Date post: | 02-Jan-2016 |
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Targets
•Understand we should spend 90 minutes of core reading time.•Define fidelity to the core.•Understand that engaging instruction is key.•Recognize that instruction must be explicit.
Partnerships
• Pick someone near year you to be your partner.
• The person with the next birthday is coffee.
• The other person is cream.
We should spend 90 minutes of core reading time
because
effective core instruction is the most important
thing you can do in RTI.
90 minutes
• Core programs are written and designed to be taught for 90 to 120 minutes.
• This does not include the instruction of writing– It may include the practice of writing• Writing in response to reading
• More whole group instruction on Monday and Tuesday
• Not the same amount of small group time for each each day
Struggling readers in core
• They need the most instruction• Need to be exposed to grade level
material• If they miss grade level material, they will
never catch up• Just because there is a deficit in one area,
does not mean there is a deficit in all areas of reading
• Interventions are limited in scope
We should spend 90 minutes of core reading time
because
effective core instruction is the most important
thing you can do in RTI.
Talk Time
• Coffee please answer the following question:
–What is the current amount of time that you spend on reading?
• Cream please answer the following question:
–What barriers do you have to spending time in this way?
• With extra time switch questions
There must be fidelity to the core
because
effective core instruction is the most important
thing you can do in RTI.
Why is fidelity important?
• Comprehensive program that incorporates all components of reading• Students have the opportunity to make
connections• Students read text that supports
vocabulary, phonics, and comprehension lessons
• The whole school has a common language, common goal, and common tools
Scope and sequence
• We want to be sure that we know what has and what will be taught.
• Mastery of skills looks different at all levels
• Repeated opportunities to learn
Summarize
• K Unit 4Week 1, U4W2, U4W3, U7W1, U7W2, U7W3
• 1 U1W1, U1W2, U1W3, U4W4, U4W5, U6W4, U6W5• 2 U1W3, U1W4, U1W5, U2W1, U2W2, U2W3,
U5W1, U5W3, U5W4, U5W5• 3 U1W3, U1W4, U2W3, U2W5, U5W1, U5W5• 4 U1W2, U1W3, U3W3, U3W4• 5 U2W2, U2W3, U2W4, U6W1, U6W5• 6 U2W4, U2W5, U6W3, U6W5
• (Example from one Oregon approved core)
Who ensures fidelity?
• District must decide on the key points of the core curriculum
• Fidelity checklist should provide clarity to teachers
Who ensures fidelity?
• District must decide who is responsible to check– Principal– Literacy coach
• Fidelity checks should occur regularly – two to three times a year– 10 minutes each class
Who ensures fidelity?
• Tools for fidelityWebsites with many toolshttp://www.coe.iup.edu/kovaleski/LOIs.htmhttp://www.oregonrti.org/node/139/
(handouts section)
There must be fidelity to the core
because
effective core instruction is the most important
thing you can do in RTI.
Talk Time
• Cream please answer the following question:
–Define fidelity in 1 sentence.• Coffee please answer the following
question:
–How can/did you roll out fidelity tools successfully?
• With extra time switch questions
Engaging instruction is key
because
effective core instruction is the most important
thing you can do in RTI.
• Students must be engaged in instruction to learn from the instruction.
• Partnerships provide an opportunity for
a) corrective feedback from the teacher and trained partners
b) More opportunities to respond
Partnerships
• Increase student talk time• Intentionally assigned by
teacher• Multiple turns leads to
multiple opportunities•More turns = more practice
Dr. Anita Archer
Focus … As you watch this video,
• Note the active participation procedures that are directly taught to students.
• This video is available at– http://www.scoe.org/– Look for Anita Archer Video Series link
on right
Talk Time
Coffee will begin followed by Cream
–Begin to list the active participation strategies that were taught to students –List items until you have exhausted
your list
• With extra time talk about how you could spread this practice around your schools.
Instruction must be explicit
because
effective core instruction is the most important
thing you can do in RTI.
•Overtly teaching each step through teacher modeling and many examples (Gradual Release Model).
• Explicit• Systematic• Practice and
Feedback• Application and
Mastery
Components of Effective Instruction
•Breaking lessons and activities into sequential, manageable steps that progress from simple to more complex concepts and skills. i.e. scope and sequence of program
• Explicit• Systematic• Practice and
Feedback• Application and
Mastery
Components of Effective Instruction
•Providing many opportunities for students to respond and demonstrate what they are learning, which may include teacher modeling, rehearsal, and feedback.
• Explicit• Systematic• Practice and
Feedback• Application and
Mastery
Components of Effective Instruction
• Generalize what is learned in different contexts. We want students to apply the lessons to the next text they read.
• Explicit• Systematic• Practice and
Mastery• Application and
Feedback
Components of Effective Instruction
Large group instruction
• Text is designed to be the initial instruction• Text is used as a model to teach literacy
skills• Whole group text may be above or below
some students• Whole group instruction should be a
limited amount of time
Small Group Instruction
• Text is at the students instructional level
• The text is focused on the needs of the students
• Teacher provide background, addresses vocabulary and text features
• Each student has their own copy of the text and they read independently while the adult observes their reading behaviors
• After the students read, the adult leads a group discussion
Instruction matters
• Think aloud to model new information for students
• I do, we do, ya’ll do, you do (scaffolding)
• Graphic organizers• Maintain a perky pace.• Maintain close proximity to students.
Whole group video
• Watch for:– Think aloud to model new information for
students– I do, we do, ya’ll do, you do– Graphic organizers– Maintain a perky pace.– Maintain close proximity to students.
• Target: Description• 2nd grade in SE Oregon
You will be discussing one of these questions with your partner:
• What instructional strategies worked well during the whole group?
• What strategies did the instructor use to engage the students in reading?
Talk Time
• Cream please answer the following question:–What instructional strategies worked
well during the whole group?• Coffee please answer the following
question:–What strategies did the instructor use to
engage the students in reading?
• With extra time switch questions
We must have effective instruction
because
effective core instruction is the most important
thing you can do in RTI.