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My focus group selection

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Focus Group Selection

The selection of my target group in Room 7 has evolved throughout Terms 1 and 2. Initially, I aimed to focus on students from two different reading groups. However, after reviewing recent BSLA assessments, I have decided to shift my attention to those who are significantly below the expected levels and require Tier 2 targeted group work.

BSLA Assessment Data and Authentic Learning

The recent assessment data indicates the need for a focused approach for these students. I will incorporate authentic learning strategies to engage them effectively. This may include real-world applications of literacy skills, allowing students to see the relevance of their learning.

Follow-Up Activities and Monitoring

To ensure continued progress, I will implement follow-up activities tailored to the specific needs of each learner. Regular monitoring will allow me to adjust the instruction based on ongoing assessments.

Targeted Tier 2 Literacy Approach

Implementing a more targeted and specific literacy approach based on structured literacy offers several advantages for Tier 2 students:

  1. Explicit Instruction: Structured literacy provides clear, direct, and systematic instruction in phonics, phonemic awareness, vocabulary, comprehension, and fluency. This explicit teaching is crucial for Tier 2 students, who often struggle with implicit learning, enabling them to grasp foundational literacy skills more effectively.

  2. Systematic and Sequential Learning: Lessons are organized logically to build on previously learned concepts, ensuring mastery of each component before moving on to more complex skills and reducing gaps in knowledge.

  3. Multi-Sensory Techniques: Structured literacy incorporates visual, auditory, and kinesthetic-tactile methods, engaging multiple senses to enhance memory and learning for students needing additional support.

  4. Differentiated Instruction: This approach allows for tailored instruction based on the specific needs of Tier 2 students, providing targeted interventions informed by ongoing assessment data to address individual strengths and weaknesses.

  5. Reinforcement and Practice: Regular, systematic practice and review of skills help reinforce learning and improve retention.

Implementation Overview

Teaching Intensity: I will provide 20 hours of supplementary small group teaching. Tier 2 instruction will complement, rather than replace, Tier 1 lessons. Students identified for Tier 2 support require more intensive teaching to master foundational skills, as evidenced by research on phoneme awareness and word decoding. BSLA Tier 2 will consist of small group instruction (up to 4 children per group) in approximately 30-minute sessions, four times weekly over a 10-week period, totaling around 20 hours of additional teaching. Students will also participate in daily Tier 1 BSLA lessons and small group reading instruction.

Explicit Teaching and Quality Scaffolding: Explicit instruction and effective scaffolding are critical in BSLA Tier 2 teaching. Teachers will provide structured support to facilitate successful learning attempts and meet each learner's needs within the group. Recognizing and praising students for their decoding attempts is an essential part of this approach.

Building Speed and Accuracy: Each lesson will include a phoneme manipulation section designed to enhance students' phonological processing speed and accuracy, which is vital for effective reading and spelling strategies, especially for those who struggle with phonological processing.

Timely Support: Research supports the benefits of early intervention. If a child’s data after 10 weeks of Tier 1 BSLA instruction indicates difficulties in acquiring essential phonics and phoneme awareness skills, Tier 2 support will be implemented promptly. For children starting school at age 5, this support may begin in their second or third term, rather than waiting until their second year.

Instruction Components

  1. Segmenting and Blending (5 minutes):

    • Activities focusing on complex phoneme awareness skills will help children sound through entire words in reading and spelling.
    • Activities may include a Bingo segmentation and blending game and a "Speed Demons" game to improve speed and accuracy.
    • Scaffolding will support identifying middle sounds and beyond, with repeated practice and quality feedback aimed at enhancing reading and spelling skills.

  2. Phoneme Manipulation with Graphemes (15 minutes):

    • Instruction will maintain consistency with Tier 1 phrasing and teaching patterns.
    • Activities will include completing two 10-word phoneme manipulation chains per lesson using materials like Gillon Letter Blocks or mini whiteboards.
    • Goals include building speed and accuracy in phoneme manipulation and reinforcing reading development.
    • The method involves modeling the first word, manipulating a phoneme, and reading the new word together, followed by the PRRR method for error correction.
    • Progression will move from blocks/folders to whiteboards as skills develop, ensuring students can hear, identify, and accurately represent phoneme changes.

By focusing on these strategies, I aim to address the specific needs of my learners effectively and enhance their literacy skills.


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