NYSRA 2019: Tier 1 RTI/MTSS Workshop: Jim Wright

On Saturday 16 November 2019, Jim Wright presented the workshop RTI/MTSS First Responder: How K-6 Teachers Can Provide Effective Tier 1 Reading Interventions. The training took place at the New York State Reading Association annual conference in Albany, NY. 

 Here are resources shared at the training:

Grade Student Problem Intervention Progress-Monitoring
 K Andrew: Letter Names:
Skill Deficit		 Letter Names: Flashcards with 3-Second Delay 

Letter Names Fluency Probes (CBM): easyCBM
Materials are free: Teacher log-in required 

Letter Name Probe Generator: www.interventioncentral.org
 1 Miranda: CVC Words:
Skill Deficit		 Phonics: Word Boxes/Word Sort

Nonsense Word Fluency Probes (CBM): Dibels Next/
Acadience Learning: Materials are free: Teacher log-in required 

Dolch Word List Builder: Free app to create random lists of 
Dolch Words for instruction and assessment
 4 Lyla: Reading:
Fluency Deficit		 Reading Fluency: Passage Preview in Stages  Passage Reading Fluency Probes (CBM): easyCBM
Materials are free: Teacher log-in required 
5

Jared: Comprehension: 

Generalization Deficit

 Reading Comprehension: Read Actively

Michigan’s Mission: Literacy Website: Examples of Retell Rubrics:
http://www.missionliteracy.com/retelling.html

 

Story/Narrative Retell Rubric: Teachers College:

http://usd450.net/files/A-Z_retell_rubric.pdf

 

Sample Retell Rubrics: Saddlespace:

https://www.saddlespace.org/lunowa/trabucolunowandrea/cms_file/show/67252294.pdf?t=1496956058

 

How to Write Down/Document a Tier 1/Classroom Intervention:

What Works Clearinghose 'Practice Guides'. The What Works Clearinghouse is sponsored by the US Department of Education. One of the free resources that the site offers are 'practice guides': summaries of research into effective instruction that any teacher can read and apply to the classroom. Here are a range of practice guides to address reading and writing across the grade levels:

Accommodations. Here are tools for providing accommodations to readers, including determining/adjusting level of text difficulty:

  • Accommodations Finder. Use this free online app to create 'accommodation' plans for individual students or an entire class.
ACADEMIC INTERVENTION IDEAS
General Academic Skills
Acquisition of Academic Item-Set
Reading: Phonics/Alphabetics
Reading: Sight-Word Vocabulary

Sight-Word Vocabulary. The student has rapid recognition of sight-words. 
Reading Fluency

 Fluency. The student reads with adequate fluency to comprehend the text.

  • Assisted Cloze. The tutor reads aloud while the student follows along silently in the practice passage. Then the student reads aloud.
  • Choral Reading. The tutor (lead reader) reads aloud while the reading group or class all read aloud as well.
  • Duet Reading. The tutor and student alternate in reading aloud, with the tutor deciding how much text the student reads during their turn.
  • Echo Reading. Student and tutor alternate in reading short sections of the practice passage.
  • Listening Passage Preview. The student listens to the passage read aloud, then reads the passage aloud with tutor feedback.
  • Passage Preview in Sections. The tutor and student rehearse/read the passage in sections.
  • Paired Reading. The tutor and student read aloud together from a passage, until the student isgnals that they would like to read alone.
  • Repeated Reading. The student reads a passage several times in succession with tutor feedback about accuracy and fluency.
  • Repeated Reading: Group. This version of repeated reading is delivered to a group of 3 students.
  • HELPS Program. This free program provides 15-minute 1:1 tutoring sessions to work on reading fluency. NOTE: Teachers create a free account on the HELPS site and then can access the free materials.
Reading Comprehension

Self-Monitoring:The student monitors understanding of the text while reading.

  • Click or Clunk. The student uses self-signals to monitor understanding at the sentence, paragraph, and page level--and applies 'fix-up' skills.
  • Reading Reflection Pauses. The student monitors understanding periodically and applies fix-up skills.

 Main Idea:The student locates the main idea of a paragraph or passage in informational text.

  • Main Idea Maps. The student uses a graphic organizer to record main idea and supporting details of a passage.
  • Question Generation. The student locates or creates main-idea sentences for all paragraphis in a passage and uses them to create study cards.
  • Read-Ask-Paraphrase. The student locates main idea and supporting details for each paragraph and summarizes them on a graphic organizer. 
    RAP Interactive Form
  • Read Actively. THe student reads, covers, recalls from memory, and rereads each paragraph to boost comprehension.
  • Partner Retell. The student reads a passage, then pairs with another student to engage in a tutoring exchange to identify main idea.
  • Repeated Reading With Oral/Written Retell. The student reads a passage several times and is asked to write or recite the key information from the passage.

Linking Ideas:The student makes connections between ideas in the text.
 Spelling
Spelling Acquisition. The student is able to spell a grade-appropriate range of words correctly.
  • Cover-Copy-Compare.  The student studies spelling-word (or sight-word) models, covers them, copies them from memory, and compares copied words to the originals. CCC Interactive Form
  • Self-Correction with Verbal Cues. The student takes a brief spelling pre-test, follows a self-guided process to check and correct spelling errors using verbal cues, and then takes a spelling post-test
 Writing

 Sentence Complexity. The student writes sentences of appropriate variety and complexity for the subject and/or grade level.
Math
 Self-Management

Self-Management in Academic Skills. The student uses appropriate skills and strategies to manage their own learning.

 

Florida Center for Reading Research. This website is a product of a research center at Florida State University.The site includes free lesson plans for reading across grades K-5. (Many of the grade 4-5 resources are appropriate for secondary students with reading delays.)

 

Evidence-Based Intervention Network. This site is co-sponsored by school psychology programs at East Carolina University and University of Missouri.It contains research-based ideas for reading, math, and behavior interventions.