Data analysis for small group instruction (Tier 2) slide outlines

1. Data analysis for small-group instruction (Tier 2)

Extract from a Literacy Hub professional learning webinar.

2. Data analysis for small-group instruction (Tier 2)

3. Focus teaching group: Tier 2

[Image: Sample filled-in progress monitoring tool for Phase 8 of the Literacy Hub’s phonics progression. Rows across the top detail what is tested in each individual part of the assessment (digraphs, decoded words, sentences, pseudo words, irregular words). The first vertical column shows names of students, the second column shows considerations (for a handful of students, not all), considerations identified include: EAL background; ASD; ear infections; DLD/ADHD; high absence; and new to school/EAL. The next rows show green, red or n/a cells, based on student result for each of the assessment components. A final column details teacher notes for each student. A row across the top of all student results shows a percentage coloured either red or green, to identify areas of class-wide success (80% or above) or areas needing further instruction (less than 80%). Arrows identify word-level decoding and word-level encoding columns to identify students requiring Tier 2 support in that area.

Text box in top right-hand corner says:

Tier 2: Sadie, Marco, Naomi, Shiv.

  • Word decoding
  • Word encoding
  • Irregular word ‘once’.]

4. Focus teaching group: Tier 2

[Image: Two diagrams are shown side by side: the Phonics instructional model and the Gradual release of responsibility across tiers of intervention diagram.

The Phonics instructional model has two parts, review and explicit teaching. The review starts with phonemic awareness, which leads to grapheme level (read and spell), word level (read and spell), sentence level (read and spell). These are next to a 'You do' icon (teacher provides corrective feedback). The explicit teaching starts with phonemic awareness, and learning intention and success criteria, which lead to grapheme level (read and spell), word level (read and spell), sentence level (read and spell). These are next to an 'I do' icon and a 'We do' icon. This leads to check for understanding, which leads to either 'You do' (independent practice) or teacher focus group.

The Gradual release diagram illustrates levels of intervention from Tier 1 to Tier 3. There is a triangle shape, narrow on the left increasing in size on the right, with three sections. The labels ‘I do’, ‘We do’ and ‘You do’ are written horizontally, one for each section. The I do and You do sections increase across the tiers, but the We do section increases a lot more. Under Tier 1, there is a teacher icon with 20 student icons; 16 are green (the same colour as Tier 1); 3 are purple (the same colour as Tier 2); and one is yellow (the same colour as Tier 3). Under Tier 2, there is a teacher icon with 4 student icons; 3 are purple; and one is yellow. Under Tier 3, there is a teacher icon with 1 yellow student icon. A line with arrows pointing both directions sits under the diagram and accompanying text reads Ongoing progress monitoring to inform instructional needs.

An arrow connects the Word level, read and spell step in the Explicit teaching part of the Phonics instructional model with the Tier 2 I do, We do, You do part of the Gradual release of responsibility diagram.]

5. Focus teaching group: Tier 2

Tier 2: Sadie, Marco, Naomi, Shiv

  • Word encoding
  • Word decoding
  • Irregular word ‘once’

[Image: Screenshot of filled-in Phonics lesson planner template where the teacher has filled in the plan for Tier 2 instruction for these four students for the focus area: Word level decoding and encoding. The plan follows the same instructional model as all phonics lessons: Daily review, Learning intention and success criteria, Grapheme level, Revise digraphs, Word level, Sentence level, Check for understanding.]

6. Focus teaching group: Tier 2

[Image: Sample filled-in progress monitoring tool for Phase 8 of the Literacy Hub’s phonics progression. Rows across the top detail what is tested in each individual part of the assessment (digraphs, decoded words, sentences, pseudo words, irregular words). The first vertical column shows names of students, the second column shows considerations (for a handful of students, not all), considerations identified include: EAL background; ASD; ear infections; DLD/ADHD; high absence; and new to school/EAL. The next rows show green, red or n/a cells, based on student result for each of the assessment components. A final column details teacher notes for each student. A row across the top of all student results shows a percentage coloured either red or green, to identify areas of class-wide success (80% or above) or areas needing further instruction (less than 80%).

An arrow identifies sentence-level writing as an area of need for a number of students (Mae, Sarah, Raffi and Win.

A text box in the top right-hand corner says:

Tier 2: Mae, Sarah, Raffi, Win.

Fluency focus: sentence encoding

  • Segment all sounds
  • Check for accuracy
  • Re-read complete sentence.]

7. Focus teaching group: Tier 2

[Image A text box on the left says:

Tier 2: Mae, Sarah, Raffi, Win.

Fluency focus: sentence encoding

  • Segment all sounds
  • Check for accuracy
  • Re-read complete sentence.

An arrow points from the text box on the left to a Phonics lesson planner template on the right, which the teacher has filled out with targeted instruction for these four students, with a focus area of sentence-level writing fluency.]