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© 2014 Texas Education Agency / The University of Texas System Explicit Instruction for Diverse Learners Planning for Tiers II and III Instruction.

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Presentation on theme: "© 2014 Texas Education Agency / The University of Texas System Explicit Instruction for Diverse Learners Planning for Tiers II and III Instruction."— Presentation transcript:

1 © 2014 Texas Education Agency / The University of Texas System Explicit Instruction for Diverse Learners Planning for Tiers II and III Instruction

2 © 2014 Texas Education Agency / The University of Texas System Institute Outline Day 1 Foundations Lesson Design Classroom Organization Instructional Delivery Day 2 Responsive Literacy Instruction Planning for Tier I Instruction Planning for Tiers II and III Instruction Conclusion 2

3 © 2014 Texas Education Agency / The University of Texas System Session Objectives Discuss critical planning steps for implementing Tiers II and III instruction. Explore planning for the incorporation of components of literacy, features of effective instruction, and differentiation. Plan for Tier II and Tier III intervention instruction with specific instructional considerations. 3

4 © 2014 Texas Education Agency / The University of Texas System Planning Intervention Plan to be dynamic and flexible. Align with core instruction. Analyze student responses to core instruction: – Determine learning gaps. – Consider individual needs. Prepare additional adaptations and strategies, based on individual student needs. Plan intervention carefully: – Literacy components – Features of effective instruction 4

5 © 2014 Texas Education Agency / The University of Texas System Identify Students’ Needs 5

6 © 2014 Texas Education Agency / The University of Texas System Prepare and Organize Tiers II and III Intervention Instruction Materials (for teachers and students) Small-group work or enhanced instructional activities for students not involved in the intervention Materials to aid in management Scheduling of intervention time: – During core instruction time – Outside core instruction time 6

7 © 2014 Texas Education Agency / The University of Texas System Features of Effective Instruction Set a clear instructional objective. Plan explicit instruction with modeling. Create systematic lessons with scaffolding. Provide multiple opportunities for students to practice and respond. Provide immediate and corrective feedback. Pace lessons appropriately. 7

8 © 2014 Texas Education Agency / The University of Texas System Literacy Components Phonological awareness Phonics Fluency Vocabulary Comprehension Writing 8

9 © 2014 Texas Education Agency / The University of Texas System Components of Literacy Instruction Tier ITiers II and III Phonological Awareness Phonics Fluency Vocabulary Comprehension Writing 9

10 © 2014 Texas Education Agency / The University of Texas System I DO WE DO YOU DO Lesson Cycle I DO WE DO YOU DO 10

11 © 2014 Texas Education Agency / The University of Texas System Planning Considerations: Phonological Awareness Lesson focus Time Classroom setup Grouping Materials: – Context: Content and text – Words to choose and use – Manipulatives Differentiation Rules Expectations Accountability 11

12 © 2014 Texas Education Agency / The University of Texas System Planning for Tiers II and III Intervention Instruction: I DO Think aloud related to planning. Focus on planning considerations. Model planning, using Handout 1: Phoneme Segmenting and Blending: Picture Slide. 12 1

13 © 2014 Texas Education Agency / The University of Texas System T-Chart: Tiers II and III Phonological Awareness Lesson focus: Students will blend and segment phonemes, using pictures. Time: 6–8 minutes Classroom setup: Small, round table (or cluster of four to five desks) Grouping: Small groups, partner pairs 13

14 © 2014 Texas Education Agency / The University of Texas System Planning Considerations: Phonological Awareness Lesson focus Time Classroom setup Grouping Materials: – Context: Content and text – Words to choose and use – Manipulatives Differentiation Rules Expectations Accountability 14

15 © 2014 Texas Education Agency / The University of Texas System T-Chart: Tiers II and III Phonological Awareness (cont.) Lesson focus: Students will blend and segment phonemes, using pictures. Time: 6–8 minutes Classroom setup: Small, round table (or cluster of four to five desks) Grouping: Small groups, partner pairs Materials: Picture cards for lesson and additional picture cards for review (intact and already cut sets), whiteboard, marker, eraser 15

16 © 2014 Texas Education Agency / The University of Texas System Planning Considerations: Phonological Awareness Lesson focus Time Classroom setup Grouping Materials: – Context: Content and text – Words to choose and use – Manipulatives Differentiation Rules Expectations Accountability 16

17 © 2014 Texas Education Agency / The University of Texas System T-Chart: Tiers II and III Phonological Awareness (cont.) Lesson focus: Students will blend and segment phonemes, using pictures. Time: 6–8 minutes Classroom setup: Small, round table (or cluster of four to five desks) Grouping: Small groups, partner pairs Materials: Picture cards for lesson and additional picture cards for review (intact and already cut sets), whiteboard, marker, eraser Differentiation: Provide picture cards with fewer phonemes to those struggling with the activity and picture cards with more phonemes to those who are successful with the activity; all students will work to blend before segmenting Rules: Review how to work in small groups and partners Expectations: (1) Participate, (2) Speak clearly and in an acceptable voice, and (3) Follow the procedures we establish for segmenting and blending words 17

