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Saint Paul Public Schools

The Center for Curriculum,

Instruction and Professional Development

Bookshop Phonics

Intervention

+Session Goals

Analyze the data points that indicate a need for phonics intervention.

Identify the key elements of phonics intervention and view a demonstration lesson.

Discuss structures that support the implementation of phonics intervention.

+Data 2010 - 2011

Grade % Not Proficient on MCA-II

% Flagged for Phonics Intervention-Fall 2010

3 42% 47%

4 44% 41%

5 35% 30%

+Fall Data 2011

Grade Flagged for Phonics Intervention Fall 2011

3 44% 4 33% 5 27%

+Bookshop Intervention Phonics Presents explicit, sequential comprehensive, research-based phonics intervention for grades 2 and up

Concentrates on essential literacy strands and skills: phonics, letter recognition, letter-correspondence, word recognition and decoding skills

The goal of the intervention is to ensure that students acquire the ability to identify individual words in print accurately and fluently

Effortless and automatic recognition of individual words enables readers to focus their cognitive energy on comprehension

+The Difference…

Bookshop Phonics K-1

Year long scope and sequence

Instruction for All students

~Differentiated small group instruction

~10 - 10 - 10 Model

Bookshop Intervention Phonics

Short-term intensive instruction (80 Lessons or less)

Instruction determined, based on student need

~Students grouped at lessons 1, 21 or 41

~Lesson length is longer with an average of 15-20 minutes per lesson

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Screening Process pg 12

+DataZone

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+ Skills Block Focus Sheet, p. 57

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+Key Elements of the Routines Materials

6-8 Routines per Lesson

5 Strands Phonics Letter Recognition Letter-Sound Correspondence

Word Recognition Decoding

Routine Cards

Teacher Model

Student Practice

Partner Practice

Corrective Feedback

Closing Statement

+Teacher Routine Card

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Debrief the

Video

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Cumulative Review - Embedded Approximately every 5 lessons

Supplemental Assessment After every 10 lessons

Guidelines for intervention actions and instructional decisions (pg. 39)

Progress Monitoring

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Guidelines for intervention actions and instructional decisions (pg. 39)

+Lessons Learned…

It takes time…Go slow to go fast!

Intervention - See students every day

Material organization

Use of progress monitoring

Tools for Implementation

Scheduling

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Other Considerations for both Skills Block and SIT Time: • One grade level has Skill s Block or SIT at the same time of day

o Purpose: Instruction can be differentiated for students and more focused planning for the teacher. • Mu ltiple grade levels have Skills Block or SIT at the same time of day

o Purpose: Cross grade level grouping of students for differentiated skills block and SIT time instruction.

One Teacher If the data shows more than half the class is at intensive

2 Bookshop Intervention Phonics groups

1 Words Their Way group

One Teacher If the data shows more than half the class is at benchmark

1 Bookshop Intervention Phonics group

2 Words Their Way groups

Two Teachers Teacher A: teach 2 Bookshop Intervention Phonics groups

Teacher B: teach 2 to 3 Words Their Way groups

Three Teachers Teacher A: Lesson 1 or 21 Bookshop Intervention Phonics groups

Teacher B: Lesson 21 or 41 Bookshop Intervention Phonics groups

Teacher C: Words Their Way groups

SIT Time If the data shows most of the class is at benchmark

Small Group Intervention Phonics 1 or 2 groups for 15 minutes

Focused Independent Work Time

Possible Scheduling Options for Skills Block Grades 2 - 6

then

then

then

+Elementary Literacy Website

http://thecenter.spps.org/elemlit.html

Password: elpg

tracy.buhl@spps.org

susan.braithwaite@spps.org

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Bookshop Phonics Intervention

Words Their Way

January 9 4:30-6:30

Jan. 26 4:30-6:30 Feb. 6 4:30-6:30

For Teachers

+Session Goals

Analyze the data points that indicate a need for phonics intervention.

Identify the key elements of phonics intervention and view a demonstration lesson.

Discuss structures that support the implementation of phonics intervention.

+Data 2010 - 2011

Grade % Not Proficient on MCA-II

% Flagged for Phonics Intervention-Fall 2010

3 42% 47%

4 44% 41%

5 35% 30%

+Fall Data 2011

Grade Flagged for Phonics Intervention Fall 2011

3 44% 4 33% 5 27%

+Data

+ Vision for 2011-2012

District-wide focus on deepening the implementation of the Skills Block supported with Bookshop Phonics (K & 1), Bookshop Phonics Intervention (gr.2-5), Words Their Way for Word Study, Vocabulary, and Spelling Instruction (gr. 2-5).

Deepen implementation of small group instructional strategies aligned to students’ stages of reading development: Oral Language Reading, Small Group Shared Reading, Guided Instructional Reading, Reciprocal Reading.

Use DataZone as an assessment management, instructional planning, and progress monitoring tool. Focus on instructional implications of student data on a daily basis.

Job-embedded professional development provided by building literacy coaches and district Reading Instruction Specialists Support literacy-focused PLCs with the Data-Teams Process.

Development of the Instructional Leadership in Literacy Series to support principals with data analysis and literacy instruction look-fors.

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Differentiated Skills Block with Words Their Way

December 19 8:00-9:30am or 3:00-4:30pm

Reciprocal Reading as a Powerful Small Group Instructional Strategy

January 25 3:00-4:30pm

January 26 8:00-9:30am

Using DataZone to Support Focused Teaching

February 6 8:00-9:30am 3:00-4:30pm

For Principals