ED2090 Lecture Notes - Lecture 6: Synthetic Phonics, Natural Number, Dyscalculia
Intervention for Learning Difficulties
Week 6 Lecture - Tier 1 classroom instruction: Prevention and early identification
Overview
• Tier 1 revisited
• High-quality instruction
• Evidenced-based explained
• Tier 1 instruction in literacy
• Tier 1 instruction in numeracy
• Overview
Tier 1 revisited
• High quality instruction that is evidenced based and/or research based with flexible
groupings
• Whole class instruction with differentiation to cater for all children’s learning needs
• Problem-solving school teams made decisions about whether a student is making adequate
progress
o Example
▪ PPM – Pupil Progress Meetings
▪ Comes from the US
▪ Deliberate teams in schools that will talk about progress
• Principal
• Literacy coordinator
• Speak about progress and why they aren’t achieving
• Estimated that 80% of students will be successful with tier one instruction
o High quality instruction
o Need to anticipate that the left over percentage will need tier 2-3 instruction
• More students will fall into tier 2-3 if explicit instruction is not given in tier 1
What happens?
• If we give high quality instruction = Prevention = early identification
• You can respond by making instructional decisions which will lead to tier two instruction
• Book – RTI is a Verb
Tier 1: High Quality Instruction
What does this mean in literacy and numeracy?
• Structured
o Clear and explicit format
• Systematic
o Moves from simple to complex
o Start from easiest sounds to make sure that students master these
o Link to digestive system → eat food, saliva breaks it down, esophagus, digestive
system etc
o Carefully planned system
• Sequential
o Start with simpler sounds and takes the through the sequence
• Cumulative
o Building what you have taught all the time
o Take what the kids know and add to it
o Gentle addition of knowledge and practice that they retain in their Long Term
Memory
• Multi-sensory
o Seeing it, hearing it, doing it
• Explicit
o Making it clear to the kids
o Repetition, practice, and application of knowledge
• Opportunities for repeated practice and application
o Taking what you have learned and putting it into play
o Taking a skill and applying it at the end
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Week 6 lecture - tier 1 classroom instruction: prevention and early identification. If we give high quality instruction = prevention = early identification: you can respond by making instructional decisions which will lead to tier two instruction, book rti is a verb. Memory: multi-sensory, seeing it, hearing it, doing it. In k/pp/year 1 place an emphasis on speaking and listening activities: synthetic phonics is the superior" approach to teaching children how to learn the alphabetic principal. Teach the skills of blending and segmenting, and spelling with repetition, practice and application using decodable readers: blending for reading, segmenting for reading highly important when it comes to both reading and spelling. Tier 1 instruction in literacy: use a systematic and structured approach eg. same program across k yr 2 (same system) and employ an explicit lesson structure using review, teach, practice, apply and assess. Teach with fidelity stick to the one program not a magpie approach.
