student responses including choral responses, partner responses, class discussions, and hold-ups (whiteboards or cards).
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GroupingWhole class with differentiation & small groups as needed
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Tier 1 Minutes for Instruction (Time)15 Minutes30 MinutesSupported during Additional Practice, Intervention, and Extension (Small Group)10-15 Minutes10-15 Minutes
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Writing (integrated) 30 minutes
Additional Practice, Intervention, and Extension (Small Group) 30 minutes
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Core District Adopted Curriculum Materials Reading HorizonsReading HorizonsLiteracy FootprintsLiteracy FootprintsLiteracy Footprints
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Effectiveness %
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EL SupportsBrisk Pace: Deliver the lesson at a brisk pace. Deliver instruction at an appropriate pace to optimize instructional time, the amount of content that can be presented, and on-task behavior. Use a rate of presentation that is brisk but includes a reasonable amount of time for students’ thinking/processing, especially when they are learning new material. The desired pace is neither so slow that students get bored nor so quick that they can't keep up. (Anita Archer, 2011)
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https://www.edu.gov.on.ca/eng/document/kindergarten/kindergartenell.pdf
https://eclkc.ohs.acf.hhs.gov/browse/tag/dual-language-learners
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Effectiveness Criteria% of students at or above benchmark on universal screening measures. If below 80%, develop plan to address the aligned emphasis areas of reading in Core Tier 1 Instruction.
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TIER 2 TARGETED
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DescriptionTier 2 provides structured literacy intervention targeting students' specific reading concerns. The focus of the intervention is typically aligned with the changing emphasis of the big ideas for reading and is explicit, systematic, and sequential. Tier 2 is an intensification of core instruction and can include remediation. This tier will serve as a secondary prevention of reading failure.
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DECISION RULE: Screener score to determine need for targeted intervention.13-25 Reading Score below benchmark13-25 Reading Score below benchmark
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Diagnostic AssessmentsAcadience
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Tier 2 Critical SkillsDetermined by diagnostic assessments
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Tier 2 Intervention Intensification Examplesmirrors
mouth cards
Kinesthetic Awareness
Elkonin boxes
gestures and manipulatives
visuals		Elkonin boxes
alphabet arc
mouth cards
word work mats
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Tier 2 General Intervention Intensification 1. Ensure instructional content aligns with students' demonstrated needs.
2. Increase the explicitness of instruction (provide additional models or material in a more concrete way)
3. Make instruction more systematic (break a task or practice into smaller steps
4. Increase opportunities to respond with increased specificity and amount of corrective and affirmative feedback
5. Embed cognitive processing strategies (set and monitor goals and use strategies to assist with memory load like graphic organizers or
mnemonics)
6. Plan transfer of instruction and practice
7. Increase repetitions/practice opportunities
8. Spaced and retrieval practice
9. Varied practice
10. Correct error and reteach until successful
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Who DeliversClassroom teacher with support of others determined by the school (such as reading support staff, special education staff.)*
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Who ReceivesSome students who are at risk or haven't responded to effective tier 1 instruction that worked for the majority.
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GroupingSmall groups based on skill
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Tier 2 Minutes (Time)30-45 minutes 3-5 times per week in addition to Tier 1 Instruction*
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Supplemental District Approved Curriculum Materials Heggerty and OrtonHeggerty and Orton
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https://fcrr.org/student-center-activities/kindergarten-and-first-grade
https://www.tools4reading.com/tools4teachers
Next STEPS in Literacy Instruction: Connecting Assessments to Effective Interventions by Smartt and Glaser
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Effectiveness CriteriaAre students meeting the criteria to exit intervention? Track monthly the number of students receiving Tier 2 Intervention, the number moving to Tier 3, the number of students making adequate progress, and the number meeting the exit criteria for Tier 2.
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Progress Monitoring Acadience measure aligned with instruction determined by student need. Administer bi-weekly.
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TIER 3DescriptionTier 3 provides few students an individualized plan to intensify and coordinate structured literacy intervention. The focus of the intervention is typically aligned with the changing emphasis of the big ideas for reading and is explicit, systematic, and sequential. This tier will serve as a tertiary prevention of reading failure.
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DECISION RULE: Screener score to determine need for intensive intervention.0-12 Reading score well below0-12 Reading score well below
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Diagnotic AssessmentsAcadienceAcadience
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Who DeliversClassroom teacher with support of others determined by the school
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Who ReceivesA few students with significant reading difficulties or those who haven't responded to effective tier 1 and/or tier 2 instruction
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GroupingSmall groups of students who need to work on the same skill (1-3 recommended)
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Tier 3 Minutes (Time)45-60 minutes every day in addition to Tier 1 instruction*
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InterventionsHeggery and OrtonHeggerty and Orton
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Progress MonitoringAcadience measure aligned with instruction determined by student need. Administer weekly.
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Effectiveness CriteriaAre students meeting the criteria to exit intervention? Track monthly the number of students receiving Tier 3 Intervention, the number moving to Tier 2, the number of students making adequate progress, and the number meeting the exit criteria for Tier 3.
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