Elementary Tier 2 Manual

Canyons School District

Instructional Supports Department

● Subvocalizing the sounds before saying the word. ● Diffculty learning the closed syllable pattern (CVC) due to the distraction of trying to blend. Instructional Delivery Essentials: ● Access to the student workbook and slidedeck. ● Access of routines and manipulatives (i.e., chips and mats) ● Production of work and application of skills frst, with scaffolds as needed. ● Connection to the text. ● Students do the work and the thinking. Writing more and copying less. ● Use syllable signals to code and decode the words. ● Orthographically map sounds to print. ● Common vocabulary for manipulatives. ● Expectation for Student Responses~ Everyone Does Everything! ● Opportunities for success with the decodable readers. ● Repeated readings for fuency, a skill needed for application. Skills-based Instruction: Allow students to have access to standards through core instruction frst. If students are not showing progress through application, then determine the need for intervention from student data. Data sets to consider are: ● Acadience Progress Monitoring Data A student in the Fall who is well below may be well below because they need access to core instruction and more guided practice. Intervene on skills that have already been taught. Instruction should happen prior to an intervention. However, after explicit core instruction, students may show evidence of not mastering skills. This is where student data can determine needs and skill gaps. Use the instructional sorts provided in the instructional guide to support focus of instruction and materials. Recommended materials to support skills based instruction: ● PALS/KPALS ● 95 Teaching Blending ● 95 Phonological Awareness Kit ● 95 Phonics Lesson Library (PLL) after Winter Benchmark ● Suggested Lesson Plan materials as described on the following pages ● 95% Unit Assessments ● Student interactive texts ● Teacher created assessments ● Teacher observation ● Analytical or process writing

● Use the Progress

Monitoring Hierarchy for aligning off-level progress monitoring

●