1. Digging Deeper Phonological Awareness Instructional Sort Our Focus The Wisconsin RtI Center/Wisconsin PBIS Network (CFDA #84.027) acknowledges the support of the Wisconsin Department of Public Instruction in the development of this document and for the continued support of this federally-funded grant program. There are no copyright restrictions on this document; however, please credit the Wisconsin DPI and support of federal funds when copying all or part of this material. Reviewing Your Selected and Intensive Levels of Support

2. Screening Assessments - Not Always Enough Screening assessments often do not go deep enough in answering the questions: Why is the student below the expected level? How far beyond the expected level is the student? We need to “DIG DEEPER!” School Level GroupsIndividuals

3. Impact of universal level of support on students (aggregated and disaggregated) Impact of universal level of support on students (aggregated and disaggregated) 2. School-Level Digging Deeper Review: What are our universal level instructional strengths? What are our universal level instructional concerns? Do we have any underserved groups? School-level team gathers additional information and reviews at a deeper level 1. School-Level Screening Review: Do we have a healthy system? School-level team looks at universal screening results

4. 1. Grade-Level Screening Review Groups and Individual Students Department-/Grade-level team looks at screening results Groups/individuals potentially in need of additional support 2. Grade-Level Digging Deeper Review:  What are the student’s instructional strengths?  What are the student’s instructional concerns? School-level team gather additional information and review at a deeper level

5. Phonological Awareness Screener Sort Process Comprehension Screener Students Above or Below Benchmark Dig Deeper Students Above Benchmark Additional Data Needed to Articulate Matched Instruction Dig Deeper Students Below Benchmark Administer Fluency/Accuracy Assessment Students At Benchmark Continue Universal Core High Quality Instruction Gather Additional Information

6. Data Is the student above or below the screening benchmark? If so, do you need to dig deeper? Review What is the reading concern? Did you validate the problem using additional data? Do you have precision information to articulate matched additional supports? Instructional Sort: Identify students below the benchmark. Assess each phonological sub-skill stopping when student reaches his/her ceiling. For students who are above the benchmark and are proficient on all phonological sub-skills, assess phonics skills using assessments with no grade level ceiling. Process Refer to the Instructional Sort and analyze data at the building, group and student levels. Determine ambitious goals so student/s will meet or exceed end-of-the- year benchmarks. Define additional instruction and intensity level. Dig Deeper- Systemic and Systematic Screening Process

7. Concept of Print Phonological Awareness PhonicsFluencyVocabularyComprehension Kindergarten -2nd Grade Begin Left to Right 3 rd Grade and Higher Begin Right to Left Pay Attention to Prerequisite Skills Necessary for Reading Task CCSS Foundational Skills Fluency> Bridge to Comprehension

8. Concept of Print Phonological Awareness PhonicsFluencyVocabularyComprehension CCSS - Phonological Awareness - Broad to Precise Universal Reading Screening for ALL Students Are students “on track?” At Benchmark: Continue High Quality Universal Instruction Below or Above Benchmark: Dig Deeper RhymeAlliterationWords in Sentences Syllable Awareness Onset/RimePhonemic Awareness

9. The Instructional Sort Helps Us: 1 Know if there is an area that needs universal whole group attention. Determine if a large percentage of students have a similar need/s. 2 Guide differentiation within the universal level for whole group, small group, and individual students. Determine when the instructional need is more intense. 3 Provide matched intervention grouping.

10. Phoneme Comparison Phoneme Categorization Phoneme Isolation Phoneme Blending Phoneme Segmentation Phoneme Addition Deletion Substitution Phonemic Awareness Blend Segment Onset/ Rime Pronounce Count Blend Segment Syllable Awareness Sentence Segmentation Words in Sentences Recognizing words with the same initial sound Alliteration Recognize Produce Rhyme Stepping Stone Skills to Phonemic Awareness Phonological Awareness Umbrella Easiest to Most Difficult

11. Phoneme Comparison Phoneme Categorization Maria, Brock Phoneme Isolation Heidi, Karen Phoneme Blending Phoneme Segmentation Phoneme Addition Deletion Substitution Phonemic Awareness Blend Juan Carrie Segment Owen Maddie Shaniqua Ricardo Onset/ Rime Pronounce Janelle Trenton Count Blend Owen Rachel Segment Syllable Awareness Sentence Segmentation Miguel Sam Christie Carl Tim Mia Words in Sentences Recognizing words with the same initial sound Alliteration Recognize *Mary Produce *Concept Print Rhyme Stepping Stone Skills to Phonemic Awareness Phonological Awareness Sample Instructional Sort Easiest to Most Difficult

12. Sample of Phonological Awareness Data Chart Advanced Learners - Assess Phonics Skills for Matched Instruction Mary - Significantly Below - Dig Even Deeper Next Skill Instruction: Produce Rhymes for Ava, Ben, Brenden, and James

13. Grouping Considerations

14. Be Mindful of the Stages in the Skill Development Model of Learning Newly Taught Skill or Strategy Learn it With Accuracy Practice for Fluency/ Automaticity Keep Practicing for Maintenance Now Can Make Generalizations Adapt/ Apply to New Situations Adapted from : Haring and Eaton Instructional Hierarchy-(1978) David Howe (2006)

15. Instructional Continuum Accurate at Skill/Strategy Fluent at Skill/Strategy Able to Apply Skill/Strategy If no, explicitly teach skill/ strategy If yes, move to fluency If no, explicitly teach fluency/ automaticity If yes, move to application If no, explicitly teach application If yes, the move to higher level skill/concept

16. Need to Consider Both Quantitative Changes  Smaller group size  More time  Longer duration  Greater frequency Qualitative Changes  Specific instructional foci  More practice opportunities  Type of adult feedback  Arrangement of setting to reduce distractions

17. A Systemic and Systematic Digging Deeper Instructional Sort Process Works Across CCSS Standards * For another example using a comprehension screener, see Instructional Sort PPT Concept of Print Phonological Awareness Letter Recognition Letter/Sounds Phonics