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small-group instruction structured literacy science of reading reading intervention training professional development

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Training, professional, lesson modeling and coaching in small-group reading instruction using structured literacy practices based on the science of reading.

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Which standards are most important to reading?

Follow the standards in developmental order.

Work on Foundational skills before Language.

If phonics and phonemic awareness is on grade level then can focus on comprehension.

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Identify Current Skills and area of Instructional need

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Identify Current Skills and area of Instructional need

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Assessment tab in IEP

I-Ready - Report overall grade level

WVSGA - overall reading level

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for initial IEPs this is currently now gone.

Attendance can go under additional information. student has attended ___ of ___ days of school this school year.

Strengths (Choose 3 ) - see handout for ideas if needed

Challenges - tie directly to goal/skill areas for IEP - can write goals first then come back to this

Teacher input

Parent input

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30 - 45 mins a day about 3 goal areas 120 - 225 mins a week

Handwriting 10-15 mins

Phonics 10-15 mins

Conventions of English 10-15 mins (mainly dictated sentences)

Mastered handwriting

Phonics

Fluency - middle of 1st grade phonics skills or higher

Conventions

4-5 goals 225+ mins a week

Phonics up to grade level

fluency

conventions

vocabulary and reading

*if fluency is close to 50% for grade level no fluency is needed and can add writing

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High Frequency Words / Sight Words / irregular words

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High Frequency Words / Sight Words / irregular words

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*DON'T choose High Frequency Words as a goal. - Phonics proficiency drive reading high frequency words not the other way around. Once students are proficient at decoding every word they decode fluently is done so fast it seems as if every word is a sight word.

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90% is mastery 80% in reading is still at frustrational level.

Group what you are working on from the checklist within the same standards together into a goal.

Check for overlap of standards! Don't write 2 different goals if they can overlap.

Reading goals (not phonics) - must be reading grade level material based on lexile level. Change Lexile level on progress report throughout level as it goes up through out the year.

Surface level comprehension until they are on grade level. Then they will be getting that in the regular education classroom.

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4-8 Goal Setting Checklist by Subject Area

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4-8 Goal Setting Checklist by Subject Area

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Gr. 4-8 Subject Area Checklists for Goal Setting

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List of Student Strengths and Weaknesses for IEP Writing

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List of Student Strengths and Weaknesses for IEP Writing

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List of Student Strengths and Weaknesses for IEP Writing