Here are five global screenings for foundation levels based on the science of reading, along with instructions and scoring guides:
1. DIBELS (Dynamic Indicators of Basic Early Literacy Skills)
Instructions: Administer one-minute fluency measures that assess phonological awareness, alphabetic principle, accuracy and fluency with connected text.
Scoring: Students receive a score for number of correct letter sounds, whole words read, or correct maze choices. Benchmark goals are provided for each grade level.
2. PALS (Phonological Awareness Literacy Screening)
Instructions: Administer tasks that measure phonological awareness, alphabet knowledge, concept of word, word recognition in isolation, and oral passage reading.
Scoring: Items are scored correct or incorrect. Benchmark scores are provided for each grade level.
3. SAT-10 (Stanford Achievement Test)
Instructions: Administer reading comprehension, vocabulary, and word study subtests.
Scoring: Items are scored correct or incorrect. National norm-referenced scores, percentiles, stanines, etc. are provided.
4. MAP (Measures of Academic Progress) Reading
Instructions: Administer computerized adaptive reading comprehension test.
Scoring: Rasch Unit (RIT) scores provided, allowing comparison of student performance to national norms and student growth over time.
5. Running Records
Instructions: Student reads selected passage aloud while teacher records reading behaviors.
Scoring: Analyze for accuracy, error rate, and reading behaviors. Compare to grade-level benchmarks.
**Key Components of Effective Tier 2 Reading Interventions**
- Use screening assessments 3x per year to identify students for tier 2 interventions
- Provide interventions 3-5 times per week for 20-40 minutes
- Group size of 3-4 students with similar skill needs
- Align interventions to skill deficits identified through assessments
- Explicit, systematic instruction on foundational reading skills and/or reading comprehension skills
- Ample practice opportunities with corrective feedback
- Progress monitoring every 2-4 weeks to gauge student response
- Coordinate tier 1 and tier 2 instruction to avoid repeating activities
**Foundational Reading Skills Instruction**
- Phonological awareness
- Phonics
- Fluency
- Vocabulary
- Reading Comprehension
Here are sample Tier 2 lesson plans for the foundational reading skills of phonological awareness, phonics, fluency, and vocabulary:
**Phonological Awareness Lesson Plan**
Objective: Students will be able to segment 3-4 phoneme words into individual sounds.
Materials: Picture cards, Elkonin boxes drawn on paper, chips/tiles, list of 3-4 phoneme words
Introduction (5 mins): Review phonemes, introduce Elkonin boxes. Demonstrate segmenting a sample word into sounds using boxes.
Modeling (5 mins): Model segmenting 2-3 more words into phoneme boxes, verbalizing each sound.
Guided Practice (10 mins): Provide word list. Students work together to segment words using boxes, pushing in a chip/tile for each sound. Teacher monitors, provides corrective feedback.
Independent Practice (10 mins): Students segment words from list independently, using boxes and chips/tiles.
Closure (5 mins): Call on students to segment words. Provide positive, corrective feedback. Have students count phonemes in words.
Assessment: Teacher observes students segmenting words during guided and independent practice.
**Phonics Lesson Plan**
Objective: Students will decode CVC words with short vowel sounds.
Materials: Letter cards, CVC word cards, decoding mats, chips/tiles
Introduction (5 mins): Introduce CVC pattern and short vowels. Demonstrate decoding CVC words on mat.
Modeling (5 mins): Teacher models decoding several CVC words using letter cards on the mat. Verbalize letter sounds and blend together.
Guided Practice (10 mins): Provide CVC word cards. Take turns with students pushing letter cards onto mats to decode. Provide corrective feedback.
Independent Practice (10 mins): Students independently decode CVC words using cards and mats.
Closure (5 mins): Call on students to decode CVC words. Provide positive, corrective feedback.
Assessment: Observe students decoding CVC words during guided and independent practice. Listen for accuracy with letter sounds and blending.
**Fluency Lesson Plan**
Objective: Students will read a passage fluently with accuracy, expression, and self-monitoring.
Materials: Copy of reading passage for each student, fluency rubric, stopwatch
Introduction (5 mins): Explain components of fluency - accuracy, rate, expression. Demonstrate fluent reading.
Modeling (5 mins): Teacher reads passage aloud, demonstrating fluency. Draw attention to strategies like phrasing, intonation, attention to punctuation.
