High-Quality Instruction Case Study

1. How is a comprehensive core reading program related to high-quality instruction? Why is it important to implement high-quality instruction?

In order to determine how both are related, it is important to describe what each are. The term high-quality instruction refers to employing both research-validated instruction and core reading programs. This type of instruction allows teachers to rule out the factor of inadequate instruction for why a child may be struggling with their reading abilities. The comprehensive core reading program is a tool teachers use to give effective reading instruction to their students through things such as consistency, going off of the state standards, and building their curriculum to support what children should

Harrison can employ into her whole-class instruction on a daily basis, is group pairing based on ability levels. Being that her classroom of students ranges from reading levels of kindergarten through third grade, it would be beneficial to split students up into groups based on lower reading levels, versus higher reading levels. In this way, she can differentiate the material that she provides each group to read and how they comprehend what they read as well. For students who are at kindergarten reading levels, she can provide easier reading material that is more comprehensible for students who are considered below their reading level, and possibly discussion questions that can help them better understand the reading. For groups who have a higher reading level such as those students who read at a third grade level, she can provide more in depth analysis of the reading, possibly discussion questions about the reading that requiring students to decode different meanings within the text. This differentiated practice will allow each student to work at their own pace and their own readiness level, and not leave any students feeling overwhelmed, or

Discuss at least three different ways in which high-quality reading instruction in Tier 2 will differ from that in Tier 1.

High-quality reading instruction differs from Tier 1 to Tier 2 because Tier 2 is the second step up of instruction and support that a child will need who is struggling with their reading performance. In Tier 1, all students are addressed and included in the instruction and provided assistance, with Tier 2, it starts to include students who are struggling in the first tier, and still need further assistance. In Tier 1, it includes flexible grouping and whole class instruction or small groups, paired activities and even one on one time with other students, but in Tier 2, focus is placed on providing students who need further assistance with a 1:3-1:5 ratio of teacher to student support. Another difference is that in Tier 1, most of the instruction on strengthening reading performance comes from that child’s general education teacher, while in Tier 2, because the child still needs further assistance, other educators are brought in to help such as reading specialists, paraprofessionals and sometimes even special education