18 © 2014 Texas Education Agency / The University of Texas System T-Chart: Tiers II and III Phonological Awareness (cont.) Lesson focus: Students will blend and segment phonemes, using pictures. Time: 6–8 minutes Classroom setup: Small, round table (or cluster of four to five desks) Grouping: Small groups, partner pairs Materials: Picture cards for lesson and additional picture cards for review (intact and already cut sets), whiteboard, marker, eraser Differentiation: Provide picture cards with fewer phonemes to those struggling with the activity and picture cards with more phonemes to those who are successful with the activity; all students will work to blend before segmenting Rules: Review how to work in small groups and partners Expectations: (1) Participate, (2) Speak clearly and in an acceptable voice, and (3) Follow the procedures we establish for segmenting and blending words Accountability: Successfully blend two pictures and segment one picture Additional planning considerations: Any for this phonological awareness lesson? 18

19 © 2014 Texas Education Agency / The University of Texas System Components of Literacy Instruction Tier ITiers II and III Phonological Awareness Phonics Fluency Vocabulary Comprehension Writing 19

20 © 2014 Texas Education Agency / The University of Texas System Planning Considerations: Writing Lesson focus Time Grouping Classroom setup Materials: – Context: Content and text – Manipulatives Differentiation Rules Expectations Accountability 20

21 © 2014 Texas Education Agency / The University of Texas System Planning for Tiers II and III Intervention Instruction: WE DO Think and work together to plan instruction. Focus on planning considerations. Handout 2: Anchor Lesson: Revising for Strong Verbs Handout 3: Planning for Instruction T-Chart 21 23

22 © 2014 Texas Education Agency / The University of Texas System T-Chart: Tiers II and III Writing, WE DO Lesson focus: Students will learn the importance of using strong verbs when revising the beginning, middle, and end of their current drafts. 22 3

23 © 2014 Texas Education Agency / The University of Texas System Planning Considerations: Writing Lesson focus Time Grouping Classroom setup Materials: – Context: Content and text – Manipulatives Differentiation Rules Expectations Accountability 23 3

24 © 2014 Texas Education Agency / The University of Texas System Components of Literacy Instruction Tier ITiers II and III Phonological Awareness Phonics Fluency Vocabulary Comprehension Writing 24

25 © 2014 Texas Education Agency / The University of Texas System Planning for Tiers II and III Intervention Instruction: YOU DO Think and work together to plan instruction. Focus on planning considerations. Groups for planning for Tier I instruction: – Phonics teams use Handout 4: Phonics Lesson-Planning Ideas. – Fluency teams use Handout 5: Fluency Lesson-Planning Ideas. – Vocabulary teams use Handout 6: Vocabulary Lesson-Planning Ideas. – Comprehension teams use Handout 7: Comprehension Lesson- Planning Ideas. Complete the Tiers II and III column of your T-chart for your literacy component. 25 4567

26 © 2014 Texas Education Agency / The University of Texas System Phonics Tier ITiers II and III Lesson focus: 26

27 © 2014 Texas Education Agency / The University of Texas System Fluency Tier ITiers II and III Lesson focus: 27

28 © 2014 Texas Education Agency / The University of Texas System Vocabulary Tier ITiers II and III Lesson focus: 28

29 © 2014 Texas Education Agency / The University of Texas System Comprehension Tier ITiers II and III Lesson focus: 29

30 © 2014 Texas Education Agency / The University of Texas System Planning Considerations: Tiers II and III Intervention Instruction Lesson focus Time Grouping Classroom setup Materials: – Context: Content and text – Manipulatives Differentiation Rules Expectations Accountability Additional planning considerations 30

31 © 2014 Texas Education Agency / The University of Texas System Planning Tiers II and III Literacy Instruction 31 Tier ITiers II and III Phonological Awareness Phonics Fluency Vocabulary Comprehension Writing

32 © 2014 Texas Education Agency / The University of Texas System Gallery Walk Beginning at your T-chart, travel around the room and review the other planning T-charts. Write additional planning reminders on sticky notes and post them on the T-charts. In your Best Practices Notebook, write additional planning reminders for yourself and for your team. Continue to move around the room, reviewing T-charts, until you are back at your own planning document. 32

33 © 2014 Texas Education Agency / The University of Texas System Communication and Collaboration Focus collaboration between teachers and interventionists on the following: – Data – Strategies – Lessons – Individual student achievement This communication is necessary to align instructional strategies across the tiers. 33

34 © 2014 Texas Education Agency / The University of Texas System Planning for Effective Tiers II and III Intervention Instruction Plan to be dynamic and flexible. Align intervention instruction with core instruction. Analyze student responses to core instruction. Prepare additional adaptations and strategies, based on individual student needs. Organize materials. Plan to incorporate the components of literacy, the features of effective instruction, and differentiated instruction. Communicate and collaborate with all stakeholders. 34

35 © 2014 Texas Education Agency / The University of Texas System Reflection Question 1 How will you effectively plan for Tier II and Tier III intervention instruction? 35 “Before beginning, plan carefully.” — Marcus Tullius Cicero

36 © 2014 Texas Education Agency / The University of Texas System Reflection Question 2 How will your planning for Tier II and Tier III intervention instruction look similar to your current planning practices? 36 “The end we aim at must be known before the way can be made.” — Jean Paul

37 © 2014 Texas Education Agency / The University of Texas System Reflection Question 3 How will your planning for Tier II and Tier III intervention instruction look different from your current planning practices? 37 “It takes as much energy to wish as it does to plan.” — Eleanor Roosevelt

38 © 2014 Texas Education Agency / The University of Texas System Planning for Tiers II and III Intervention Instruction: Closing How will your students benefit from your new approach to planning Tiers II and III instruction? 38 8

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