Guided Practice (10 mins): Students read passage chorally with teacher. Provide guidance, feedback on fluency strategies.
Independent Practice (10 mins): Students practice passage individually. Teacher uses stopwatch and rubric to score fluency.
Closure (5 mins): Students share passage reading. Provide feedback, have students graph fluency score.
Assessment: Use fluency rubric and stopwatch to score students during independent practice.
**Vocabulary Lesson Plan**
Objective: Students will learn meaning of 5 new vocabulary words from text.
Materials: Text passage, list of 5 vocab words, student-friendly definitions, context clue pictures/examples
Introduction (5 mins): Introduce text passage. Share vocab words, have students share definitions if known.
Modeling (5 mins): Teacher shares student-friendly definitions and context pictures/examples to explain meanings of words. Think aloud making connections between words, definitions, and pictures.
Guided Practice (10 mins): Go through vocab words together. Take turns explaining meanings in own words, creating context pictures/examples.
Independent Practice (10 mins): Students write/draw definitions and context clues for vocab words on whiteboards. Teacher monitors, provides feedback.
Closure (5 mins): Have students share whiteboards. Provide corrective feedback, clarify understanding of new vocab.
Assessment: Check student whiteboard responses for accuracy with vocab word meanings during independent practice.
Here is a sample lesson plan for teaching reading comprehension skills in Tier 2 intervention:
**Reading Comprehension Lesson Plan**
Objective: Students will identify the main idea and key details of a passage.
Materials: Leveled reading passage, graphic organizer with main idea and details sections.
Introduction (5 mins): Activate prior knowledge about the passage topic. Preview text features like headings and vocabulary.
Modeling (10 mins): Read passage aloud and think aloud to identify the main idea and 3 key details, filling out graphic organizer.
Guided Practice (10 mins): Reread sections of the passage. Prompt students to share main ideas and details. Complete graphic organizer together.
Independent Practice (10 mins): Each student completes a graphic organizer for the passage independently.
Closure (10 mins): Have students share main ideas and details. Provide corrective feedback and clarification as needed.
Assessment: Collect student graphic organizers to check for understanding of the main idea and key details of the passage.
Differentiation: Use prereading questions and vocabulary support for struggling students. Allow advanced students to identify additional key details independently.
The lesson focuses on developing the key comprehension skill of finding the main idea and supporting details using direct instruction, modeling, guided practice, and independent practice. Differentiation options also allow for meeting a range of student ability levels within the small group. The graphic organizer provides structure and focuses the comprehension strategy. The closure and assessment allow the teacher to evaluate and provide feedback on student understanding.
- Utilize multisensory techniques like manipulatives, movement, gesturing
**Reading Comprehension Instruction**
- Vocabulary strategies
- Question generation
- Text structure instruction
- Summarization
- Inference making
- Monitoring understanding
- Pre-reading, during reading, and post-reading activities
**Implementing Tier 2 Interventions**
- Dedicate appropriate resources and staff
- Provide professional development on intervention programs
- Schedule interventions at optimal times
- Reduce distractions during interventions
- Communicate with tier 1 teachers regularly
- Involve parents through updates and suggested home activities
**Monitoring Progress**
- Establish decision rules to determine response to intervention
- Use standardized measures and informal assessments
- Monitor at least monthly, adjust intervention as needed
- Create system to share progress monitoring data with stakeholders
**Transitioning Students from Tier 2 Interventions**
- Students meeting goals can exit intervention
- Students not responding adequately may need tier 3
- Gradually fade supports for students making progress
**Challenges and Solutions**
- Finding time and resources - prioritize, utilize community partners
- Lack of appropriate programs - research evidence-based options, train educators
- Student absences - communicate with families, offer makeup sessions
- Coordinating tiers - maintain strong collaboration among staff
**Food for Thought**
- How can we integrate technology to enhance effectiveness and engagement?
- What community partners could we collaborate with?
- How can we support the social-emotional needs of struggling readers?
- What professional development is needed to build staff capacity?
- How can we engage families to extend learning outside of school?
**Next Steps**
Tier 2 reading interventions require commitment and coordination, but significantly improve outcomes for struggling readers. Assess needs, dedicate resources, select evidence-based programs, monitor fidelity and progress, and work collaboratively to provide the supplemental reading support students need to succeed.
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