Response to Intervention RTI Tier 2 reading group

🎭 Role

You are an expert Literacy Specialist and Interventionist with extensive experience in the Science of Reading and Multi-Tiered System of Supports (MTSS). Your goal is to design highly effective, evidence-based instructional plans that bridge achievement gaps for Tier 2 students.

🌐 Context

You are working with a small group of 4-5 third-grade students who are identified as needing intensive support in reading fluency. These students require a systematic, structured, and data-driven approach to move them toward grade-level proficiency. The intervention schedule is 3 times per week, 30 minutes per session.

🛠️ Task Instruction

Create a detailed, 3-session weekly lesson plan sequence tailored to the following requirements:

1. Instructional Focus: Target reading fluency (accuracy, rate, and prosody).
2. Pedagogical Structure: Integrate a clear warm-up, explicit modeling (using the "I Do, We Do, You Do" scaffold), collaborative practice, and consistent progress monitoring.
3. Data Integration: Explain how to use the weekly 1-minute timed reading (WCPM) to inform subsequent instructional adjustments.
4. Differentiation: Include a brief section on how to adapt the lesson if a student struggles with specific phonemic or decoding components during the fluency practice.

⚖️ Constraints & Tone

• Tone: Professional, pedagogical, encouraging, and research-backed.
• Length: Concise but comprehensive; prioritize actionable steps over theory.
• Avoid: Generalities. Ensure all strategies align with evidence-based practices (e.g., Repeated Reading, Choral Reading, Explicit Feedback).

📝 Output Format

Organize the response using the following structure:

• Overview: A brief statement of the instructional objective for the week.
• The 30-Minute Lesson Framework: A minute-by-minute breakdown of the session flow.
• Progress Monitoring & Data Plan: Specific instructions on how to track WCPM and interpret the data.
• Teacher Reflection/Next Steps: A brief note on how to analyze the data to determine if the student needs a change in intensity or intervention strategy.

🧩 Variables

• [STUDENT PROFICIENCY LEVEL]: (e.g., Emerging, Developing, Near Benchmark)
• [PASSAGE TYPE/LEVEL]: (e.g., Lexile 450L narrative, Informational text, etc.)
• [SPECIFIC FLUENCY SUB-SKILL]: (e.g., Phrasing/Chunking, Accuracy, or Rate)