RTI for Grades 4 -12 Strategies for Success

RTI for Grades 4 -12: Strategies for Success Dr. Denise P. Gibbs, Director, Alabama Scottish Rite Foundation Learning Centers gibbsdenise@aol. com

This presentation is being provided today at no cost by the Alabama Scottish Rite Foundation. The philanthropy of the Alabama Scottish Rite Foundation began in the 1950’s in Alabama and continues today. The mission of the Alabama Scottish Rite Foundation is to provide help to Alabama Schools as they work with students who struggle in reading particularly those students with dyslexia.

Tiers of Instruction and Intervention

Grades 4 -12 Tiers Intervention Team Plus Special Education ·Weekly progress Tier monitoring Tier 3 III Intensive ·Monthly progress Intervention Intensive 60 minutes monitoring data review Intervention ·Continue, discontinue, 60 minutes or intensify intervention Tier II ·Monthly progress Differentiated strategic reports to parents 5% teaching embedded in all content classes – small group-intentional groupings 15% Tier I Core instruction - Strategic teaching embedded in all content classes – whole and small group 80%

Differentiated Strategy Instruction n Intentionally grouping students ¨Homogeneous groups on “orange day” n Teacher can work with tier 2 students ¨Heterogeneous groups on “blue day” n Peer mentors n Teacher can work with all groups

Research-based strategy instruction

Research indicates that 3 -4 strategies taught across all content areas is best! (Torgesen, 2007) But after you get the ball rolling, you will want to have an extensive repertoire of strategies for different types of content and to accomplish different purposes!

Strategy instruction in ALL content areas including MATH n Actively engage students in small group activities related to content information included in texts and other media. ¨ Engagement strategies ¨ Vocabulary strategies ¨ Comprehension strategies n Outcome will be to increase students’ ability to use and learn from texts and other media.

Engagement Strategies (Rozzell & Scearce, 2009) n Tier 1 & 2 strategies to get students to be active participants in classes ¨Turn to Your Partner ¨Three-way Interview ¨Numbered Heads Together ¨Jigsaw Modified

Cooperative and Partnered Learning Tools (Rozzell & Scearce, 2009) n Turn to Your Partner n n n Give students 3 -5 minutes to complete this activity Make 3 connections from the text to the world List 3 key points from the text Make as many predictions as possible from the title of the text 3 -Step Interview n n Form random pairs Students answer “what do you already know about” or “what are two big ideas from” or other questions Students listen to and summarize their partner’s response Put two pairs together and students introduce their partner and share their partner’s response “this is my partner Carol and she said that. . . ”

Cooperative and Partnered Learning Tools (Rozzell & Scearce, 2009) n Numbered Heads Together ¨ Organize students in groups of 4 and have students number off 1 -4 putting their number at the top of their paper. ¨ Have students determine one group response to the discussion question “Of the four countries we have been studying, which would you prefer to live in and why? ” ¨ Each student writes down the group’s response on their paper. ¨ Students then join the 1, 2, 3, or 4 group and share their original group’s response.

Cooperative and Partnered Learning Tools (Rozzell & Scearce, 2009) n Jigsaw Modified ¨ Divide text into 4 segments and have 4 students in each group (Home team) ¨ Students number off 1 -4 and then regroup by those numbers (expert team). ¨ 1’s discuss segment 1, 2’s discuss segment 2, etc. ¨ Home team group reconstitutes and each segment is then discussed ¨ Design an assessment to see how well the groups acquired the information from the various sections

Reading Comprehension n Two primary causes of reading comprehension problems ¨Vocabulary/language limits n Words in context n Complex sentence structures ¨“passive n “Get reading” to the end” vs “make meaning”

Reading Comprehension: Vocabulary n Tier 1 & 2 vocabulary strategies ¨Vocabulary rubric ¨Frayer model ¨Concept map ¨Vocabulary Tree ¨Vocabulary Visual Word Association (VVWA)

Concept Definition Mapping n What is it? What broader category does it fit into? n What is it like? What are the essential characteristics? What qualities does it possess that make it different from other things in the same category? n What are some examples of it? What is it like? Category The Word What are some examples? Adapted from Schwartz & Raphael, 1985

Frayer Model n n n Assign concept or word. Explain the attributes of the Frayer model being used. Model an easy word with the class first. Have students pair up to complete activity. Have students share completed model. Definition Characteristics WORD Examples Non-examples D. A. Frayer, W. C. Frederick, and H. G. Klausmeier, 1969

