1st Grade Instructional Guide

Canyons School District ​​

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Instructional Supports Department

ELA Interventions Step by Step Guide Critical Features and Practices of Intensive Literacy Interventions

Students needing intervention in reading are defined as students who are not making adequate progress with Tier 1 instruction and/or score below or well below benchmark on the Acadience Reading Benchmark Composite Score. Skill-based instruction is the structure for providing ELA instruction targeted to skill gaps. Essential components and materials are outlined in the grade-level focus of instruction and materials. Routines for intensifying instruction are essential for the development of foundational literacy skills. Routines are beneficial for ALL students and essential to intensify the delivery of robust instruction. Using the same language in Tier II instruction as in Tier I is crucial to solidifying skills and filling gaps. Step 1 Analyze Benchmark Data: Access data on the ALO platform. Use the group sort to identify students who are in each group (1-4). If a specific student has scores that raise questions or require more information, access their individual assessment. Looking at how the student performed on the actual assessment can give a snapshot of gaps that may need more attention in Tier I or demonstrate a need for Tier II. Fifth Grade The ELA Standardized Protocol for Diagnostic and Intervention also provides steps. Step 2 Administer Diagnostic Assessments: The purpose of a diagnostic assessment is to gather more information about a student’s skill gaps. These are untimed and provide more details to target the intervention students need. Students in groups 2, 3, and 4 require a diagnostic assessment. The specific assessments are outlined in the ELA Standardized Protocol for Diagnostic and Intervention . Step 3 Determine Instructional Materials: Use the focus of instruction and materials to identify specific materials that match the needs of students in each group. Step 4 Instructional Delivery: Interventions are delivered by trained personnel (classroom teacher, paraprofessional, interventionist). The instruction should match the needs of the student. Begin focusing on the skill gaps identified by the Acadience benchmark and the diagnostic. Clear and concise explicit instruction is crucial for student acquisition of skills. Provide ample opportunities for students to demonstrate the skill before having students work independently. “It is virtually impossible to become proficient at a mental task without extended practice” (Willingham, 2009) ●​ Maintain high expectations and participation for all students Focus of Instruction and Materials Kindergarten First Grade Second Grade Third Grade Fourth Grade

Critical Actions for Educators —-------------------------- ●​ Teachers analyze data to determine the target of intervention ●​ Students are placed in groups Group 1

Comprehension and Vocabulary Group 2 Fluency of skill(s) Group 3 Accuracy of skill(s) Group 4 Word recognition skills (phonics and

phonemic awareness) ●​ Teachers &

Interventionists consistently partner and collaborate

about instruction, data, and student progress ●​ Student needs and progress are communicated with

parents, families, and/or caregivers

●​ Teacher/Interventionist models routine and skill (I do) ●​ Explore multiple examples and models as a group (we do)

Updated 9.22.26