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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
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+Elementary Literacy Website
http://thecenter.spps.org/elemlit.html
Password: elpg
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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