Heggerty Tier 2 Instruction

Tier 2 - Small Group Instruction

A Phonemic Awareness Assessment, or Heggerty Screener, should be completed at regular intervals throughout the year to monitor student progress in phonemic awareness. Students are considered proficient in a skill if they achieve 4/5 on a tested skill. For students achieving 3 or less, increased intervention in that area may be necessary. If most of your students require phonemic awareness instruction in a specific phonemic awareness skill, continue to support all students through daily, Tier 1, whole-class instruction. If your screener identifies a small group of students who are weak in one or more phonemic awareness skills, Tier 2, small group instruction is needed.

Where do I Start my Intervention?

Phonemic awareness skills develop sequentially. Start your intervention at the first skill the student achieves a 3 or less on their Phonemic Awareness Assessment or Heggerty Screener. Target 1 - 2 skills through small group intervention at a time. Instead of working down the Heggerty curriculum, work across the curriculum horizontally for the selected skill using previously taught lessons. Students should continue to be part of Tier 1 instruction.

Junior Kindergarten

Order of Progression of Skills:

Onset Fluency: Initial Phoneme Isolation
Blending Syllables
Final Phoneme Isolation
Segmenting Words into Syllables
Blending Onset-Rime
Segmenting into Onset-Rime

Senior Kindergarten

Order of Progression of Skills:

Onset Fluency: Initial Phoneme Isolation
Blending Phonemes into Words
Final Phoneme Isolation
Segmenting Words into Phonemes
Isolating Medial Sounds in Words
Adding Initial Phonemes
Deleting Initial Phonemes
Substituting Initial Phonemes

Primary (Grades 1 and 2)

Order of Progression of Skills:

Onset Fluency: Initial Phoneme Isolation
Blending Phonemes into Words
Isolating Final Sounds in Words
Segmenting Words into Phonemes
Isolating Medial Sounds in Words
Adding Initial Phonemes
Deleting Initial Phonemes
Substituting Initial Phonemes

Tier 2

When offering small group Tier 2 targeted intervention, find the targeted skill in the curriculum and move horizontally across the curriculum for the selected skill. Only target 1 - 2 skills at a time through intervention. Use previously taught lessons. Students should continue to be part of Tier 1 instruction.

Week 13 Pre-Kindergarten Curriculum

The Importance of Clipping Sounds (1).MOV

Don't forget to have students CLIP THEIR SOUNDS!

Clipping sounds helps students to isolate and manipulate the individual phonemes or sounds in words. Clipping sounds means saying the sounds quickly and clearly, without adding any extra sounds or vowels. For example, the sound /m/ is clipped, but the sound /muh/ is not.

Watch your p, t, k, l, r, m, and n!

Make Learning Fun and Hands On!

Rime using a Felt Board.MOV

Using a Feltboard to Demonstrate Rime

Using a Felt Board (a teacher tool).MOV

Using a Feltboard to Demonstrate Segmenting into Compound Words, Syllables, and Individual Sounds

Using elkonin boxes (segmenting sounds) (1).MOV

Using Elkonin Boxes to Segment Sounds

Segmenting Compound Words.MOV

Using Blocks, Cars, and Beads to Segment Compound Words

Using a Pipe Cleaner and Beads (Blending Sounds).MOV

Using Pipe Cleaners and Beads to Blend Sounds into Words

Segmenting with Cars.MOV

Using Cars to Segment Words into Individual Sounds

Using a Pipe Cleaner and Beads (Segmenting Sounds).MOV

Using a Pipe Cleaner and Beads to Segment Words into Sounds

Onset using a Felt Board.MOV

Using a Feltboard to Identify and Substitute Onset of a Syllable

Blending Compound Words.MOV

Using Manipulatives to Blend Words into Compound Words

Using Play-Doh for Segmenting.MOV

Squishing Play-Doh to Segment Compound Words, Syllables, and Individual Sounds

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