Semantic Feature Analysis n n n Select a category of study. Create a matrix: along the left side, list key vocabulary terms/concepts. Across the top choose features that the words might share. Student place an “X “ in the box if the feature applies to the vocabulary word. Students explain their rationale for their “X’s”. As the unit progresses terms and features can be added to the matrix. Polygons Opposite Sides Parallel square X rectangle X triangle Equilateral Equiangular 4 -sided X X X 3 -sided X

Semantic Mapping n n Write the subject of the lesson in the middle of a transparency or on the board. Ask students to think of as many words as possible that relate to the term. Have students write the words. On their own, or in small groups they are to group the words in categories by mapping or webbing. Students share their maps and discuss with their groupings with the class. Disaster Phenomenon Factors That Affect Our Weather Jet stream Cold front High pressure El Nino Forecasters Meteorologist National Weather service Hurricanes Tornadoes Blizzards Cyclones Hailstorms Measurement Weather Tools Barometer Thermometer Hydrometer Terms Isobars Millibars Centigrade Temperature Relative humidity

Synonym Web n n Choose a word that has many synonyms, e. g. “said”. Place the word in the center of a chart of piece of paper. Have students brainstorm as many synonyms for the word as possible. Encourage them to use dictionaries and thesauruses. Create a web with all the words they come up with. shouted responded exclaimed whispered spoke mumbled yelled Said murmured replied slurred

Linear Arrays n Linear Arrays are visual representations of degrees between two related words. ic y eager cool motivated transparent d tepi ambivalent translucent cloudy t ho idl e obscure boiling lazy opaque Janet Allen, Words, 1999

Scales (Beers, 2003) n Likert Scales: Not everyone can be a hero; only people with very special talents can be heroes. Strongly disagree / strongly agree n Semantic differential scales: Roger is Honest…………. . …………………. dishonest n Students “scale it” independently or with a partner and then defend their decision in small group discussions.

Visual Vocabulary Word Association (VVWA) n Marzano’s Six steps ¨ Introduce the term authentically ¨ Have student restate the meaning in their own words ¨ Use / create visuals ¨ Get to a deeper understanding (associations, connections, etc) ¨ Vocabulary discussions ¨ Word play n Vocabulary Visual Word Association (VVWA)

Vocabulary Tree (Beers, 2003) 1. Choose a root word you want for students to study and have them write it in the root of the tree. 2. Under the root, students write its definition. 3. In the trunk of the tree, students write a key word that you provide that uses that root. 4. Under the word, students write the definition of the word. 5. Then in the branches of the trunk, students write as many other words as they find that use that root. 6. Students define the word and copy a sentence that uses it. This could be a sentence they heard, one they read, or one they said themselves. 7. In the twigs of the branch, they record where they heard or found the sentence.

Some word root sources ¨ http: //www. espindle. org/roots. html ¨ http: //www. virtualsalt. com/roots. htm ¨ http: //www. betterendings. org/homeschool/Wor ds/Root%20 Words. htm ¨ http: //www. prefixsuffix. com/

Visual Vocabulary Word Association (VVWA) n Marzano’s Six steps ¨ Introduce the term authentically ¨ Have student restate the meaning in their own words ¨ Use / create visuals ¨ Get to a deeper understanding (associations, connections, etc) ¨ Vocabulary discussions ¨ Word play n Vocabulary Visual Word Association (VVWA)

Academic Vocabulary Lists http: //sde. state. ok. us/curriculum/BAV/pdf/ BAV. pdf n http: //www. state. tn. us/education/ci/doc/VO CABULARY. pdf n

Comprehension Instruction n n Monitoring comprehension (promoting metacognition) Using graphic and semantic organizers ¨ e. g. , teaching the use of a Venn diagram to compare and contrast 2 characters from a story n n n Main Idea Summarizing Text Structure

Two Kinds of Organizational Text Structure: n Narrative n Information (Expository)

Reading Comprehension: Active Reading Strategies n n n Before strategies ¨ Set the stage ¨ Assess and build content knowledge During strategies ¨ Metacognition ¨ Support and monitor comprehension After strategies ¨ Review, organize ¨ Evaluate, extend, and transfer content knowledge

ABC Graffiti (Rozzelle & Searce, 2009) ¨ Present the topic of the brainstorm to the students. ¨ Students list all the letters of the alphabet down a sheet of paper, leaving room beside each letter to write out the rest of a word or phrase. ¨ Students work individually thinking of as many words as they can that are associated with the topic and write the words beside the appropriate letters. ¨ After a few minutes, let the students pair up or work in small groups to fill in blank letters they have not yet completed. ¨ Allow students to share with the entire class possible terms for the different letters of the alphabet.

