Data analysis for whole-class instruction (Tier 1) slide outlines

1. Data analysis for whole-class instruction (Tier 1)

Extract from a Literacy Hub professional learning webinar.

2. Data analysis for whole-class instruction (Tier 1)

3. Explicit instruction: phonics lesson

[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), then 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 on the slide identify specifically the five areas that the class has failed to reach the 80% mark: the th* digraph, sentence-level decoding, irregular words ‘because’ and ‘once’, and sentence-level encoding. Arrows on the slide then identify students in the left-hand side column who have identified considerations (in the considerations column) and require their results to be analysed through the given lens of their specific circumstances. Considerations identified include: EAL background; ASD; ear infections; DLD/ADHD; high absence; and new to school/EAL. Text box in top right-hand corner identifies point of instruction based on this assessment at whole-class level.

Text reads:

Whole-class phonics lesson

Irregular words ‘because’, ‘once’
Sentence decoding
Sentence encoding.]

4. Explicit instruction: phonics lesson

[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 Sentence level, read and spell step in the Explicit teaching part of the Phonics instructional model with the Tier 1 I do, We do, You do part of the Gradual release of responsibility diagram.]

5. Explicit instruction: phonics lesson

[Image: On the left of the slide is the Phonics instructional model shown in 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. An arrow connects the Sentence level, read and spell step in the Explicit teaching part of the Phonics instructional model with five Literacy Hub resource slides: a ‘We do’ slide shows the irregular word ‘once’ written three times; next to that a ‘We do’ slide shows the irregular word ‘because’ written twice. Below those are three further slides: an ‘I do’ slide shows the sentence: The ship is at the dock. Next to that, a ‘We do’ slide shows the sentence: The fish was on the dish. And a final ‘I do’ slide shows a pencil icon, indicating students will write a dictated sentence (encoding).]

6. Importance of the check for understanding

Circled is the Check for understanding step of the Explicit teaching section. An arrow points from this to two Literacy Hub resources. The first is a Check for understanding slide, which reads: I can: say the sound for sh; read a word with sh: wish, crash, splash; write a word with sh. The second resource is a Literacy Hub Phonics lesson student worksheet (standard) which includes Letter and sound practice: sh, sh, sh, sh; then a series of words to read: flush; shock; crash; then a section called words to write, with three empty spaces (for dictated words); the next section is Irregular word practice, with the word: put, put, put, put; and the final section is Sentence dictation, with two empty lines for student to write the dictated sentence.]