tiers i and ii tier i – whole class –best practices –research based strategies...
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Tiers I and II
• Tier I – Whole Class– Best Practices– Research Based Strategies– Differentiation
• Tier II – Small Group (3-5 students)– For students who need additional time– 30 additional minutes 3-5 times per
week– 10-12 week cycles
What is an Intervention?
• Modifications• Accommodations• Interventions
– A specific instructional strategy that targets a specific instructional need.
“RTI interventions are not quick fixes or menus but a flexible process of designing, modifying and adjusting instruction to meet the unique needs of each child.”
» Dr. Mary Howard
Interventions
• As you move up tiers…– Increase intensity
• More modeling/think alouds• Higher time on task
– Provide more detailed feedback• Prompting/coaching
– Progress monitor more frequently– Scaffold more carefully– Increase repetition and practice– Reinforce skills in multiple contexts
over time
Phonemic Awareness
• Picture Sorts to match rhyme• Phonics Lessons activities• Elkonin Boxes – no letters• Say it and Move it
• Listening Games• Rhyming Games• Rhyming Stories• Blending and segmenting activities
Did you know?
• “Experts in literacy and child development have discovered that if children know 8 nursery rhymes by heart by the time they are four years old, they’re usually among the best readers by the time they’re eight years old.” research quoted by Mem Fox
Phonics – Letter ID
• Letter Sorts• Phonics Lessons• Elkonin Boxes• Interactive Writing
• Consistent alphabet book• Individual alphabet book• Name activities• Use multiple models of learning
letters • My Pile/Your Pile
Phonics – Sounds and Words
• Johnston’s Words Their Way word study activities-sound sorts
• Phonics Lessons activities• Making Words/Word Ladders • Interactive Writing• My Pile/Your Pile
Comprehension
• Monitoring• Connecting• Questioning• Determining Importance• Visualizing• Inferring• Synthesizing
Reading as a Process
The Reader(who)
The Text(what)
The Task(why and how)
Comprehension
Main Factors Affecting Comprehension
Reader Factors Text Factors Task Factors
Background KnowledgeConcept
Density/Vocabulary
Background
Reading StrategiesFamiliarity of
TopicPurpose for
Reading
Purpose for Reading Clarity of Writing Time
Interest
MotivationText Format
Degree of Distraction
Silent/Oral Reading*Adapted from Rhodes, L.K. and Shanklin, N.L., (1993). Windows Into Literacy. NH: Heinemann.
Reading Theory of Teacher
Comprehension
• Strategy Instruction• QAR• Reciprocal Teaching - SOAR• SQ3R
Making Connections
How did
remind me of
Things that have happened to me?(Text to self connections)
Other books or storiesI have read?(Text to text connections)
Things that have happened in the world?(Text to world connections)
Comprehension
• Coding the Text• Teach nonfiction text
features• Key words to summarize• RAAN – reading and
analyzing nonfiction
Tornadoes• Tornadoes are one of nature's most violent
storms. In an average year, about 1,000 tornadoes are reported across the United States, resulting in 80 deaths and more than 1,500 injuries. A tornado is a violently rotating column of air extending from a thunderstorm to the ground. The most violent tornadoes are capable of tremendous destruction with wind speeds of 250 mph or more. Damage paths can be in excess of one mile wide and 50 miles long.
Tornadoes come in all shapes and sizes and can occur anywhere in the U.S. at any time of the year. In the southern states, peak tornado season is March through May, while peak months in the northern states are during the summer.
• Storm• Violent• 1000/yr• Rotating air• Destruction• 250mph wind• 1 mile wide x
50 mi long
• South-mar-may
• North-summer
Tornadoes• Tornadoes are violent storms that usually occur
between March and the summer months, depending on where you live. These storms consist of rotating winds of up to 250 miles per hour. They can leave a destructive path that is one mile wide and 50 miles long.
• Storm• Violent• 1000/yr• Rotating air• Destruction• 250mph wind• 1 mile wide x
50 mi long
• South-mar-may
• North-summer
What we think we know…
Yes, we were right/
we confirmed…
New facts we
learned…
We are wondering…
Misconceptions(use only in 2nd & up)
RAAN StrategyReading and Analyzing Non-fiction
Vocabulary
• Marzano’s Vocabulary Notebook
• Frayer Model/Four Square• Semantic Maps
• Words in Context• KID Vocabulary
Term: analyze My Understanding: 1 2 3 4
Describe: to break apart…look at closely
Draw: Connections:
Vocabulary Notebooks
Analyze a math problem/car problem
Analyze data
Frayer Model/Four Square
Definition
Not made up-real
Not fictional
CharacteristicsTrue, informational, facts,
graphs, subheadings, diagrams,photos, real
people/real events
What are examples?
Titanic
SC/SS Textbooks
What are non-examples?
Junie B Jones
Diary of a Worm
novels
Non-fiction
Semantic Map
economics
scarcity production
distribution
consumption
specialization
Third Grade SS Goal 5
small
Non-ExampleNon-Example Non-Example
Example ExampleExample
is not
is not
is no
t
is
is
is
Janet Allen
colossal
gigantic
large
enormous
tiny
miniscule
Michael Jordan
Mugsy Boggs Caraway Mtn.
Mount Mitchell Mansion
My House
John made a colossal mistake on his exam.
K. I. D. Vocabulary
Key Word Important Info.
Draw to remember
Use the word in a sentence…Be careful not to change the meaning.
Linda Hoyt
Fluency
• Repeated Readings• Assisted Readings• Fluency Development Lesson• Poetry Academy
*Use reader’s theater scripts, speeches, poems, and songs.
Marzano’s 9 Research-Based
Strategies
• Identifying similarities and differences• Summarizing and note-taking• Reinforcing effort and providing recognition• Homework and practice• Nonlinguistic representations• Cooperative learning• Setting objectives and providing feedback• Generating and testing Hypothesis• Questions, Cues, and advance organizers
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