I prepared this presentation for a nearby elementary school who hired me to help them with Tier 2 of the RTI (Response to Intervention) process including reading interventions, high yeild strategies for Tier 1 and Tier 2 and strategies for best practices in literacy instruction, literacy intervention and literacy progress monitoring.

1. Embracing
TiEr
two
{
}
...and all the sweeties
with yellow dots
^ 2014, Jen jones -Hello literacy

2. Phonemic
Awareness
Compre
-hension
Vocabulary
Phonics
Fluency

3. T ier 1
80%

4. T RC Proficiency
80%
64%
36%
55%
45%
49%
51%
38%
62%

5. Shop.topptwins.com

6. www.colourbox.com
Assessment
Assessment
Assessment
Assessment

7. www.thisoldhouse.com
Screening

8. www.bestbullysticks.com
Diagnostic

9. www.wakemedvoices.org
Progress
Monitoring

10. www.bestbullysticks.com
www.spotlight.ccis.org
Outcome
Outcome

11. www.gabrielweinberg.com

12. T ier 2
Interventions

13. T ier 2
15%
www.fcps.net

14. T ier 2
5-10
minutes

15. T ier 2
Targeted
& specific

16. High Yield

18. Urgency {Minute.Week.Quarter}
High & wide text reading
7 Rock core instruction
7 Rock core practice
Data detective

19. K Dibels
BOY
MOY
PM History FSF (30)
Tier 3
TRC
34-MOY
39-MOY
45-2/07/14
36-2/07/14
34-2/10/14
B – 2/10/14
28 -2/11/14
32- 2/03/14, 40-2/18/14
37-2/20/14
25-2/20/14

20. T RC Analysis – K
Level B (Frustrational)
Acc: 87%
SC: 1:12
M S V – Come and is that elephant.
M S V - Look at so this Mom.
M S V - Come and stare the bears.
M S V - Come and said Mom.
TRC Intervention Recommendations:
• Teach sight words: at, see, the, come,
here, said, they, like, this
• Teach 1-1 correspondence (voice and
print must match)
• Fix S errors by teaching self-monitoring so
HE hears when things don’t sound
right…we do this by asking him, “You said
LOOK, what do you see at the beginning
of this word? (COME)…First sound
fluency, First sound match
• Lots of repeated reading of familiar text

21. T RC Analysis – 3rd
TRC Intervention Recommendations:
Level L (Benchmark O)
• Teach self-monitoring when things don’t sound right.
Accuracy 96% - No S/C
• Teach him to visually attend to word endings.
Oral Comprehension:
• Teach him some visualization strategies by drawing out
2-Literal
sentences and one topic at a time.
3-Inference
• Teach use of graphing to organize story details with a
3-Critical
focus on standards 1, 2, 3.
3-Creative
• M S V - leaves off or changes around word endings
• M S V - said sprayed for spread “its toes to walk across the lilypads. [Who sprays out
their toes?”

22. PM without
intervention
is like…d
canyoncountrydrivingschool.com

23. and intervention
without PM is like…
teachingwithloveandlaughter.blogspot.com

24. Fluency &
Fluency
Awareness

26. Fluency Continuum
1
2
3
4
5
6
7
8
1 – Phoneme & Sound Fluency (Phonemic Awareness)
2 – Letter/Alphabet Fluency
3 – Sight Word & Decodable Word Fluency
4 – Sentence Fluency
5 – Short Connected Text Fluency
6 – Passage Level Text Fluency
7 – Chapter/Book Fluency

27. Fluency Folders

28. Fluency Centers

29. Guided
Written
Retelling

32. Writing about Reading

33. T hank You!
Pittsboro Elementary School!
www.helloliteracy.blogspot.com
www.facebook.com/helloliteracy
www.pinterest.com/hellojenjones
www.slideshare.net/hellojenjones
www.twitter.com/hellojenjones
www.hellojenjones.com