Cornell Note-Taking (Allen, 2004) ¨Provide Cornell Note-Taking form or folded paper ¨Read text and model for students the notes you would take while reading that text ¨Develop questions that the notes would answer ¨Use notes and questions to summarize the main ideas in 2 -3 sentences.

Say Something (aka Turn & Talk) ¨Choose a text for the students to read and have them work in pairs. ¨Designate a stopping point for reading. ¨Have students read to the stopping point and then “say something” about the text to their partners. ¨Repeat steps 2 and 3 until they finish reading the text.

3 -2 -1 ¨ After reading a portion of text, viewing a portion of a video, or listening to a portion of a lecture: students working alone, with a partner, or in small groups fill out a 3 -2 -1 chart (foldable works well for this!). n n n 3 Important Details 2 Connections 1 Question I Still Have ¨ Students repeat the procedure until the entire content has been completed. ¨ Students can use the important details from their 3 -2 -1 charts to summarize the entire lesson.

Save the Last Word for Me (Beers, 2003) ¨ After reading, students complete index cards with the following information: n Side 1: Each student selects an idea, phrase, quote, concept, fact, etc. , from the text that evokes a response. It can be something new, something that confirms previous ideas, or something with which he/she disagrees. Each student writes his/her selection on side 1 and indicates the page number where it can be found in the text. n Side 2: Each student writes his/her reaction to what he/she wrote on side 1.

Save the Last Word for Me (continued) n Students gather in small groups to discuss their information. n Students discuss using the following procedure: A student reads side 1 of his/her card; each student in the group responds to the information shared. The student who authored the card gets the last word by sharing side 2 of his/her card. The process is repeated until everyone in the group has shared

Somebody Wanted But So - SWBS (Beers, 2003) Somebody = main characters n Wanted = events, main ideas, details n But = conflict n So = resolutions n ¨ Somebody = Cinderella ¨ Wanted = to go to the ball ¨ But = she didn’t have the right clothes ¨ So = her FGM fixed her up

Graphic Organizers

Free Graphic Organizers n http: //www. readingquest. org/strat/home. html http: //wrhs. pasco. k 12. fl. us/wordpop/Word. POP n http: //go. solution-tree. com/literacy/ n

3 -D Graphic Organizers Also known as Foldables n http: //www. dinah. com/manipulatives. php n http: //foldables. wikispaces. com/Foldables n http: //pages. sbcglobal. net/cdefreese/folda bles/ n

Content Literacy Strategy Resources n n n Power Tools for Adolescent Literacy (2009) by Jan Rozzelle & Carol Scearce Strategies for engaging students Comprehension strategies (before, during, and after) Vocabulary strategies Strategic learning Website with free downloadables ¨ Go. solutions-tree. com/literacy

Content Literacy Strategy Resources n n n Inside Words: Tools for Teaching Academic Vocabulary Grades 412 (2007) by Janet Allen 22 vocabulary strategies with examples for use in secondary content classes Includes a CD with graphic organizers.

Content Literacy Strategy Resources Tools for Teaching Content Literacy (2004) by Janet Allen n 15 before, during, and after strategies for use in secondary content classes (with examples) n

Content Literacy Strategy Resources More Tools for Teaching Content Literacy (2008) by Janet Allen n More than 20 additional strategies with graphic organizers for easy implementation. n

Content Literacy Strategy Resources Teaching Reading in Middle School (2000) by Laura Robb n Strategies designed to engage students and enhance their comprehension and enjoyment of reading. n

Strategic Teaching Resources Teaching Reading in Social Studies, Science, and Math (2003) by Laura Robb n Concrete examples of how to use various before, during, after, and vocabulary strategies in content area classes. n

Strategic Teaching Resources n When Kids Can’t Read: What teachers can do. (2003) by Kylene Beers n Strategies for before, during, and after reading; vocabulary; fluency and automaticity; and word recognition.

THANK YOU! gibbsdenise@aol. com RTI for Middle and High School: Structures and Strategies for Literacy Success (2009) www. LRP. com